12,000

We have over 12,000 students, from over 100 countries, within one of the safest campuses in the UK

93%

93% of Lancaster students go into work or further study within six months of graduating

Home > Research > Publications & Outputs > Transition, self-regulation, independent learni...
View graph of relations

Keywords

« Back

Transition, self-regulation, independent learning and goal theory

Research output: Contribution to journalJournal article

Published

Journal publication date01/2012
JournalPsychology of Education Review
Journal number2
Volume36
Number of pages6
Pages26-31
Original languageEnglish

Abstract

This paper reflects upon findings from a qualitative study exploring the difficulties some students had when attempting to engage with the requirements of ‘Independent Learning’ following the transition to university. The paper considers ways in which the students’ prior learning experiences while studying for A-level may have established certain learning goals that would be difficult to continue to follow whilst also meeting the new HE requirements. These observations are set within the theoretical framework provided by motivational goal theory suggesting some future developments for that theory. These proposed changes include the development of our understanding of the goal of ‘performativity’.