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dc.contributor.authorSæle, Rannveig Grøm
dc.contributor.authorDahl, Tove Irene
dc.contributor.authorSørlie, Tore
dc.contributor.authorFriborg, Oddgeir
dc.date.accessioned2017-01-16T10:05:58Z
dc.date.available2017-01-16T10:05:58Z
dc.date.issued2016-11-22
dc.description.abstractIndividual differences in student learning influence academic performance, and two aspects influencing the learning process are the particular learning approach the students use and procrastination behaviour. We examined the relationships between learning approaches, procrastination and academic achievement (measured 1 year later as the grade point average (GPA)) amongst 428 first-year university students. Deep and strategic learning approaches positively predicted GPA, and a mediation analysis showed that the strategic learning approach also partly mediated the effect between deep learning approach and GPA. Less procrastination was associated with a strategic learning approach, but procrastination tendencies did not predict GPA. Recommendations are made for educating new students in cognitive and meta-cognitive strategies, helping reduce their procrastination and facilitating the use of deep and strategic learning approaches.en_US
dc.descriptionThis is the author's post-print version of the article. The final publication is available at <a href="http://link.springer.com/article/10.1007/s10734-016-0075-z/fulltext.html">http://link.springer.com/article/10.1007/s10734-016-0075-z/fulltext.html</a>en_US
dc.identifier.citationHigher Education 2016, 72:1-18en_US
dc.identifier.cristinIDFRIDAID 1403296
dc.identifier.doi10.1007/s10734-016-0075-z
dc.identifier.issn0018-1560
dc.identifier.urihttps://hdl.handle.net/10037/10152
dc.language.isoengen_US
dc.publisherSpringer Verlagen_US
dc.relation.urihttp://link.springer.com/article/10.1007/s10734-016-0075-z/fulltext.html
dc.rights.accessRightsopenAccessen_US
dc.subjectVDP::Samfunnsvitenskap: 200::Psykologi: 260::Kognitiv psykologi: 267en_US
dc.subjectVDP::Social science: 200::Psychology: 260::Cognitive psychology: 267en_US
dc.subjectlearning approachen_US
dc.subjectprocrastinationen_US
dc.subjectacademic achievementen_US
dc.subjectGPAen_US
dc.titleRelationships between learning approach, procrastination and academic achievement amongst first-year university studentsen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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