Students’ Learning-Related Beliefs and Relation to Self-Ratings of Achievement

Year: 2016

Author: Vosniadou, Stella, Curtis, David, Van Deur, Penny

Type of paper: Abstract refereed

A revised version of the Beliefs about Learning and Teaching (BALT) questionnaire, which was originally designed for pre-service teachers, was administered to 197 Year 9 and Year 10 students in five schools located in predominately low SES areas in South Australia. The students who volunteered for this research are participating in a study whose purpose is to promote self-regulated learning in schools. Student responses were analysed using Exploratory and Confirmatory Factor Analysis. The analysis validated many of the factors obtained in the original study with pre-service teachers. The results indicated that a large proportion of the students believed that intelligence is fixed and that they have little control over their lives and over their school grades. Beliefs that the learning process is quick and natural and does not need to be the subject of explicit teaching were also strong in this student population. Preliminary regression analysis showed learning-related beliefs and particularly beliefs in fixed intelligence as well as SRL practices were significant predictors of students’ self-ratings of achievement. The findings from this study are being used to design interventions in the schools that will improve students’ confidence in themselves as learners and will teach them better strategies to monitor their learning.