Home > Research > Publications & Outputs > Evoked prior experiences in first year universi...

Research

Associated organisational units

Electronic data

Links

Text available via DOI:

Keywords

View graph of relations

Evoked prior experiences in first year university student learning

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Published

Standard

Evoked prior experiences in first year university student learning. / Ashwin, Paul; Trigwell, Keith.
In: Higher Education Research and Development, Vol. 31, No. 4, 01.08.2012, p. 449-463.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Ashwin, P & Trigwell, K 2012, 'Evoked prior experiences in first year university student learning', Higher Education Research and Development, vol. 31, no. 4, pp. 449-463. https://doi.org/10.1080/07294360.2011.634384

APA

Ashwin, P., & Trigwell, K. (2012). Evoked prior experiences in first year university student learning. Higher Education Research and Development, 31(4), 449-463. https://doi.org/10.1080/07294360.2011.634384

Vancouver

Ashwin P, Trigwell K. Evoked prior experiences in first year university student learning. Higher Education Research and Development. 2012 Aug 1;31(4):449-463. Epub 2012 Apr 11. doi: 10.1080/07294360.2011.634384

Author

Ashwin, Paul ; Trigwell, Keith. / Evoked prior experiences in first year university student learning. In: Higher Education Research and Development. 2012 ; Vol. 31, No. 4. pp. 449-463.

Bibtex

@article{de39d8afb83741d4b98724b7acba69ff,
title = "Evoked prior experiences in first year university student learning",
abstract = "In this article, we focus on three aspects of students{\textquoteright} 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{\textquoteright} 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",
keywords = "approaches to learning, conceptions of learning , first-year experience , learning outcomes , motivation , self-efficacy , student learning experience",
author = "Paul Ashwin and Keith Trigwell",
note = "The final, definitive version of this article has been published in the Journal, Higher Education Research and Development, 31 (4), 2012, {\textcopyright} Informa Plc",
year = "2012",
month = aug,
day = "1",
doi = "10.1080/07294360.2011.634384",
language = "English",
volume = "31",
pages = "449--463",
journal = "Higher Education Research and Development",
issn = "0729-4360",
publisher = "Routledge",
number = "4",

}

RIS

TY - JOUR

T1 - Evoked prior experiences in first year university student learning

AU - Ashwin, Paul

AU - Trigwell, Keith

N1 - The final, definitive version of this article has been published in the Journal, Higher Education Research and Development, 31 (4), 2012, © Informa Plc

PY - 2012/8/1

Y1 - 2012/8/1

N2 - 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

AB - 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

KW - approaches to learning

KW - conceptions of learning

KW - first-year experience

KW - learning outcomes

KW - motivation

KW - self-efficacy

KW - student learning experience

U2 - 10.1080/07294360.2011.634384

DO - 10.1080/07294360.2011.634384

M3 - Journal article

VL - 31

SP - 449

EP - 463

JO - Higher Education Research and Development

JF - Higher Education Research and Development

SN - 0729-4360

IS - 4

ER -