Διερεύνηση των κινήτρων και των στρατηγικών μάθησης φοιτητών στην Ελλάδα και σε χώρες της κεντρικής και βόρειας Ευρώπης

Abstract

This research explores the motivations and strategies of student learning from Greece and from central and northern European countries. The survey involved 570 students from Greece, 42 students from Scotland and 26 students from Germany. Participants were given the Revised Two Study Factors, the Academic Academic Autonomic Scale Scale and the Learning Incentive Questionnaire. The results showed that students coming from low-power societies and studying at universities that adopt student-centered teaching approaches tend to be more self-regulated than other students and, unlike research cases, use more superficial learning approaches. This was attributed to the increased workload required by universities in central and northern Europe. No significant differences in the choice of student learning strategies were found. It also appeared that students of theoretical schools use profound learning approaches more than all other students. Students with the best academic performance tend to self-regulate and use profound learning approaches more than the rest of the students while they have the lowest values on the scale of self-hypothesis. Findings are discussed on the basis of optimizing the academic environment in relation to learning incentives in modern multicultural universities.