Nature vs nurture: learning conceptions and environment as precursors to learning strategy patterns and their outcomes

Abstract

This study investigates formal learning experiences in higher education by examining the relationship between conceptions of learning and the learning environment, their combined effects on learning strategies (which include processing and regulation), and outcomes. Psychology students (n=242) from a major state-supported university completed the Inventory of Learning Styles (ILS), the Course Experience Questionnaire (CEQ) and a student Satisfaction scale. A fully-forward latent SEM approach was taken to model the learning process using Bigg’s 3P model. Presage variables included conceptions of learning (Construction of Knowledge and Intake of Knowledge) and learning environment (Good Teaching and Appropriate Workload), Process variables included (Deep and Stepwise) processing and (Self-, External and Lack of) regulation strategies. Finally, Product variables included Generic Skills, Satisfaction and Achievement (end-of-term grade). Gender and Year of Study were used as controls. Both conceptions and teaching environment had large effects on processing strategies, while other predictions evidenced established learning patterns (e.g. meaning-directed and reproduction-directed). Deep Processing and Lack of Regulation mediated positive and negative effects respectively between Appropriate Workload and Achievement. Intake of Knowledge predicted Lack of Regulation, which is indicative of insufficient regulation provided by external sources. Latent profile analysis on the Presage variables revealed three subgroups, which were labelled: Inactive, Passive-Idealist and Environment Driven. Students did not readily differentiate between the learning conceptions examined. Some subgroups might be influenced in varying degrees by environmental factors while others reported greater influence by their learning conceptions. Implications for theory and practice are discussed.