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Motives, attitudes and approaches to studying in distance education

Richardson, John T. E. (2007). Motives, attitudes and approaches to studying in distance education. Higher Education, 54(3) pp. 385–416.

URL: http://www.springerlink.com/content/n1003770106164...
DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1007/s10734-006-9003-y
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Abstract

This study investigated the relationships between demographic characteristics, motives and attitudes to studying, self-reported study behaviour and measures of outcome. Students taking courses by distance learning received a postal survey containing a short form of the Motivated Strategies and Learning Questionnaire (MSLQ) and the Revised Approaches to Studying Inventory (RASI). Path analysis was used to assess the causal relationships among 395 students’ age, gender and prior qualifications, their scores on the MSLQ and the RASI and their marks. Evidence was obtained for the causal efficacy of most of the paths among the main components. In particular, the causal link between variations in students’ motives and attitudes and variations in their study behaviour is bidirectional.

Item Type: Journal Article
ISSN: 0018-1560
Keywords: approaches to studying; attitudes to studying; demographic variables; Motivated Strategies and Learning Questionnaire; motives; Revised Approaches to Studying Inventory;
Academic Unit/Department: Institute of Educational Technology
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 11494
Depositing User: Users 9 not found.
Date Deposited: 28 Aug 2008 05:11
Last Modified: 02 Dec 2010 20:11
URI: http://oro.open.ac.uk/id/eprint/11494
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