Understanding the relationships between academic literacy, motivation and learning strategies in first year students.

AISHE International Conference Series

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Field Value
Title Understanding the relationships between academic literacy, motivation and learning strategies in first year students.
Creator Moira Susan Maguire; Dundalk Institute of Technology
Ann Everitt Reynolds; Dundalk Institute of Technology
Brid Delahunt; Dundalk Institute of Technology
Alvin McEvoy; Dundalk Institute of Technology
Description Given the importance of academic writing in learning, assessment and the development of an academic identity it is crucial that educators understand the development of these skills. The importance of promoting deep learning is well recognised and so it is surprising that little work has explored the relationship between academic reading and writing and learning strategies. We report findings from the initial phase of a longitudinal study of first year students (n=77) from Nursing, Midwifery and Allied Health programmes. Towards the end of the first semester students completed a survey that measured self-efficacy in academic reading and writing, learning strategies, motivational goals and understanding of academic writing. There was a highly significant, positive correlation between reading and writing self-efficacy (p
Publisher AISHE International Conference Series
Contributor DkIT
Date 2012-09-27 05:19:21
Type Peer-reviewed Paper
Identifier http://ocs.aishe.org/index.php/international/2012/paper/view/272
Source AISHE International Conference Series; AISHE-C 2012: Responding to Change: Effective Teaching and Learning in Higher Education
Language en
Rights <p>As a general principle and policy AISHE is committed to <a href="http://en.wikipedia.org/wiki/Open_access_publishing">Open Access Publishing</a>. Accordingly, we do <em>not</em> ask authors to assign copyright in their original works to AISHE as a condition of publication. Rather we request only that authors grant a <em>limited licence</em> which is sufficient to conform to our open access policy. The licence currently in use for this purpose is <a href="http://creativecommons.org/licenses/by-nc-sa/3.0/">Creative Commons Attribution-NonCommercial-ShareAlike 3.0</a>.</p><p>Note that because authors retain all rights other than those explicitly granted by this licence, you are entirely free to submit the work, in its original form, or any derivative work, for publication in any other context (journal, book chapter etc.); with, of course, the sole restriction that you cannot withdraw or dilute the Creative Commons publication licence on the original work, as published by AISHE.</p> <p>Authors are themselves responsible for obtaining permission to reproduce copyright material from third party sources, under the terms described above, <em>or</em> for determining that such permission is not required under the “fair dealing” and/or “incidental inclusion” provisions of the <a href= "http://www.irishstatutebook.ie/ZZA28Y2000.html">Irish Copyright And Related Rights Act, 2000</a>, sections 51 and 52.</p>

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