Relations between approaches to studying and note-taking behaviour in lectures

✍ Scribed by John Wilding; Sonia Hayes

• Book ID: 102684851
• Publisher: John Wiley and Sons
• Year: 1992
• Tongue: English
• Weight: 980 KB
• Volume: 6
• Category: Article
• ISSN: 0888-4080
• DOI: 10.1002/acp.2350060305

✦ Synopsis

Abstract

Copies of notes taken during a lecture were obtained from first‐year psychology students, and the relations examined between measures derived from these (the number of points recorded, the number of words written, and the number of words per point) and a number of variables measuring personality and approach to studying. Three variables were found to be related to the measures derived from the notes: older students, those scoring high on strategic learning (strategy component) and those scoring high on surface learning (motivational component), both measured by questions derived from Biggs (1979), produced longer notes and recorded more of the important points in the lecture. The results suggest that relations between approaches to studying and specific study behaviour are not straightforward and require more detailed investigation.