Nuances and details in student approaches to learning in innovative secondary education using profiles

Abstract

This study focuses on students’ approaches to learning, particularly in innovative learning environments. A person-oriented research perspective was chosen to search for nuances and details that add to existing knowledge on secondary students’ learning. The relation between students’ goal orientations, learning strategies, and different learning environments was investigated via questionnaires and interviews. The questionnaire study revealed four profiles of 673 students’ (meta-)cognitive learning strategies. Differences in student learning were found between students of an innovative school and students of regular schools, indicating that learning strategies are elicited by the learning environments students are confronted with. The interview study with 20 students from the innovative school illustrated their learning in learning environments typical for this school. Results revealed how students from different profiles differed in their goal orientations and learning strategies and that these differences were related to students’ need for teacher support when learning. The results of this study provide qualitative and quantitative insight in (enhancing) secondary students’ learning, doing justice to the learners as persons and individual differences.