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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.
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]
Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Learner profiles in secondary education: Occurrence and relationship with performance and student characteristics.
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  Data: <searchLink fieldCode="AR" term="%22Rogiers%2C+Amélie%22">Rogiers, Amélie</searchLink><br /><searchLink fieldCode="AR" term="%22Merchie%2C+Emmelien%22">Merchie, Emmelien</searchLink><br /><searchLink fieldCode="AR" term="%22Van+Keer%2C+Hilde%22">Van Keer, Hilde</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Research%22">Journal of Educational Research</searchLink>. 2019, Vol. 112 Issue 3, p385-396. 12p. 1 Diagram, 2 Charts, 2 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br /><searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink>
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  Data: 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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  Data: <i>Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00220671.2018.1538093
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