What impedes or enhances my studying? The interrelation between approaches to learning, factors influencing study progress and earned credits

References

• Amirali, M., G. Huon, and B. Kevin. 2004. “Approaches to Studying and Academic Performance in Short Essay Exams.” Higher Education 47: 161–176. doi:10.1023/B:HIGH.0000016443.43594.d1.
   Web of Science ®Google Scholar
• Biggs, J. 1987. Student Approaches to Learning and Studying. Camberwell: Australian Council for Educational Research.
   Google Scholar
• Bound, J., M. F. Lovenheim, and S. Turner. 2007. “Understanding the Decrease in College Completion Rates and Increased Time to the Baccalaureate Degree.” Population Studies Center Research Report 07-626. Population Studies Center. University of Michigan, http://www.psc.isr.umich.edu/pubs/pdf/rr07-626.pdf.
   Google Scholar
• Brunello, G., and R. Winter-Ebmer. 2003. “Why Do Students Expect to Stay Longer in College? Evidence from Europe.” Economics Letters 80: 247–253. doi:10.1016/S0165-1765(03)00086-7.
   Web of Science ®Google Scholar
• Caprara, G. V., R. Fida, M. Vecchione, G. Del Bove, G. M. Vecchio, C. Barbanelli, and A. Bandura. 2008. “Longitudinal Analysis of the Role of Perceived Self-Efficacy for Self-Regulated Learning in Academic Continuance and Achievement.” Journal of Educational Psychology 100 (3): 525–534. doi:10.1037/0022-0663.100.3.525.
   Web of Science ®Google Scholar
• Duff, A. 2004. “Understanding Academic Performance and Progression of First-Year Accounting and Business Economics Graduates: The Role of Approaches to Learning and Prior Academic Achievement.” Accounting Education 13 (4): 409–430. doi:10.1080/0963928042000306800.
   Google Scholar
• Eccles, J. S., and A. Wigfield. 2002. “Motivational Beliefs, Values, and Goals.” Annual Review of Psychology 53: 109–132. doi:10.1146/annurev.psych.53.100901.135153.
   PubMed Web of Science ®Google Scholar
• Elvo, N., and S. Pajala. 2002. Humanistien opiskelupolut tilastojen takana [Humanities Students’ Study Paths behind Statistics]. Otus (Research Foundation of the Finnish Student Unions) 23. Helsinki: University Press.
   Google Scholar
• Entwistle, N., and V. McCune. 2004. “The Conceptual Base of Study Strategies Inventories in Higher Education.” Educational Psychology Review 16 (4): 325–345. doi:10.1007/s10648-004-0003-0.
   Web of Science ®Google Scholar
• Entwistle, N., V. McCune, and J. Hounsell. 2003. “Investigating Ways of Enhancing University Teaching–Learning Environments: Measuring Students’ Approaches to Studying and Perceptions of Teaching.” In Unravelling Basic Components and Dimensions of Powerful Learning Environments, edited by E. De Corte, L. Verschaffel, N. Entwistle, and J. van Merrienboer, 89–107. Oxford: Elsevier Science.
   Google Scholar
• Entwistle, N., and E. R. Peterson. 2004. “Conceptions of Learning and Knowledge in Higher Education: Relationships with Study Behaviour and Influences of Learning Environments.” International Journal of Educational Research 41: 407–428. doi:10.1016/j.ijer.2005.08.009.
   Google Scholar
• Entwistle, N., and P. Ramsden. 1983. Understanding Student Learning. London: Croom Helm.
   Google Scholar
• Eurostudent IV. 2008–2011. “Social and Economic Conditions of Student Life in Europe. Synopsis of Indicators. Final Report.” Accessed December 10. http://www.eurostudent.eu/download_files/documents/EIV_Synopsis_of_Indicators.pdf.
   Google Scholar
• Haarala-Muhonen, A., M. Ruohoniemi, and S. Lindblom-Ylänne. 2011. “Factors Affecting the Study Pace of First-Year Law Students – In Search of Study Counselling Tools.” Studies in Higher Education 36 (8): 911–922. http://dx.doi.org/10.1080/03075079.2010.488722. doi:10.1080/03075079.2010.488722.
   Web of Science ®Google Scholar
• Heikkilä, A., and K. Lonka. 2006. “Studying in Higher Education: Students’ Approaches to Learning, Self-Regulation, and Cognitive Strategies.” Studies in Higher Education 31 (1): 99–117. doi:10.1080/03075070500392433.
   Web of Science ®Google Scholar
• Heikkilä, A., M. Niemivirta, J. Nieminen, and K. Lonka. 2011. “Interrelations among University Students’ Approaches to Learning, Regulation of Learning, and Cognitive and Attributional Strategies: A Person Oriented Approach.” Higher Education 61 (5): 513–529. doi:10.1007/s10734-010-9346-2.
   Web of Science ®Google Scholar
• Hidi, S., and M. Ainley. 2008. “Interest and Self-Regulation: Relationships between Variables Hat Influence Learning.” In Motivation and Self-Regulated Learning. Theory, Research and Applications, edited by D. H. Schunk and B. J. Zimmerman, 77–110. New York: Taylor & Francis.
   Google Scholar
• Kember, D., J. Biggs, and D. Leung. 2004. “Examining the Multidimensionality of Approaches to Learning through the Development of a Revised Version of the Learning Process Questionnaire.” British Journal of Educational Psychology 74: 261–280. http://onlinelibrary.wiley.com/doi/10.1348/000709904773839879/pdf. doi:10.1348/000709904773839879.
   PubMed Web of Science ®Google Scholar
• Korhonen, V., and J. Rautopuro. 2012a. “Hitaasti mutta epävarmasti – onko opintoihin hakeutumisen lähtökohdilla yhteyttä opintojen käynnistymisongelmiin” [Slowly but Unsurely – Is There a Connection between the Reasons for Studying and Problems in Getting Started with the Studies]. In Opiskelijat korkeakoulutuksen näyttämöllä [Students Studying in Higher Education], edited by V. Korhonen, and M. Mäkinen, 87–112. Tampere: University Press.
   Google Scholar
• Korhonen, V., and J. Rautopuro. 2012b. “Miksi opinnot ei suju? Yliopisto-opintojen hitaan etenemisen ja opiskelemattomuuden yleiskuvaa ja ongelmia tunnistamassa” [ What Hinders Studying? An Overview of Slow Study Progress]. In Osallistava korkeakoulutus [Engaging Higher Education], edited by M. Mäkinen, J. Annala, V. Korhonen, S. Vehviläinen, A. M. Norrgrann, P. Kalli, and P. Svärd, 100–123. Tampere: University Press.
   Google Scholar
• Kota-Database (Ministry of Education and Culture; accessed 22 November 22, 2012). https://kotaplus.csc.fi/.
   Google Scholar
• Kurri, E. 2006. Opintojen pitkittymisen dilemma. Tutkimus opintojen sujumattomuustekijöistä yliopistossa ja niihin vaikuttamisen keinoista [The Dilemma of Prolonged Studies. A Research on Reasons behind Prolonged Studies and How to Make a Change]. Otus (Research Foundation of the Finnish Student Unions) 27. Helsinki: University Press.
   Google Scholar
• Lens, W., and M. Vansteenkiste. 2012. “Promoting Self-Regulated Learning: A Motivational Analysis.” In Motivation and Self-Regulated Learning. Theory, Research and Applications, edited by D. H. Schunk and B. J. Zimmerman, 111–139. New York: Routledge.
   Google Scholar
• Lindblom-Ylänne, S., and K. Lonka. 1999. “Individual Ways of Interacting with the Learning Environment – Are They Related to Study Success?” Learning and Instruction 9: 1–18. doi:10.1016/S0959-4752(98)00025-5.
   Web of Science ®Google Scholar
• Marton, F., and R. Säljö. 1997. “Approaches to Learning”. In The Experience of Learning. 2nd ed., edited by F. Marton, D. J. Hounsell, and N. J. Entwistle, 39–58. Edinburgh: Scottish Academic Press.
   Google Scholar
• Meyer, J. H. F. 1991. “Study Orchestration: The Manifestation, Interpretation and Consequences of Contextualized Approaches to Studying.” Higher Education 22: 297–316. doi:10.1007/BF00132293.
   Web of Science ®Google Scholar
• Mikkonen, J. 2012. “Interest in University Studies. Its Role and Relation to Other Motivational Variables.” PhD diss., University of Helsinki.
   Google Scholar
• Mikkonen, J., M. Ruohoniemi, and S. Lindblom-Ylänne. 2011. “The Role of Individual Interest and Future Goals during the First Years of University Studies.” Studies in Higher Education 5: 1–16. doi:10.1080/03075079.2011.564608.
   Web of Science ®Google Scholar
• Neumann, R., S. Parry, and T. Becher. 2002. “Teaching and Learning in Their Disciplinary Contexts: A Conceptual Analysis.” Studies in Higher Education 27 (4): 405–417.
   Web of Science ®Google Scholar
• OECD. 2009. “OECD Reviews of Tertiary Education: Finland 2009”. Paris: OECD Publishing. http://www.oecd.org/education/skills-beyond-school/37474463.pdf.
   Google Scholar
• Parpala, A., and S. Lindblom-Ylänne. 2012. “Using a Research Instrument for Developing Quality at the University.” Quality in Higher Education 18 (3): 313–328. doi:10.1080/13538322.2012.733493.
   Google Scholar
• Parpala, A., S. Lindblom-Ylänne, E. Komulainen, T. Litmanen, and L. Hirsto. 2010. “Students’ Approaches to Learning and Their Experiences of the Teaching–Learning Environment in Different Disciplines.” British Journal of Educational Psychology 80 (2): 269–282. doi:10.1348/000709909X476946.
   Google Scholar
• Postareff, L., A. Parpala, and S. Lindblom-Ylänne. In press. “Factors Contributing to Changes in a Deep Approach to Learning.” Learning Environments Research.
   Google Scholar
• Richardson, J. 2000. Researching Student Learning: Approaches to Studying in Campus-Based and Distance Education. Buckingham: SRHE and Open University Press.
   Google Scholar
• Richardson, J., and L. Price. 2003. “Approaches to Studying and Perceptions of Academic Quality in Electronically Delivered Courses.” British Journal of Educational Technology 34: 45–56. doi:10.1111/1467-8535.00303.
   Web of Science ®Google Scholar
• Román, S., P. Cuestas, and P. Fenollar. 2008. “An Examination of the Interrelationships between Self-Esteem, Others’ Expectations, Family Support, Learning Approaches and Academic Achievement.” Studies in Higher Education 33: 127–138. doi:10.1080/03075070801915882.
   Web of Science ®Google Scholar
• Ruohoniemi, M., and S. Lindblom-Ylänne. 2009. “Students’ Experiences Concerning Course Workload and Factors Enhancing and Impeding Their Learning – A Useful Resource for Quality Enhancement in Teaching and Curriculum Planning.” International Journal for Academic Development 14 (1): 69–81. doi:10.1080/13601440802659494.
   Google Scholar
• Ruohoniemi, M., A. Parpala, S. Lindblom-Ylänne, and N. Katajavuori. 2010. “Relationships between Students’ Approaches to Learning, Perceptions of the Teaching–Learning Environment, and Study Success – A Case Study of Third-Year Veterinary Students.” Journal of Veterinary Medical Education 37 (3): 282–288. doi:10.3138/jvme.37.3.282.
   PubMed Web of Science ®Google Scholar
• Rytkönen, H., A. Parpala, S. Lindblom-Ylänne, and L. Postareff. 2012. “Factors Influencing Bioscience Students’ Academic Achievement.” Instructional Science 40 (2): 241–256. doi:10.1007/s11251-011-9176-3.
   Web of Science ®Google Scholar
• Saarenmaa, K., K. Saari, and V. Virtanen. 2010. Opiskelijatutkimus 2010. Korkeakouluopiskelijoiden toimeentulo ja opiskelu [Student Survey 2010. University Students’ Livelihood and Studying]. Ministry of Education and Culture 18. Helsinki: University Press.
   Google Scholar
• Trigwell, K., and M. Prosser. 1991. “Relating Approaches to Studying and Quality of Student Learning Outcomes at the Course Level.” British Journal of Educational Psychology 61: 265–275. doi:10.1111/j.2044-8279.1991.tb00984.x.
   Web of Science ®Google Scholar
• U.S. Department of Education, National Center for Education Statistics. 2013. “The Condition of Education 2013” (NCES 2013-037). Accessed February 17. http://nces.ed.gov/pubs2013/2013037.pdf.
   Google Scholar
• Van den Berg, M. N., and W. H. A. Hoffman. 2005. “Student Success in University Education: A Multi-Measurement Study of the Impact of Student and Faculty Factors on Study Progress.” Higher Education 50: 413–446. doi:10.1007/s10734-004-6361-1.
   Web of Science ®Google Scholar
• Vansteenkiste, M., J. Simons, W. Lens, K. M. Sheldon, and E. L. Deci. 2004. “Motivating Learning, Performance, and Persistence: The Synergistic Effects of Intrinsic Goal Contents and Autonomy-Supportive Contexts.” Journal of Personality and Social Psychology 87: 246–260. doi:10.1037/0022-3514.87.2.246.
   PubMed Web of Science ®Google Scholar
• Watkins, D. 2001. “Correlates of Approaches to Learning: A Cross-Cultural Meta-Analysis.” In Perspectives on Thinking, Learning, and Cognitive Styles, edited by R. J. Sternberg and L. F. Zhang, 165–195. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Winterson, J., and M. Russ. 2009. “Understanding the Transition from School to University in Music and Music Technology.” Arts and Humanities in Higher Education 8 (3): 339–354. doi:10.1177/1474022209339962.
   Google Scholar
• Wäschle, K., A. Allgaier, A. Lachner, S. Fink, and M. Nückles. 2014. “Procrastination and Self-Efficacy: Tracing Vicious and Virtuous Circles in Self-Regulated Learning.” Learning and Instruction 29: 103–114. http://dx.doi.org/10.1016/j.learninstruc.2013.09.005. doi:10.1016/j.learninstruc.2013.09.005.
   Web of Science ®Google Scholar
• Zimmerman, B. J. 2000. “Self-Efficacy: An Essential Motive to Learn.” Contemporary Educational Psychology 25: 82–91. http://dx.doi.org/10.1006/ceps/1999.1016. doi:10.1006/ceps.1999.1016.
   PubMed Web of Science ®Google Scholar
• Zimmerman, B. J. 2012. “Goal Setting: A Key Proactive Source of Academic Self-Regulation.” In Motivation and Self-Regulated Learning. Theory, Research and Applications, edited by D. H. Schunk and B. J. Zimmerman, 267–296. New York: Routledge.
   Google Scholar
• Zimmerman, B. J., and D. Schunk. 2012. “Motivation: An Essential Dimension of Self-Regulated Learning.” In Motivation and Self-Regulated Learning. Theory, Research and Applications, edited by D. H. Schunk and B. J. Zimmerman, 1–30. New York: Routledge.
   Google Scholar