Learning-Environment Uncertainty and Students' Approaches to Learning: A Self-Determination Theory Perspective
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| Title: | Learning-Environment Uncertainty and Students' Approaches to Learning: A Self-Determination Theory Perspective |
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| Language: | English |
| Authors: | Englund, Hans (ORCID |
| Source: | Scandinavian Journal of Educational Research. 2023 67(4):559-573. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Educational Environment, Ambiguity (Context), College Students, Student Needs, Personal Autonomy, Competence, Student Attitudes, Foreign Countries, Self Determination, Coping, Learning Strategies |
| Geographic Terms: | Sweden |
| DOI: | 10.1080/00313831.2022.2042734 |
| ISSN: | 0031-3831 1470-1170 |
| Abstract: | In the literature on the relationship between learning environments and students' approaches to learning, much attention has been directed to aspects that foster a "deep approach." Considerably less attention has been directed to aspects that result in the opposite, namely a "surface approach." Indeed, there is a small literature focusing on how learning environments can frustrate the basic psychological needs of individuals and, as a result, foster a surface approach. However, hitherto, this stream has focused on controlling elements in learning environments. We add to this latter literature, through focusing on "learning-environment uncertainty." This notion emerged from a qualitative study of 19 students at a Swedish university, where we identified three types of learning-environment uncertainty, related to the basic psychological needs for autonomy, competence, and relatedness. The findings suggest that a surface approach to learning can be understood as a coping strategy that students adopt to reduce such uncertainties. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1388386 |
| Database: | ERIC |
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| Abstract: | In the literature on the relationship between learning environments and students' approaches to learning, much attention has been directed to aspects that foster a "deep approach." Considerably less attention has been directed to aspects that result in the opposite, namely a "surface approach." Indeed, there is a small literature focusing on how learning environments can frustrate the basic psychological needs of individuals and, as a result, foster a surface approach. However, hitherto, this stream has focused on controlling elements in learning environments. We add to this latter literature, through focusing on "learning-environment uncertainty." This notion emerged from a qualitative study of 19 students at a Swedish university, where we identified three types of learning-environment uncertainty, related to the basic psychological needs for autonomy, competence, and relatedness. The findings suggest that a surface approach to learning can be understood as a coping strategy that students adopt to reduce such uncertainties. |
|---|---|
| ISSN: | 0031-3831 1470-1170 |
| DOI: | 10.1080/00313831.2022.2042734 |
