caa a22 4500 475789016 CHVBK 20180406123706.0 cr unu---uuuuu 170329e20000301xx s 000 0 eng 10.1007/BF03173166 doi (NATIONALLICENCE)springer-10.1007/BF03173166 Cliff Alan University of Auckland, New Zealand aut Dissonance in first-year students' reflections on their learning [Elektronische Daten] [Alan Cliff] This paper presents the findings of an interview study of first-year engineering students' approaches to study. Data is presented to illustrate the construct of "dissonant study orchestration” as it is manifested in the everyday academic reality of these students' learning behaviour. This data is theorised within a student's-experiences-oflearning framework and patterns of study approach considered atypical of or theoretically undesirable within, the model used to determine them are presented and discussed. Individual-level, qualitatively different patterns of "dissonant” orchestration are articulated. The conclusion to the paper argues that the qualitative distinctions apparent amongst dissonant approaches present particular challenges to academic practitioners whose aim is the improvement of these students' learning behaviour. Instituto Superior de Psicologia Aplicada, Lisbon, Portugal/ Springer Netherlands, 2000 Dissonance nationallicence Higher education nationallicence Student learning nationallicence Study orchestration nationallicence European Journal of Psychology of Education Springer Netherlands 15/1(2000-03-01), 49-60 0256-2928 15:1<49 2000 15 10212 https://doi.org/10.1007/BF03173166 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF03173166 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Cliff Alan University of Auckland, New Zealand aut NATIONALLICENCE 773 0- European Journal of Psychology of Education Springer Netherlands 15/1(2000-03-01), 49-60 0256-2928 15:1<49 2000 15 10212 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer