Learner Dispositions, Self-Theories and Student Engagement

Deakin Crick, R; Goldspink, C

Learner Dispositions, Self-Theories and Student Engagement

Deakin Crick, R

Goldspink, C

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Publication Type:: Journal Article
Citation:: British Journal of Educational Studies, 2014, 62 (1), pp. 19 - 35
Issue Date:: 2014-01-01

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Field	Value	Language
dc.contributor.author	Deakin Crick, R https://orcid.org/0000-0003-1082-9560	en_US
dc.contributor.author	Goldspink, C https://orcid.org/0000-0002-9869-560X	en_US
dc.date.issued	2014-01-01	en_US
dc.identifier.citation	British Journal of Educational Studies, 2014, 62 (1), pp. 19 - 35	en_US
dc.identifier.issn	0007-1005	en_US
dc.identifier.uri	http://hdl.handle.net/10453/115915
dc.description.abstract	This paper examines the concept of learner dispositions empirically and theoretically based on two related studies: one undertaken in the United Kingdom exploring students learning power, identity and their engagement in learning; and one undertaken in Australia, which explored the relationship between learning power and Dweckian self-theories. Three different measures of dispositions are used. Two of these - learning power and self-theories - approach dispositions as malleable but relatively slow to change attributes, while the third considers dispositions as potentially more contextually responsive. The two studies had the measure of learning power in common, enabling a statistical as well as a theoretical comparison between the two studies' models of learning dispositions and their contribution to the notion of engagement. The implications of these related studies are that, in order to foster deep engagement in learning, pedagogical attention needs to be paid to the formation of learning identity and the development of learning dispositions in the process of knowledge construction. While the different approaches to conceptualising dispositions were broadly compatible, each provided a different insight into this complex concept and suggests different but related pedagogical strategies for building engagement. The paper concludes with an exploration of the implications for dispositional research of autopoetic theory as an integrating conceptual framework. © 2014 © 2014 Society for Educational Studies.	en_US
dc.relation.ispartof	British Journal of Educational Studies	en_US
dc.relation.isbasedon	10.1080/00071005.2014.904038	en_US
dc.subject.classification	Education	en_US
dc.title	Learner Dispositions, Self-Theories and Student Engagement	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	62	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)/Connected Intelligence Centre
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of Education
pubs.organisational-group	/University of Technology Sydney/Strength - ISF - Institute for Sustainable Futures
utslib.copyright.status	closed_access
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	62	en_US

Abstract:

This paper examines the concept of learner dispositions empirically and theoretically based on two related studies: one undertaken in the United Kingdom exploring students learning power, identity and their engagement in learning; and one undertaken in Australia, which explored the relationship between learning power and Dweckian self-theories. Three different measures of dispositions are used. Two of these - learning power and self-theories - approach dispositions as malleable but relatively slow to change attributes, while the third considers dispositions as potentially more contextually responsive. The two studies had the measure of learning power in common, enabling a statistical as well as a theoretical comparison between the two studies' models of learning dispositions and their contribution to the notion of engagement. The implications of these related studies are that, in order to foster deep engagement in learning, pedagogical attention needs to be paid to the formation of learning identity and the development of learning dispositions in the process of knowledge construction. While the different approaches to conceptualising dispositions were broadly compatible, each provided a different insight into this complex concept and suggests different but related pedagogical strategies for building engagement. The paper concludes with an exploration of the implications for dispositional research of autopoetic theory as an integrating conceptual framework. © 2014 © 2014 Society for Educational Studies.

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http://hdl.handle.net/10453/115915