Learner profiles in secondary education: Occurrence and relationship with performance and student characteristics.
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| Title: | Learner profiles in secondary education: Occurrence and relationship with performance and student characteristics. |
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| Authors: | Rogiers, Amélie, Merchie, Emmelien, Van Keer, Hilde |
| Source: | Journal of Educational Research. 2019, Vol. 112 Issue 3, p385-396. 12p. 1 Diagram, 2 Charts, 2 Graphs. |
| Subjects: | Educational technology, Student engagement, Effective teaching, Teaching methods, Academic achievement |
| Abstract: | The authors explore the occurrence of different learner profiles in secondary education, as well as their relationship with test performance and student characteristics. Based on a cluster analysis of 1,931 secondary school students' self-reported text-learning strategy use and study traces, the authors identified and validated four distinct learner profiles: integrated strategy users, information organizers, mental learners, and limited strategy users. Integrated strategy users engaged in different text-learning strategies and obtained the highest scores on the performance test. Limited strategy users generally used only a limited number of text-learning strategies and scored the lowest. In addition, a significant difference was established in gender and reading ability distribution across learner profiles, but home language distribution was not found to be significant. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The authors explore the occurrence of different learner profiles in secondary education, as well as their relationship with test performance and student characteristics. Based on a cluster analysis of 1,931 secondary school students' self-reported text-learning strategy use and study traces, the authors identified and validated four distinct learner profiles: integrated strategy users, information organizers, mental learners, and limited strategy users. Integrated strategy users engaged in different text-learning strategies and obtained the highest scores on the performance test. Limited strategy users generally used only a limited number of text-learning strategies and scored the lowest. In addition, a significant difference was established in gender and reading ability distribution across learner profiles, but home language distribution was not found to be significant. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00220671 |
| DOI: | 10.1080/00220671.2018.1538093 |
