Mentoring & Tutoring Partnership in Learning · 2007 · 13 citations · 27 references
Second Language LearningEducational PsychologyLanguage EducationEducationUniversity Language StudentsInstructional ModelsLanguage LearningIntelligent Tutoring SystemSecond Language AcquisitionAdult LearningStudent LearningLearning By TeachingLearning PsychologyStudy OrientationsLanguage StudiesTutor TrainingEmployee LearningLearning SciencesFinnish UniversitiesForeign Language LearningLearning MethodologyGeneral Study OrientationsHigher EducationInstructionPerformance StudiesTeachingFirst Two
Abstract This study investigates the study orientations of students in a two‐year follow‐up in two Finnish universities that had different tutoring systems. Both universities offered tutoring of first‐year students by senior students, but one also offered tutoring by staff members. The study orientations of students were assessed on the basis of their responses to 77 statements covering four domains: learning approaches, conceptions of learning, regulation processes, and general study orientations. Results showed that students tutored by staff (n = 70) were more self‐regulated and put greater emphasis on practical knowledge and cooperation in learning than did students who did not have staff tutoring (n = 55). Differences between the groups suggest that the staff‐tutoring system was positively related to students' study orientations. Acknowledgment The authors are grateful to Professor Jussi Välimaa for his valuable comments on earlier versions of this paper.
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