Individual differences in working memory capacity and attention, and their relationship with students' approaches to learning.

Autor/inn/en	Kyndt, Eva; Cascallar, Eduardo; Dochy, Filip
Titel	Individual differences in working memory capacity and attention, and their relationship with students' approaches to learning.
Quelle	In: Higher education, 64 (2012) 3, S. 285-297Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0018-1560; 1573-174X
DOI	10.1007/s10734-011-9493-0
Schlagwörter	Studienverhalten; Studentenschaft
Abstract	Past research has shown that working memory capacity, attention and students' approaches to learning are all important predictors for educational achievement. In this study the interrelations between these three variables are investigated. Participants were 128 university students. Results show a negative relationship between attention and deep approaches to learning: students with a lower level of attention seem to use more deep approaches to learning than students with higher levels of attention. It was also found that students with a high working memory capacity score lower on both the surface and deep approaches to learning than students with a low working memory capacity. A possible explanation is that these high capacity students might not need a consistent profound strategy to be successful because they are very good at acquiring, processing and integrating all types of new information before moving it to storage. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2013/1