Skip to main content

Advertisement

SpringerLink
Log in

Building Bridges: Seeking Structure and Direction for Higher Education Motivated Learning Strategy Models

  • Review Article
  • Published:
Educational Psychology Review Aims and scope Submit manuscript

Abstract

Many of our current higher education (HE) learning strategy models intersect at important points. At the same time, these theories also often demonstrate important unique perspectives on student learning within HE. Currently, research with one learning strategy model rarely leads to developments in others, as each group of researchers works in close but largely unconnected islands of learning strategy investigation. This integrative theoretical review aims to support the convergence of intersecting models and (at the same time) the sharing of their unique features. These aims are undertaken first by reviewing past discussions of the divide between established European and American learning strategy models (Pintrich, Educational Psychology Review, 16, 385–407, 2004). Then, as an example of how general models (e.g. 3P; Biggs, Higher Education, 12, 73–86, 1993) might better support HE learning strategy development and convergence, the potential incorporation of perceived control theory (Skinner 2017) is reviewed. The theoretical support that this particular theory offers for explaining 3P sequential and reciprocal connections is discussed. Furthermore, the organisational and thereby alignment opportunities of this additional structure are presented and reviewed. In addition to implications for future theory and practice, alternative theoretical integration approaches are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4

References

  • Abraham, C., Sheeran, P., & Johnston, M. (1998). From health beliefs to self-regulation: theoretical advances in the psychology of action control. Psychology and Health, 13(4), 569–591.

    Article  Google Scholar 

  • Alexander, P. A. (1997). Mapping the multidimensional nature of domain learning: the interplay of cognitive, motivational, and strategic forces. Advances in motivation and achievement, 10, 213–250.

    Google Scholar 

  • Alexander, P. A. (2003). The development of expertise: the journey from acclimation to proficiency. Educational Researcher, 32(8), 10–14.

    Article  Google Scholar 

  • Asikainen & Gijbels. (this issue).

  • Babin, B. J., & Darden, W. R. (1995). Consumer self-regulation in a retail environment. Journal of Retailing, 71(1), 47–70.

    Article  Google Scholar 

  • Bagozzi, R. P. (1992). The self-regulation of attitudes, intentions, and behavior. Social Psychology Quarterly, 178–204.

  • Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson (Ed.), Handbook of reading research (pp. 353–394). New York: Longman.

    Google Scholar 

  • Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental Psychology, 25(5), 729.

    Article  Google Scholar 

  • Bandura, A. (1997). Self-efficacy: the exercise of control. New York: Freeman.

    Google Scholar 

  • Biggs, J. B. (1985). The role of meta-learning in study process. British Journal of Educational Psychology, 55, 185–212. doi:10.1111/j.2044-8279.1985.tb02625.x.

    Article  Google Scholar 

  • Biggs, J. B. (1987). Student approaches to learning and studying. Hawthorne, Victoria: Australian Council for Educational Research.

    Google Scholar 

  • Biggs, J. B. (1993). From theory to practice: a cognitive systems approach. Higher Education, 12, 73–86. doi:10.1080/0729436930120107.

    Google Scholar 

  • Biggs, J. B. (2003). Teaching for quality learning at university. Buckingham: Society for Research into Higher Education, Open University Press.

    Google Scholar 

  • Biggs, J. B., & Collis, K. (1982). Evaluating the quality of learning: the SOLO taxonomy. New York: Academic Press.

    Google Scholar 

  • Biggs, J. B., Kember, D., & Leung, D. Y. P. (2001). The revised two-factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133–149. doi:10.1348/000709901158433.

    Article  Google Scholar 

  • Brophy, J. E. (1982). Fostering student learning and motivation in the elementary school classroom: Institute for Research on Teaching. Michigan State University.

  • Brophy, J. E. (2005). Goal theorists should move on from performance goals. Educational Psychologist, 40, 167–176. doi:10.1207/s15326985ep4003_3.

    Article  Google Scholar 

  • Burnette, J. L., Boyle, E. H., Vanepps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mind-sets matter: a meta-analytic review of implicit theories and self-regulation. Psychological Bulletin, 139(3), 655–701. doi:10.1037/a0029531.

    Article  Google Scholar 

  • Catrysse, L., Gijbels, D., Donche, V., De Maeyer, S., Van den Bossche, P., & Gommers, L. (2016). Mapping processing strategies in learning from expository text: an exploratory eye tracking study followed by a cued recall. Frontline Learning Research, 4(1), 1–16.

    Article  Google Scholar 

  • Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post 16 learning: a systematic and critical review. The Learning and Skills Research Centre.

  • Connell, J. P. (1985). A new multidimensional measure of children’s perceptions of control. Child Development, 56, 1018–1041. doi:10.1111/j.1467-8624.1985.tb00174.x.

    Article  Google Scholar 

  • Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: a motivational analysis of self-system processes self process and development (pp. 43–77). Hillsdale: Lawrence Erlbaum Associates.

    Google Scholar 

  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.

    Book  Google Scholar 

  • Dinsmore, D. L., & Alexander, P. A. (2012). A critical discussion of deep and surface processing: what it means, how it is measured, the role of context, and model specification. Educational Psychology Review, 24(4), 499–567. doi:10.1007/s10648-012-9198-7.

    Article  Google Scholar 

  • Diseth, Å. (2007). Approaches to learning, course experience and examination grade among undergraduate psychology students: testing of mediator effects and construct validity. Studies in Higher Education, 32, 373–388. doi:10.1080/03075070701346949.

    Article  Google Scholar 

  • Dismore, D. L. (this issue)

  • Donche, V., De Maeyer, S., Coertjens, L., Van Daal, T., & Van Petegem, P. (2013). Differential use of learning strategies in first-year higher education: the impact of personality, academic motivation, and teaching strategies. British Journal of Educational Psychology, 83(2), 238–251. doi:10.1111/bjep.12016.

    Article  Google Scholar 

  • Dunkin, M. J., & Biddle, B. J. (1974). The study of teaching. New York: Holt, Rinehart & Winston.

    Google Scholar 

  • Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040–1048. doi:10.1037/0003-066x.41.10.1040.

    Article  Google Scholar 

  • Dweck, C. S. (1991). Self-theories and goals—their role in motivation, personality, and development. Nebraska Symposium on Motivation, 38, 199–235.

    Google Scholar 

  • Dweck, C. S., & Leggett, E. L. (1988). A social cognitive approach to motivation and personality. Psychological Review, 95, 256–273. doi:10.1037/0033-295X.95.2.256.

    Article  Google Scholar 

  • Eccles, J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives: psychological and sociological approaches (pp. 75–146). San Francisco: Freeman.

    Google Scholar 

  • Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3 × 2 achievement goal model. Journal of Educational Psychology, 103, 632–648. doi:10.1037/a0023952.

    Article  Google Scholar 

  • Elliott, E. S., & Dweck, C. S. (1988). Goals—an approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5–12. doi:10.1037//0022-3514.54.1.5.

    Article  Google Scholar 

  • Entwistle, N. (1981). Styles of learning and teaching: an integrated outline of educational psychology for students, teachers and lecturers. London: Wiley.

    Google Scholar 

  • Entwistle, N., & Ramsden, P. (1983). Understanding student learning. London: Croom Helm.

    Google Scholar 

  • Entwistle, N., & Waterston, S. (1988). Approaches to studying and levels of processing in university students. British Journal of Educational Psychology, 58, 258–265.

    Article  Google Scholar 

  • Entwistle, N., McCune, V., & Hounsell, J. (2002). Approaches to studying and perceptions of university teaching-learning environments: concepts, measures and preliminary findings. Enhancing teaching and learning environments in undergraduate courses occasional report, 1.

  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: a new area of cognitive development inquiry. American Psychologist, 34(10), 906–911. doi:10.1037/0003-066X.34.10.906.

    Article  Google Scholar 

  • Flavell, J. H. (1987). Speculation about the nature and development of metacognition. In F. Weinert & R. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 21–29). Hillsdale: Lawrence Erlbaum.

    Google Scholar 

  • Fryer, L. K. (2016). (Latent) transitions to learning at university: a latent profile transition analysis of first-year Japanese students. Higher Education. doi:10.1007/s10734-016-0094-9.

    Google Scholar 

  • Fryer, L. K., Ginns, P., & Walker, R. (2014). Between students’ instrumental goals and how they learn: goal content is the gap to mind. British Journal of Educational Psychology, 84(4), 612–630. doi:10.1111/bjep.12052.

    Article  Google Scholar 

  • Fryer, L. K., Ginns, P., & Walker, R. W. (2016). Reciprocal modelling of Japanese university students’ regulation strategies and motivational deficits for studying. Learning and Individual Differences, 51, 220–228. doi:10.1016/j.lindif.2016.08.032.

    Article  Google Scholar 

  • Gijbels, D., Donche, V., Richardson, J. T. E., & Vermunt, J. D. (Eds.). (2014). Learning patterns in higher education: dimensions and research perspectives. New York: Routledge.

    Google Scholar 

  • Harter, S. (1978). Effectance motivation reconsidered toward a developmental model. Human Development, 21(1), 34–64.

    Article  Google Scholar 

  • Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60, 549–571. doi:10.3102/00346543060004549.

    Article  Google Scholar 

  • Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41, 111–127. doi:10.1207/s15326985ep4102_4.

    Article  Google Scholar 

  • Kyndt, E., Coertjens, L., Van Daal, T., Donche, V., Gijbels, D., & Van Petegem, P. (2015). The development of students’ motivation in the transition from secondary to higher education: a longitudinal study. Learning and Individual Differences, 39, 114–123.

    Article  Google Scholar 

  • Malone, T. W., & Lepper, M. R. (1987). Making learning fun: a taxonomy of intrinsic motivations for learning. Aptitude, learning, and instruction, 3(1987), 223–253.

    Google Scholar 

  • Marton, F. (1975). On non-verbatim learning: II—the erosion effect of a task-induced learning algorithm. British Journal of Educational Psychology, 40, 115–127. doi:10.1111/j.2044-8279.1976.tb02304.x.

    Google Scholar 

  • Marton, F., & Säljö, R. (1976a). On qualitative differences in learning I: outcome and processes. British Journal of Educational Psychology, 46, 4–11. doi:10.1111/j.2044-8279.1976.tb02980.x.

    Article  Google Scholar 

  • Marton, F., & Säljö, R. (1976b). On qualitative differences in learning II: outcome as a function of the learner’s conception of the task. British Journal of Educational Psychology, 46, 115–127. doi:10.1111/j.2044-8279.1976.tb02304.x.

    Article  Google Scholar 

  • Marton, F., & Säljö, R. (1984). Approaches to learning. In F. Marton, D. J. Hounsell, & N. Entwistle (Eds.), The experience of learning (pp. 36–55). Edinburgh: Scottish Academic Press.

    Google Scholar 

  • Pekrun, R. (2006). The control-value theory of achievement emotions: assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. doi:10.1007/s10648-006-9029-9.

    Article  Google Scholar 

  • Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385–407. doi:10.1007/s10648-007-9050-7.

    Article  Google Scholar 

  • Pintrich, P. R., & Zusho, A. (2002). The development of academic self-regulation: the role of cognitive and motivational factors. In A. Wigfield & J. Eccles (Eds.), Developmental of achievement motivation (pp. 149–169).

  • Pintrich, P. R., & Zusho, A. (2007). Student motivation and self-regulated learning in the college classroom. In R. P. Perry & J. C. Smart (Eds.), The scholarship of teaching and learning in higher education: an evidence-based perspective (pp. 731–810). Dordrecht: Springer Netherlands.

    Chapter  Google Scholar 

  • Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ) (Tech. Rep. No. 91-b-004). Ann Arbor: University of Michigan, School of Education.

    Google Scholar 

  • Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (Mslq). Educational and Psychological Measurement, 53(3), 801–813. doi:10.1177/0013164493053003024.

    Article  Google Scholar 

  • Pressley, M. (1995). More about the development of self-regulation: complex, long-term, and thoroughly social. Educational Psychologist, 30(4), 207–212.

    Article  Google Scholar 

  • Ramsden, P. (1985). Student learning research: retrospect and prospect. Higher Education Research and Development, 4, 51–69.

    Article  Google Scholar 

  • Ramsden, P., & Entwistle, N. J. (1981). Effects of academic departments on students’ approaches to studying. British Journal of Educational Psychology.

  • Reich, J. W., & Infurna, F. J. (2016). Perceived control: theory, research, and practice in the first 50 years. Oxford University Press.

  • Renninger, K. A., & Hidi, S. (2011). Revisiting the conceptualization, measurement, and generation of interest. Educational Psychologist, 46, 168–184. doi:10.1080/00461520.2011.587723.

    Article  Google Scholar 

  • Richardson, J. T. E. (2015). Approaches to learning or levels of processing: what did Marton and Säljö (1976a) really say? The legacy of the work of the Göteborg group in the 1970s. Interchange, 1–31. doi:10.1007/s10780-015-9251-9

  • Richardson, J. T. E., & Price, L. (2003). Approaches to studying and perceptions of academic quality in electronically delivered courses. British Journal of Educational Technology, 34, 45–56.

    Article  Google Scholar 

  • Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: a systematic review and meta-analysis. Psychological Bulletin, 138, 353–387. doi:10.1037/a0026838.

    Article  Google Scholar 

  • Rotter, J. B. (1966). Generalized expectancies for the internal versus external control of reinforcement. Psychological Monographs: General & Applied, 80, 1–28. doi:10.1037/h0092976.

    Article  Google Scholar 

  • Schmeck, R. (Ed.). (1988). Learning strategies and learning styles. New York: Plenum.

    Google Scholar 

  • Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: theoretical perspectives (Vol. 2, pp. 125–152). Mahwah: Lawrence Erlbaum Associates.

    Google Scholar 

  • Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-regulatory competence. Educational Psychologist, 32, 195–208.

    Article  Google Scholar 

  • Skinner, E. A. (1995). Perceived control, motivation, & coping (Vol. 8). New York: Sage Publications.

    Book  Google Scholar 

  • Skinner, E. A. (1996). A guide to constructs of control. Journal of Personality and Social Psychology, 71(3), 549–570.

    Article  Google Scholar 

  • Skinner, E. A. (2017). Seven guideposts to the study of perceived control across the lifespan. In R. John & J. I. Frank (Eds.), Perceived control: theory, research, and practice in the first 50 years (pp. 309–339). Oxford: Oxford University Press.

    Google Scholar 

  • Skinner, E. A., Wellborn, J. G., & Connell, J. P. (1990). What it takes to do well in school and whether I’ve got it: a process model of perceived control and children’s engagement and achievement in school. Journal of Educational Psychology, 82, 22–32. doi:10.1037//0022-0663.82.1.22.

    Article  Google Scholar 

  • Skinner, E. A., Zimmer-Gembeck, M. J., Connell, J. P., & Wellborn, J. G. (1998). Individual differences and the development of perceived control. Monographs of the Society for Research in Child Development, 63(2/3), i+iii+v–vi+1-231.

    Article  Google Scholar 

  • Skinner, E. A., Zimmer-Gembeck, J. M., Connell, P. J., & Wellborn, G. J. (2010). Individual differences and the development of perceived control. Monographs of the Society for Research in Child Development, 63, 1–19.

    Google Scholar 

  • Tight, M. (2014). Working in separate silos? What citation patterns reveal about higher education research internationally. Higher Education, 68, 379395. doi:10.1007/s10734-014-9718-0.

    Article  Google Scholar 

  • Trigwell, K., Ashwin, P., & Millan, E. S. (2012). Evoked prior learning experience and approach to learning as predictors of academic achievement. British Journal of Educational Psychology, 83, 363–378. doi:10.1111/j.2044-8279.2012.02066.x.

    Article  Google Scholar 

  • Vermunt, J. D. (1986). Leerstijlen, concepties, orientaties en de Open universiteit. (Learning styles, conceptions, orientations and the Open University). Retrieved from Tilburg.

  • Vermunt, J. D. (1988). Regulation of learning, approaches to studying and learning styles of adult students. In P. R. J. Simons & G. Beukhof (Eds.), Regulation of learning. Book chapter, 1–20.

  • Vermunt, J. D. (1998). The regulation of constructive learning processes. British Journal of Educational Psychology, 68, 149–171. doi:10.1111/j.2044-8279.1998.tb01281.x.

    Article  Google Scholar 

  • Vermunt, J. D. (2005). Relations between student learning patterns and personal and contextual factors and academic performance. Higher Education, 49(3), 205–234. doi:10.1007/s10734-004-6664-2.

    Article  Google Scholar 

  • Vermunt, J. D. (2007). The power of teaching-learning environments to influence student learning BJEP monograph series II, number 4-student learning and university teaching. British Psychological Society, 72, 72–89.

    Google Scholar 

  • Vermunt, J. D., & Donche V. (this issue)

  • Vermunt, J. D., & Rijswijk, F. (1988). Analysis and development of students’ skill in self-regulated learning. Higher Education, 17(6), 647–682.

    Article  Google Scholar 

  • Vohs, K. D., Baumeister, R. F., Schmeichel, B. J., Twenge, J. M., Nelson, N. M., & Tice, D. M. (2014). Making choices impairs subsequent self-control: a limited-resource account of decision making, self-regulation, and active initiative.

  • Von Bertalanffy, L. (1950). An outline of general system theory. British Journal for the Philosophy of Science.

  • Von Bertalanffy, L. (1972). The history and status of general systems theory. Academy of Management Journal, 15(4), 407–426.

    Article  Google Scholar 

  • Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548–573. doi:10.1037//0033-295X.92.4.548.

    Article  Google Scholar 

  • Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching (Vol. 3, pp. 315–327). New York: Macmillan.

    Google Scholar 

  • Weinstein, C. E., Schulte, A., & Palmer, D. (1987). LASSI: Learning and Study Strategies Inventory. Clearwater: H & H Publishing.

    Google Scholar 

  • White, R. M. (1959). Motivation reconsidered. Psychological Review, 66, 297–333. doi:10.1037/h0040934.

    Article  Google Scholar 

  • Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. doi:10.1006/ceps.1999.1015.

    Article  Google Scholar 

  • Winne, P. H. (2010). Improving measurements of self-regulated learning. Educational Psychologist, 45(4), 267–276. doi:10.1080/00461520.2010.517150.

    Article  Google Scholar 

  • Winne, P. H. (2013). Learning strategies, study skills, and self-regulated learning in postsecondary education. In Higher education: handbook of theory and research. Springer (pp. 377–403).

  • Winne, P. H., & Marx, R. W. (2012). A cognitive-processing analysis of motivation within classroom tasks. (pp. 1–20).

  • Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In P. R. P. M. Boekaerts & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531–566). San Diego: Academic Press.

    Chapter  Google Scholar 

  • Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: an overview. Educational Psychologist, 25(1), 3–17.

    Article  Google Scholar 

  • Zimmerman, B. J. (1995). Self-regulation involves more than metacognition: a social cognitive perspective. Educational Psychologist, 30(4), 217–221.

    Article  Google Scholar 

  • Zimmerman, B. J. (2008). Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. doi:10.3102/0002831207312909.

    Article  Google Scholar 

  • Zusho, A. (this issue)

Download references

Acknowledgements

Peter Carter, Charles Anderson and Quint were kind enough to read and provide helpful feedback on an earlier version of the current manuscript. This work is broadly indebted to Richard Walker and Dr. Raymond Debus for their theoretical influence.

Author information

Authors and Affiliations

  1. CETL, The University of Hong Kong, Hong Kong, Hong Kong

    Luke K. Fryer

  2. Faculty of Education and Social Work, The University of Sydney, Sydney, Australia

    Luke K. Fryer

Authors
  1. Luke K. Fryer
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Luke K. Fryer.

Ethics declarations

Funding

No funding was received for this research.

Conflict of Interest

The author declares that he has no conflict of interest.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Fryer, L.K. Building Bridges: Seeking Structure and Direction for Higher Education Motivated Learning Strategy Models. Educ Psychol Rev 29, 325–344 (2017). https://doi.org/10.1007/s10648-017-9405-7

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10648-017-9405-7

Keywords

Search

Navigation