Bibliography of studies using or conceptually related to the

Approaches to Studying Inventory (ASI),

Revised Approaches to Studying Inventory (RASI),

Approaches and Study Skills Inventory for Students (ASSIST)

as at 3.10.00

 

Approaches to Studying Inventory (ASI)

Abouserie, R. (1995). Self-esteem and achievement motivation as determinants of students’ approaches to studying. Studies in Higher Education, 20, 19-26.

Arnold, L., and Feighny, K.M. (1995). Students’ general learning approaches and performances in medical school: a longitudinal study. Academic Medicine, 70, 715-722.

Beckwith, J.B. (1991). Approaches to learning, their context and relationship to assessment performance. Higher Education, 22, 17-30.

Biggs, J.B. (1987). Student Approaches to Learning and Studying. Melbourne, Vic: Australian Council for Educational Research.

Biggs, J.B. (1988). Assessing student approaches to learning. Australian Psychologist, 23, 197-206.

Biggs, J.B. (1993). What do inventories of student learning processes really measure: a theoretical review and clarification. British Journal of Educational Psychology, 63, 3-19.

Biggs, J.B. (1994). Approaches to learning: nature and measurement of. The International Encyclopedia of Education, 1, (2nd. edn.), Oxford: Pergamon Press, 319-322.

Biggs, J.G., and Rihn, B.A. (1984). The effects of intervention on deep and surface approaches to learning. In I. Kirby, (ed.), Cognitive Strategies and Educational Performance. Orlando: Academic Press.

Blundell, S. (1995). Should we always be aiming to promote deep approaches to learning? An evaluation of the ISL questionnaire in practice. In G. Gibbs, (ed.), Improving Student Learning: Through Assessment and Evaluation. Oxford: Oxford Brookes University, Oxford Centre for Staff Development, 257-279.

Calder, I. (1989). The Study and Learning Strategies of Students in New Zealand Tertiary Institution. Unpublished PhD thesis, University of Waikato: Waikato, New Zealand.

Cano-Garcia, F., and Justicia-Justicia, F. (1994). Learning strategies, styles and approaches: an analysis of their interrelationships. Higher Education, 27, 239-260.

Clarke, R.M. (1986). Students’ approaches to learning in an innovative medical school: a cross-sectional study. British Journal of Educational Psychology, 56, 309-321.

Coles, C.R. (1985). Differences between conventional and problem-based curricula in their students’ approaches to studying. Medical Education, 19, 308-309.

Cuthbert, K. (1995). Student project work in relation to a meaning oriented approach to learning. In G. Gibbs, (ed.), Improving Student Learning: Through Assessment and Evaluation. Oxford: Oxford Brookes University, Oxford Centre for Staff Development, 245-256.

Eley, M.G. (1992). Differential adoption of study approaches within individual students. Higher Education, 23, 231-254.

Emilia, O., and Mulholland, H. (1991). Approaches to learning of students in an Indonesian medical school. Medical Education, 25, 462-470.

Entwistle, N. J. (1982). Learning from the Student’s Perspective. Vernon-Wall Lecture. Leicester: British Psychological Society.

Entwistle, N.J. (1985). Learning from the experience of studying. In H. Francis, (ed.), Learning to Teach: Psychology in Teacher Training. London: Falmer.

Entwistle, N.J. (1987). A model of the teaching-learning process. In J.T.E. Richardson, M.W. Eysenck and D. Warren Piper, (eds.), Student Learning: Research in Education and Cognitive Psychology. Milton Keynes: SRHE and Open University Press, 13-28.

Entwistle, N.J. (1988). Motivational factors in students’ approaches to learning. In R.R. Schmeck, (ed.), Learning Strategies and Learning Styles. New York: Plenum Press, 21-51.

Entwistle, N.J. (1988). From study skills to metacognitive awareness. In H.M.C. Schellekens, P.R.J. Simons and J.E.L. Costongs, (eds.), Rendementsverbetering en Studiebegeleiding. Tilburg: Katholieke Universiteit Brabant.

Entwistle, N.J. (1991). How students learn and why they fail. In J. Radford, (ed.), Talent, Teaching and Achievement. London: Jessica Kingsley.

Entwistle, N.J. (1991). Approaches to learning and perceptions of the learning environment. Special Issue of Higher Education, 22, 201-204.

Entwistle, N.J. (1992). Influences on the quality of student learning: implications for medical education. South African Medical Journal, 81, 596-606.

Entwistle, N.J. (1994). The use of research on student learning in quality assessment. In G.Gibbs, (ed.), Improving Student Learning: Through Assessment and Evaluation. Oxford: Oxford Brookes University, Oxford Centre for Staff Development.

Entwistle, N.J. (1996). Identifying students at risk through ineffective study strategies. Higher Education, 31, 97-116.

Entwistle, N.J. (1997). Contrasting perspectives on learning. In F. Marton, D.J. Hounsell and N.J. Entwistle, (eds.), The Experience of Learning. (2nd. edn.), Edinburgh: Scottish Academic Press.

Entwistle, N.J. (1998). Approaches to learning and forms of understanding. In B.C. Dart and G.M. Boulton-Lewis, (eds.), Teaching and Learning in Higher Education. Melbourne, Vic: Australian Council for Educational Research, 72-101.

Entwistle, N.J. (1998). Understanding academic performance at university: a research retrospective. In D. Shorrocks-Taylor and V. Varma, (eds.), Directions in Educational Psychology. London: Whurr.

Entwistle, N.J. (1998). Improving teaching through research on student learning. In J.J.F. Forest, (ed.), University Teaching: International Perspectives. New York: Garland.

Entwistle, N.J. (1998). Motivation and approaches to studying: motivating and conceptions of teaching. In G.Thompson, S. Armstrong and S. Brown, (eds.), Motivating Students. London: Kogan Page.

Entwistle, N.J. (1998). Supporting students’ frameworks for conceptual understanding: knowledge objects and their implications. In C. Rust, (ed.), Improving Student Learning: Improving Students as Learners. Oxford: Oxford Brookes University, Oxford Centre for Staff and Learning Development.

Entwistle, N.J. (1999). Approaches to studying and levels of understanding: the influences of teaching and assessment. In J.C. Smart, (ed.), Higher Education: Handbook of Theory and Research (xv). New York: Agathon Press.

Entwistle, N.J. (in press). Conceptions, styles and approaches within higher education: analytic abstractions and everyday experience. In R. Sternberg and L-F. Zhang, (eds.), Perspectives on Cognitive, Learning, and Thinking Styles. Mahwah, N.J.: Erlbaum.

Entwistle, N.J., and Entwistle, A.C. (1997). Revision and the experience of understanding. In F. Marton, D.J. Hounsell and N.J. Entwistle, (eds.), The Experience of Learning. (2nd. edn.), Edinburgh: Scottish Academic Press.

Entwistle, N.J., Hanley, M., and Hounsell, D. (1979). Identifying distinctive approaches to studying. Higher Education, 8, 365-380.

Entwistle, N.J., Hanley, M., and Ratcliffe, G. (1979). Approaches to learning and levels of understanding. British Educational Research Journal, 5, 99-114.

Entwistle, N.J., Hounsell, D., Macaulay, C., Situnayake, G., and Tait, H. (1989). The Performance of Electrical Engineering Students in Scottish Higher Education. Edinburgh: University of Edinburgh, Centre for Research on Learning and Instruction.

Entwistle, N.J., Marton, F., and Hounsell, D.J. (eds.), (1997). The Experience of Learning. (2nd edn.), Edinburgh: Scottish Academic Press.

Entwistle, N.J., and Meyer, J.H.F. (1992). Findings and implications from research on student learning. South African Medical Journal, 81, 593-595.

Entwistle, N.J., Meyer, J.H.F., and Tait, H. (1991). Student failure: disintegrated perceptions of studying and the learning environment. Higher Education, 21, 249-261.

Entwistle, N.J., and Napuk, S. (1997). Mind Maps and Knowledge Objects. Organising and Explaining Understanding in Essays and Examinations. Research Report. Edinburgh: University of Edinburgh, Centre for Research on Learning and Instruction.

Entwistle, N.J., and Newble, D.I. (1986). Learning styles and approaches: implications for medical education. Medical Education, 20, 162-175.

Entwistle, N.J., and Ramsden, P. (1981). Effects of academic departments on students’ approaches to studying. British Journal of Educational Psychology, 51, 368-383.

Entwistle, N.J., and Ramsden, P. (1983). Understanding Student Learning. London: Croom Helm.

Entwistle, N.J., and Tait, H. (1990). Approaches to learning, evaluations of teaching, and preferences for contrasting academic environments. Higher Education, 19, 169-194.

Entwistle, N.J., and Tait, H. (1994). Approaches to studying and preferences for teaching in higher education. Instructional Evaluation and Faculty Development, 14, 2-10.

Entwistle, N.J., Tait, H., and Entwistle, A.C. (1992). Academic understanding and contexts to enhance it: a perspective from research on student learning. In T. Duffy and D. Jonassen, (eds.), The Design of Constructivist Learning Environments. Berlin: Springer-Verlag.

Entwistle, N.J., Wall, D., MacMillan, C., Tait, H., and Entwistle, D. (1991). Schools to Higher Education: Bridging the Gap. Edinburgh: Scottish Office, Education Dept., Research and Intelligence Unit.

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

Fogarty, G.J., and Taylor, J.A. (1997). Learning styles among mature-age students: some comments on the Approaches to Studying Inventory (ASI-S). Higher Education Research and Development, 16, 321-330.

Fyfe, W. (1995). Learning environments and students’ perceptions of learning. In G. Gibbs, (ed.), Improving Student Learning: Through Assessment and Evaluation. Oxford: Oxford Brookes University, Oxford Centre for Staff Development, 342-356.

Gow, L., and Kember, D. (1990). Does higher education promote independent learning? Higher Education, 19, 307-322.

Hambleton, I.R., Foster, W.H., and Richardson, J.T.E. (1998). Improving student learning using the personalised system of instruction. Higher Education, 35, 187-203.

Harper, G., and Kember, D. (1986). Approaches to study of distance education students. British Journal of Educational Technology, 17, 212-222.

Harper, G., and Kember, D. (1989). Interpretation of factor analyses from the Approaches to Studying Inventory. British Journal of Educational Psychology, 59, 66-74.

Hattie, J., Biggs, J., and Purdie, N. (1996). Effects of learning skills interventions on student learning: a meta-analysis. Review of Educational Research, 66, 99-136.

Hattie, J., and Watkins, D. (1988). Preferred classroom environment and approach to learning. British Journal of Educational Psychology, 58, 345-349.

Hayes, K., King, E., and Richardson, J.T.E. (1997). Mature students in higher education: 3. Approaches to studying in access students. Studies in Higher Education, 22, 19-31.

Hayes, K., and Richardson, J.T.E. (1995). Gender, subject and context as determinants of approaches to studying in higher education. Studies in Higher Education, 20, 215-221.

Kember, D. (1996). The intention to both memorise and understand: another approach to learning? Higher Education, 31, 341-354.

Kember, D., and Gow, L. (1989). A model of student approaches to learning encompassing ways to influence and change approaches. Instructional Science, 18, 263-288.

Kember, D., and Gow, L. (1990). Cultural specificity of approaches to study. British Journal of Educational Psychology, 60, 356-363.

Kember, D., and Harper, G. (1987a). Approaches to studying research and its implications for the quality of learning from distance education. Journal of Distance Education, 2, 15-30.

Kember, D., and Harper, G. (1987). Implications for instruction arising from the relationship between approaches to studying and academic outcomes. Instructional Science, 16, 35-46.

Kember, D., and Leung, D.Y.P. (1998). Influences upon students’ perceptions of workload. Educational Psychology, 18, 293-307.

Kember, D., Ng, S., Tse, H., Wong, E.T.T., and Pomfret, M. (1996). An examination of the interrelationships between workload, study time, learning approaches and academic outcomes. Studies in Higher Education, 21, 347-358.

Kember, D., Wong, A., and Leung, D.Y.P. (1999). Reconsidering the dimensions of approaches to learning. British Journal of Educational Psychology, 69, 323-343.

Leiden, L.I., Crosby, R.D., and Follmer, H. (1990). Assessing learning style inventories and how well they predict academic performance. Academic Medicine, 65, 395-401.

Marshall, D., Summers, M., and Woolnough, B. (1999). Students’ conceptions of learning in an engineering context. Higher Education, 38, 291-309.

Marton, F., and Saljo, R. (1976a). On qualitative differences in learning: 1. Outcome and process. British Journal of Educational Psychology, 46, 4-11.

Marton, F., and Saljo, R. (1997). Approaches to learning. In F. Marton, D.J. Hounsell and N.J. Entwistle, (eds.), The Experience of Learning. (2nd. edn.), Edinburgh: Scottish Academic Press.

Meyer, J.H.F. (1988). Student perceptions of learning context and approaches to studying. South African Journal of Higher Education, 2, 73-82.

Meyer, J.H.F. (1991). Study orchestration: the manifestation, interpretation and consequences of contextualised approaches to studying. Higher Education, 22, 297-316.

Meyer, J.H.F. (1996). Some aspects of the individual-difference modelling of causal attribution. Higher Education, 31, 51-71.

Meyer, J.H.F. (1998). A medley of individual differences. In B.C. Dart and G.M. Boulton-Lewis, (eds.), Teaching and Learning in Higher Education. Melbourne, Vic: Australian Council for Educational Research, 42-71.

Meyer, J.H.F. (2000). The modelling of dissonant study orchestrations in higher education. European Journal of Psychology of Education, xv, 5-18.

Meyer, J.H.F., Cliff, A.F., and Dunne, T.T. (1994). Impressions of disadvantage: 2. Monitoring and assisting the student at risk. Higher Education, 27, 95-117.

Meyer, J.H.F., and Dunne, T.T. (1991). Study approaches of nursing students: effects of an extended clinical context. Medical Education, 25, 497-516.

Meyer, J.H.F., Dunne, T.T., and Sass, A.R. (1992). Impressions of disadvantage: 1. School versus university study orchestration and consequences for academic support. Higher Education, 24, 291-316.

Meyer, J.H.F., and Eley, M.G. (1999). The development of affective subscales to reflect variation in students’ experiences of studying mathematics in higher education. Higher Education, 37, 197-216.

Meyer, J.H.F., and Muller, M.W. (1990a). Evaluating the quality of student learning: 1. An unfolding analysis of the association between perceptions of learning context and approaches to studying at an individual level. Studies in Higher Education, 15, 131-154.

Meyer, J.H.F., and Muller, M.W. (1990b). An unfolding analysis of the association between perceptions of learning context and approaches to studying. South African Journal of Higher Education, 4, 46-58.

Meyer, J.H.F., and Parsons, P. (1989a). An empirical study of English- and Afrikaans-speaking students’ approaches to studying. South African Journal of Higher Education, 3, 109-114.

Meyer, J.H.F., and Parsons, P. (1989b). Approaches to studying and course perceptions using the Lancaster Inventory: a comparative study. Studies in Higher Education, 14, 137-153.

Meyer, J.H.F., and Parsons, P. (1996). An exploration of student learning in mathematics. Int. Journal Math. Educ. Sci. Technol., 27, 741-751.

Meyer, J.H.F., Parsons, P., and Dunne, T.T. (1990a). Individual study orchestrations and their association with learning outcome. Higher Education, 20, 67-89.

Meyer, J.H.F., Parsons, P., and Dunne, T.T. (1990b). Study orchestration and learning outcome: evidence of association over time among disadvantaged students. Higher Education, 20, 245-269.

Meyer, J.H.F., and Sass, A.R. (1993). The impact of first year on the learning behaviour of engineering students. International Journal of Engineering Education, 9, 209-217.

Meyer, J.H.F., and Watson, R.M. (1991). Evaluating the quality of student learning: 2. Study orchestration and the curriculum. Studies in Higher Education, 16, 251-257.

Miller, C.D., Finley, J., and McKinley,D.L. (1990). Learning approaches and motives: male and female differences and implications for learning assistance programs. Journal of College Student Development, 31, 147-154.

Morgan, A., Gibbs, G., and Taylor, E. (1980). Students’ Approaches to Studying the Social Science and Technology Foundation Courses: Preliminary Studies. Study Methods Group Report no. 4. Milton Keynes: Open University, Institute of Educational Technology. (ERIC Document Reproduction Service No. ED 197 639).

Morgan, A., Taylor, E., and Gibbs, G. (1982). Variations in students’ approaches to studying. British Journal of Educational Technology, 13, 107-113.

Murray-Harvey, R. (1994). Learning styles and approaches to learning: distinguishing between concepts and instruments. British Journal of Educational Psychology, 64, 373-388.

Newble, D.I., and Clarke, R.M. (1986). The approaches to learning of students in a traditional and in an innovative problem based medical school. Medical Education, 20, 267-273.

Newble, D.I., and Clarke, R.M. (1987). Approaches to learning in a traditional and an innovative medical school. In J.T.E. Richardson, M.W. Eyesenck and D. Warren Piper, (eds.), Student Learning: Research in Education and Cognitive Psychology. Milton Keynes: SRHE and Open University Press, 39-46.

Newble, D.I., and Entwistle, N.J. (1986). Learning styles and approaches: implications for medical education. Medical Education, 20, 162-175.

Newble, D.I., Entwistle, N.J., Hejka, E.J., Jolly, B.C., and Whelan, G. (1988). Towards the identification of student learning-problems: the development of a diagnostic inventory. Medical Education, 22, 518-526.

Newble, D.I., and Gordon, M.I. (1985). The learning style of medical students. Medical Education, 19, 3-8.

Newstead, S.E. (1992). A study of two quick and easy methods of assessing individual differences in student learning. British Journal of Educational Psychology, 62, 299-312.

Nuy, H.J.P. (1991). Interactions of study orientation and students’ appreciation of structure in their educational environment. Higher Education, 22, 267-274.

Parsons, P. (1988). The Lancaster Approaches to Studying Inventory and Course Perceptions Questionnaire: a replicated study at the Cape Technikon. South African Journal of Higher Education, 2, 103-111.

Parsons, P., and Meyer, J.H.F. (1990). The academically at risk student: a pilot intervention program and its observed effects on learning outcome. Higher Education, 20, 323-334.

Prosser, M., and Trigwell, K. (1990). Student evaluations of teaching and courses: student study strategies as a criterion of validity. Higher Education, 20, 135-142.

Provost, S.C., and Bond, N.W. (1997). Approaches to studying and academic performance in a traditional psychology course. Higher Education Research and Development, 16, 309-320.

Ramsden, P. (1981). A Study of the Relationship Between Student Learning and its Academic Context. Unpublished PhD thesis, University of Lancaster: Lancaster.

Ramsden, P., and Entwistle, N.J. (1981). Effects of academic departments on students’ approaches to studying. British Journal of Educational Psychology, 51, 368-383.

Richardson, J.T.E. (1990). Reliability and replicability of the Approaches to Studying Questionnaire. Studies in Higher Education, 15, 155-168.

Richardson, J.T.E. (1992). A critical evaluation of the short form of the Approaches to Studying Inventory. Psychology Teaching Review, 1, 34-45.

Richardson, J.T.E. (1993). Gender differences in responses to the Approaches to Studying Inventory. Studies in Higher Education, 18, 3-13.

Richardson, J.T.E. (1994a). Cultural specificity of approaches to studying in higher education: a literature survey. Higher Education, 27, 449-468.

Richardson, J.T.E. (1994b). Mature students in higher education: 1. A literature survey on approaches to studying. Studies in Higher Education, 19, 309-325.

Richardson, J.T.E. (1995a). Cultural specificity of approaches to studying in higher education: a comparative investigation using the Approaches to Studying Inventory. Educational and Psychological Measurement, 55, 2, 300-308.

Richardson, J.T.E. (1995b). Mature students in higher education: 2. An investigation of approaches to studying and academic performance. Studies in Higher Education, 20, 5-17.

Richardson, J.T.E. (1995). Using questionnaires to evaluate student learning. In G. Gibbs, (ed.), Improving Student Learning: Through Assessment and Evaluation. Oxford: Oxford Brookes University, Oxford Centre for Staff Development, 499-524.

Richardson, J.T.E. (1997) Meaning orientation and reproducing orientation: a typology of approaches to studying in higher education? Educational Psychology, 17, 301-311.

Richardson, J.T.E. (1998). Approaches to studying in undergraduate and post-graduate students. Studies in Higher Education, 23, 217-220.

Richardson, J.T.E. (2000). Researching Student Learning: Approaches to Studying in Campus-based and Distance Learning. Buckingham: SHRE and Open University Press.

Richardson, J.T.E., and King, E. (1991). Gender differences in the

experience of higher education: quantitative and qualitative approaches. Educational Psychology, 11, 363-382.

Richardson, J.T.E., Landbeck, R., and Mugler, F. (1995). Approaches to studying in higher education: a comparative study in the South Pacific. Educational Psychology, 15, 417-432.

Richardson, J.T.E., MacLeod-Gallinger, J., McKee, B.G., and Long, G.L. (2000). Approaches to studying in deaf and hearing students in higher education. Journal of Deaf Studies and Deaf Education, 5, 156-173.

Richardson, J.T.E., Morgan, A., and Woodley, A. (1999). Approaches to studying in distance education. Higher Education, 37, 23-55.

Richardson, J.T.E., and Woodley, A. (1999). Approaches to studying in people with hearing loss. British Journal of Educational Psychology, 69, 533-546.

Ropo, E. (1993). Studying technology: an investigation of approaches to studying and perceptions of teaching in a Finnish University of technology. Higher Education, 25, 111-132.

Schmeck, R.R. (1988). Individual differences and learning strategies. In C.E. Weinstein, E.T. Goetz and P.A. Alexander, (eds.), Learning and Study Strategies: Issues in Assessment, Instruction, and Evaluation. San Diego, CA: Academic Press, 171-191.

Schmeck, R.R., and Geisler-Brenstein, E. (1989). Individual differences that affect the way students approach learning. Learning and Individual Differences, 1, 85-124.

Scouller, K. (1998). The influence of assessment method on students’ learning approaches: multiple choice question examination versus assignment essay. Higher Education, 35, 453-472.

Scouller, K., and Prosser, M. (1994). Students’ experiences in studying for multiple-choice question examinations. Studies in Higher Education, 19, 267-279.

Severiens, S.E., and Tendam, G.T.M. (1994). Gender differences in learning styles: a narrative review and quantitative meta-analysis. Higher Education, 27, 487-501.

Severiens, S.E., and Tendam, G.T.M. (1998). A multilevel meta-analysis of gender differences in learning orientations. British Journal of Educational Psychology, 68, 595-608.

Sharma, D.S. (1997). Accounting students’ learning conceptions, approaches to learning and the influence of the learning-teaching context on approaches to learning. Accounting Education, 6, 125-146.

Sobral, D.T. (1997). Improving learning skills: a self-help group approach. Higher Education, 33, 39-50.

Solomonides, I., and Swannell, M. (1995). Can students learn to change their approach to study? In G. Gibbs, (ed.), Improving Student Learning: Through Assessment and Evaluation. Oxford: Oxford Brookes University, Oxford Centre for Staff Development, 371-385.

Speth, C., and Brown, R. (1988). Study approaches, processes and strategies: are three perspectives better than one? British Journal of Educational Psychology, 58, 247-257.

Speth, C., and Brown, R. (1990). Effects of college students’ learning styles and gender on their test preparation strategies. Applied and Cognitive Psychology, 4, 189-202.

Stiernborg, M., and Bandaranayake, R.C. (1996). Medical students’ approaches to studying. Medical Teacher, 18, 229-236.

Stiernborg, M., Guy, J., and Tinker, R. (1997). Nursing students’ approaches to studying. Nurse Education Today, 17, 121-127.

Sutherland, P. (1995). An investigation into Entwistlean adult learning styles in mature students. Educational Psychology, 15, 3, 257-270.

Tait, H., Speth, C., and Entwistle, N.J. (1995). Identifying and advising students with deficient study skills and strategies. In G. Gibbs, (ed.), Improving Student Learning: Through Assessment and Evaluation. Oxford: Oxford Brookes University, Oxford Centre for Staff Development, 323-332.

Tan, C.M., and Thanaraj, K. (1993). Influence of context and preferred learning environments: approaches to studying physiology. Medical Education, 27, 143-159.

Thomas, P. (1986). The Structures and Stability of Learning Approaches. Unpublished PhD thesis, University of Queensland: Queensland, Australia.

Thomas, P., and Bain, J.D. (1982). Consistency in learning strategies. Higher Education, 11, 249-259.

Thomas, P., and Bain, J.D. (1984). Contextual dependence of learning approaches: the effects of assessments. Human Learning, 3, 227-240.

Thomson, K., and Falchikov, N. (1998). ‘Full on until the sun comes out!’: the effects of assessment on student approaches to studying. Assessment and Evaluation in Higher Education, 23, 379-390.

Trigwell, K., and Prosser, M. (1991). Relating learning approaches, perceptions of context and learning outcomes. Higher Educaton, 22, 251-266.

Trigwell, K., and Prosser, M. (1991a). Relating approaches to study and the quality of learning outcomes at course level at the course level. British Journal of Educational Psychology, 61, 265-275.

Trigwell, K., and Prosser, M. (1991b). Improving the quality of student learning: the influence of learning context and student approaches to learning on learning outcomes. Higher Education, 22, 251-266.

Trigwell, K., Prosser, M., and Waterhouse, F. (1998). Relations between teachers’ approaches to teaching and students approaches to learning. Higher Education, 37, 57-70.

Tynjala, P. (1997). Developing education students’ conceptions of the learning process in different learning environments. Learning and Instruction, 7, 277-292.

Van Langenberghe, H.V.K. (1988). Evaluation of students’ approaches to studying in a problem-based physical therapy curriculum. Physical Therapy, 68, 522-527.

Watkins, D. (1998). Assessing approaches to learning: a cross-cultural perspective. In B.C. Dart and G.M. Boulton-Lewis, (eds.), Teaching and Learning in Higher Education. Melbourne, Vic: Australian Council for Educational Research, 124-144.

Watkins, D., and Hattie, J. (1985). A longitudinal study of the approaches to learning of Australian tertiary students. Human Learning, 4, 127-141.

Watkins, D., Hattie, J., and Astilla, E. (1986). Approaches to studying by Filipino students: a longitudinal investigation. British Journal of Educational Psychology, 56, 357-362.

Watkins, D., and Regmi, M. (1996). Towards the cross-cultural validation of a Western model of student approaches to learning. Journal of Cross-Cultural Psychology, 27, 547-560.

Webb, G. (1997). Deconstructing deep and surface: towards a critique of phenomenography. Higher Education, 33, 195-212.

Wilding, J., and Hayes, S. (1992). Relations between approaches to studying and note-taking behaviour in lectures. Applied Cognitive Psychology, 6, 233-246.

Wilson, K.L., Smart, R.M., and Watson, R.J. (1996). Gender differences in approaches to learning in first year psychology students. British Journal of Educational Psychology, 66, 59-71.

Wong, S-L. (1992). Approaches to study of distance education students. Research in Distance Education, 4, (3), 11-17.

 

Revised Approaches to Studying Inventory (RASI)

Duff, A. (1997). A note on the reliability and validity of a 30-item version of Entwistle and Tait’s Revised Approaches to Studying Inventory. British Journal of Educational Psychology, 67, 529-539.

Entwistle, N.J., and Tait, H. (1994). The Revised Approaches to Studying Inventory. Edinburgh: University of Edinburgh, Centre for Research into Learning and Instruction.

Richardson, J.T.E. (1995). Using questionnaires to evaluate student learning. In G. Gibbs, (ed.), Improving Student Learning: Through Assessment and Evaluation. Oxford: Oxford Brookes University, Oxford Centre for Staff Development, 499-524.

Richardson, J.T.E. (2000). Researching Student Learning: Approaches to Studying in Campus-based and Distance Learning. Buckingham: SHRE and Open University Press.

Sadler Smith, E. (1996). Approaches to studying: age, gender and academic performance. Educational Studies, 22, 367-379.

Sadler Smith, E. (1999). Intuition-analysis style and approaches to studying. Educational Studies, 25, 159-173.

Sadler Smith, E., and Tsang, T. (1998). A comparative study of approaches to studying in Hong Kong and the United Kingdom. British Journal of Educational Psychology, 68, 81-93.

Tait, H., and Entwistle, N.J. (1996). Identifying students at risk through ineffective study strategies. Higher Education, 31, 97-116.

Waugh, R.F. (1999). Approaches to studying for students in higher education: a Rasch measurement model analysis. British Journal of Educational Psychology, 69, 63-79.

Waugh, R.F., and Addison, P.A. (1998). A Rasch measurement model analysis of the Revised Approaches to Studying Inventory. British Journal of Educational Psychology, 68, 95-112.

 

Approaches and Study Skills Inventory for Students (ASSIST)

Aaron, S., and Skakun, E. (1999). Correlation of students’ characteristics with their learning styles as they begin medical school. Academic Medicine, 74, 260-262.

Entwistle, N.J., Tait, H., and McCune, V. (2000). Patterns of response to an Approaches to Studying Inventory across contrasting groups and contexts. European Journal of the Psychology of Education, 15, 33-48.

Long, W.F., and Kiger, A. (2000). Dissonance in the Study Approaches of University Students. Research Paper 2. Aberdeen: University of Aberdeen, Centre for Educational Research.

McCune, V. (1998). Academic development during the first year at university. In C. Rust, (ed.), Improving Student Learning: Improving Students as Learners. Oxford: Oxford Brookes University, Oxford Centre for Staff and Learning Development, 354-358.

Mji, A. (1998). Conceptions of learning: views of undergraduate mathematics students. Psychological Reports, 83 (3, pt 1) 982.

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