Relationships between students' strategies for influencing their study environment and their strategic approach to studying

Abstract

The purpose of this study was to investigate the relationship between student influence, students' strategic approaches to studying and academic achievement, and to examine differences between students in a Master's programme in Engineering with conventional teaching and one based on problem‐based learning in a sample of 268 students. A version of the Approaches and Study Skills Inventory for Students and a questionnaire measuring students' attempts to influence their study environment were used. The results showed that informal strategies for influencing the study environment and academic achievement were related to the strategic approach to studying, and that students in the programme based on problem‐based learning employed more informal and social strategies to influence their studies. These findings indicate that an informal influence strategy is an aspect of the strategic approach to studying, and that problem‐based learning could improve teacher–student relationships, increase the students' involvement and their use of strategic approaches to studying.