Secondary school students' conceptions of learning and their relationship to achievement

Elizabeth R. PETERSON, Gavin Thomas Lumsden BROWN, S. Earl IRVING

Research output: Contribution to journalArticles

45 Citations (Scopus)

Abstract

Conceptions of learning were investigated in three studies. Study 1 piloted a modified version of Purdie and Hattie's (2002) Conceptions of Learning Inventory (COLI-I) with 236 secondary students. Multilog analysis was used to remove itemswith poormeasurement characteristics. Study 2 used a nationally representative sample of 701NewZealand secondary school studentswho completed the COLI-II. Themeasurementmodel hadmarginally acceptable fit. Study 3 consisted of 608 secondary students who completed a slightly revised COLI-III and provided standardised academic reading and mathematics achievement data. The Study 2 and 3 samples were found to have configural invariance and the structural model mapping students' conceptions of learning onto their academic achievement had acceptable fit. The conception that learning is a duty predicted lower achievement and the conception of learning as continuous predicted higher achievement. This is the first study to empirically demonstrate a direct relationship between learning conceptions and academic outcomes in the secondary sector. Copyright © 2009 Published by Elsevier Inc.
Original languageEnglish
Pages (from-to)167-176
JournalLearning and Individual Differences
Volume20
Issue number3
DOIs
Publication statusPublished - Jun 2010

Citation

Peterson, E. R., Brown, G. T. L., & Irving, S. E. (2010). Secondary school students' conceptions of learning and their relationship to achievement. Learning and Individual Differences, 20(3), 167-176.

Keywords

  • Conceptions of learning
  • Achievement
  • Secondary school

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