Are values more important than learning approaches? Factors influencing student performance at an international university
Educators frequently face the question regarding the extent to which they can actually influence student learning, particularly as learners are also influenced by a complex network of many different factors. Specifically, it is of interest to identify so called malleable variables - that is factors which can be influenced by educators compared with variables that educators are unable to change. In this study, data from a cohort of 207 students pursuing a Bachelor degree at a German international university where the language of instruction is English are examined to investigate the way in which various background factors influence student performance. In particular, how students' values – as measured by the Portrait Values Questionnaire (PVQ) - and approaches to learning – as measured by the Study Process Questionnaire (SPQ) – operate to influence student achievement both directly and indirectly. Results indicate that values and learning approaches have a similarly moderate impact on achievement once other factors, such as gender and whether students are enrolled in an Arts or a Science degree have been taken into account.
Petra Lietz and Bobbie Matthews. "Are values more important than learning approaches? Factors influencing student performance at an international university" Australian Association for Research in Education (AARE) Conference. Adelaide (SA). Jan. 2007.