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Evoked prior experiences in first year university student learning

Research output: Contribution to Journal/MagazineJournal articlepeer-review

<mark>Journal publication date</mark>1/08/2012
<mark>Journal</mark>Higher Education Research and Development
Issue number4
Number of pages15
Pages (from-to)449-463
Publication StatusPublished
Early online date11/04/12
<mark>Original language</mark>English


In this article, we focus on three aspects of students’ prior experiences of learning: evoked conceptions of learning, evoked motivation and evoked self-efficacy. We show how, for a first-year undergraduate population, these three aspects of evoked prior experience relate to students’ approaches to learning and their perceptions of the learning environment as well as to their previous schooling, their gender and the broad discipline area in which they are studying. In doing so, we confirm that evoked prior experiences are distinct and measurable and can be used to better understand the ways in which students experience learning in higher education

Bibliographic note

The final, definitive version of this article has been published in the Journal, Higher Education Research and Development, 31 (4), 2012, © Informa Plc