Affective underpinnings of surface approaches to learning and their relationship with sensation seeking

Research output: Contribution to journalArticle

Abstract

Surface approaches to learning materials and tasks are a commonplace challenge to teachers, and they prove difficult to shift, even among students who are otherwise talented or motivated to learn. The present study investigates a theory that surface approaches are triggered by a suboptimal, aversive response to learning stimuli, which overrides external motivations and provokes avoidance responses akin to the drive for intensity and novelty of experience found among sensation seekers. The study finds a significant correlation between surface tendencies measured on a new scale and sensation seeking tendencies measured on the Arnett Inventory of Sensation Seeking (AISS).
Original languageEnglish
Pages (from-to)453-469
Number of pages17
JournalIssues in Educational Research
Volume28
Issue number2
Publication statusPublished - 5 Apr 2018
Externally publishedYes

Keywords

  • surface learning
  • sensation seeking
  • cognitive reflection

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