caa a22 4500 475789040 CHVBK 20180406123706.0 cr unu---uuuuu 170329e20000301xx s 000 0 eng 10.1007/BF03173168 doi (NATIONALLICENCE)springer-10.1007/BF03173168 Dissonance in students' regulation of learning processes [Elektronische Daten] [Jan Vermunt, Nico Verloop] In this article, dissonance in students' way of learning is explored from a regulation of learning perspective. First, consonant patterns of interrelations among learning elements are sketched. These patterns were identified in studies with university students by means of a diagnostic instrument, the Inventory of Learning Styles (ILS), that assesses four learning components: cognitive processing strategies, metacognitive regulation strategies, mental models of learning, and learning orientations. Consonant patterns of linkages among these components result in four qualitatively different ways of learning or learning styles: undirected, reproduction-directed, meaning-directed and application-directed learning. Next, several studies that used the ILS as a research instrument were examined for indications of dissonant patterns of interrelations among these learning components. The students in these studies ranged from early secondary school to adult university students. Five phenomena of dissonance could be identified: lack of differentiation within learning components, lack of integration between learning components, incompatibility of learning strategies, models and orientations, missing learning style elements, and a lack of distinct application-directed learning. These phenomena are described and documented. Finally, the results are discussed in relation to other recent studies on dissonant study orchestrations and in terms of their practical meaning. A developmental explanation for the occurrence of some manifestations of dissonance is offered. Instituto Superior de Psicologia Aplicada, Lisbon, Portugal/ Springer Netherlands, 2000 Dissonance nationallicence Learning strategies nationallicence Learning styles nationallicence Self-regulation nationallicence Student nationallicence Learning nationallicence Vermunt Jan Department of Educational Development and Research, University of Maastricht, P.O. Box 616, 6200 MD, Maastricht, The Netherlands aut Verloop Nico ICLON-Graduate School of Education, Leiden University, P.O. Box 9555, 2300 RB, Leiden, The Netherlands aut European Journal of Psychology of Education Springer Netherlands 15/1(2000-03-01), 75-89 0256-2928 15:1<75 2000 15 10212 https://doi.org/10.1007/BF03173168 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF03173168 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Vermunt Jan Department of Educational Development and Research, University of Maastricht, P.O. Box 616, 6200 MD, Maastricht, The Netherlands aut NATIONALLICENCE 700 1- Verloop Nico ICLON-Graduate School of Education, Leiden University, P.O. Box 9555, 2300 RB, Leiden, The Netherlands aut NATIONALLICENCE 773 0- European Journal of Psychology of Education Springer Netherlands 15/1(2000-03-01), 75-89 0256-2928 15:1<75 2000 15 10212 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer