Learning patterns and learning profiles at the beginning of university studies

Abstract

A number of international studies focus on identifying the characteristics of university dropouts. In order to better understand the phenomenon of university dropouts, most of the studies examines students’ learning strategies, habits, learning patterns, motivation, and attitudes toward learning. In our study, we focused on these individual characteristics of 1359 first-year students at University of Szeged. We developed a questionnaire – LAMS (Learning Attitudes, Motives and Strategies) in order to assess students’ learning strategies, motivation and attitudes. According to our results, students mostly use the memorization strategy (74%) at a high level. However, we found the help-seeking (69%), planning (60%), and positive motivational patterns (mastery motivation 86%, academic self-efficacy 71%, cooperation with others 82%) also common among university students. Self-confidence-based development has positive correlations with the measured cognitive abilities and the university entry scores. On the basis of student patterns, students, who have poor learning pattern (with high maladaptive learning attitudes while having low level of efforts for learning, development and cooperation) could be at risk of university drop-outs. In addition, 20% of the students, the ‘loiterers’ also need special attention, who are motivated by social interaction and good relationships with others, and not motivated by learning. In accordance with the purpose of our research, we have examined the learning and student patterns of first-year university students, identified groups at risk of dropping out, which could assign tasks in the future for learning development.