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2023 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 67, no 4, p. 559-573Article in journal (Refereed) Published
Abstract [en]
In the literature on the relationship between learning environments and students' approaches to learning, much attention has been directed to aspects that foster a deep approach. Considerably less attention has been directed to aspects that result in the opposite, namely a surface approach. Indeed, there is a small literature focusing on how learning environments can frustrate the basic psychological needs of individuals and, as a result, foster a surface approach. However, hitherto, this stream has focused on controlling elements in learning environments. We add to this latter literature, through focusing on learning-environment uncertainty. This notion emerged from a qualitative study of 19 students at a Swedish university, where we identified three types of learning-environment uncertainty, related to the basic psychological needs for autonomy, competence, and relatedness. The findings suggest that a surface approach to learning can be understood as a coping strategy that students adopt to reduce such uncertainties.
Place, publisher, year, edition, pages
Routledge, 2023
Keywords
Learning-environment uncertainty, surface approach, self-determination theory, autonomy, competence, relatedness
National Category
Educational Sciences
Identifiers
urn:nbn:se:oru:diva-98012 (URN)10.1080/00313831.2022.2042734 (DOI)000761507400001 ()2-s2.0-85125897464 (Scopus ID)
Note
Funding agency:
Örebro University
2022-03-152022-03-152023-12-08Bibliographically approved