Students' conceptions of distinct constructivist assumptions

Sofie M.M. Loyens*, Remy M.J.P. Rikers, Henk G. Schmidt

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

29 Citations (Scopus)

Abstract

The present studies were conducted to investigate students' conceptions of distinct constructivist assumptions. To that end, a questionnaire was developed containing statements about four constructivist assumptions: The importance of knowledge construction, cooperative learning, self-regulation, and the use of authentic problems together with self-perceived inability to learn and motivation to learn. The studies demonstrate that the questionnaire was able to unearth students' conceptions of the distinctiveness of constructivist assumptions. Students were able to identify the six factors underlying the questionnaire, as indicated by the fit of the hypothesized model. The test for measurement invariance showed that factor loadings were equivalent across groups and that the questionnaire's underlying factor structure gave evidence of cross-validation. Testing alternative models with one and three latent factors resulted in poor model fits, supporting the questionnaire's latent factor structure. The questionnaire developed appeared an adequate instrument to investigate students' conceptions of constructivist assumptions of learning and students acknowledge the importance of these assumptions as distinct influences on their learning process.

Original languageEnglish
Pages (from-to)179-199
Number of pages21
JournalEuropean Journal of Psychology of Education
Volume22
Issue number2
DOIs
Publication statusPublished - Jun 2007

Bibliographical note

Funding Information:
The authors gratefully acknowledge Prof. dr. Joop Hox, dr. Mirjam Moerbeek, and dr. Gerty Lensvelt-Mulders for their invaluable suggestions with regard to the statistical analyses. We are also indebted to dr. Sabine Severiens, Christy de Back, and the three anonymous reviewers for their helpful comments on an earlier draft of the manuscript. Finally, the authors would like to thank dr. Susan te Pas for her help with the data collection at Utrecht University and Vereniging Trustfonds Rotterdam for their financial support.

Research programs

  • ESSB PSY

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