The epistemological beliefs, learning approaches and study orchestrations of university students

This study examined the learning experience (learning approaches, study orchestrations and epistemological beliefs) of 388 university students. Data analysis revealed two main results. First, the different aspects of students’ learning experience were related: learning approaches and epistemological beliefs (two pairs of canonical variates accounted for the significant relationships), and epistemological beliefs and study orchestrations (sophisticated beliefs emerged mainly in those participants using deep study orchestrations). Second, study orchestrations, as well as the canonical variates from epistemological beliefs and learning approaches, predicted students’ academic performance. Results suggest that higher education institutions should provide scaffolding to foster the development of a mature learning experience amongst their students.