Values and learning approaches of students at an international university |
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Authors: | Bobbie Matthews Petra Lietz I Gusti Ngurah Darmawan |
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Institution: | (1) Flinders University, Institute of International Education, Po Box 2100, Adelaide, SA, 5001, Australia;(2) International University Bremen, Breman, Germany;(3) University of Adelaide, Adelaide, SA, Australia |
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Abstract: | This study indicates that values are statistically significant precursors to approaches to learning in a cohort of predominantly
Bulgarian, German and Romanian students studying at a German university where the language of instruction in all subject areas
is English. Values have been measured with the Portrait Values Questionnaire (Schwartz et al. 2001), and approaches to learning
have been assessed by the Study Process Questionnaire (Biggs, 1987). The relationships between values and approaches to learning
have been estimated by canonical correlation analysis. Results of the analysis suggest that values can be linked to learning
approaches in a situation where students have left their home countries to undertake tertiary studies in a new social, cultural
and educational environment. Four distinct pairings between values and learning approaches emerge whereby: (a) self-aggrandisement
is linked to the achievement learning variable, (b) conservatism relates to the surface learning variable, (c) self-directedness
is linked to the deep learning variable and (d) benevolent change is related to the learning strategies variable.
The analyses for this research were conducted while the second author was a visiting scholar at the Flinders University Institute
of International Education in Adelaide, South Australia. The assistance of Professor John Keeves in the implementation and
interpretation of additional statistical analyses is gratefully acknowledged. |
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Keywords: | values learning approaches canonical correlation analysis international students learning motivations and strategies |
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