Higher education is expected to teach the necessary learning competences. Moreover, motivation and learning are significant and influential predictors of success in higher education. The Learning Strategies and Motivation Questionnaire (Lemo) diagnoses the learning competences and motivational drives of students using three scientific frameworks: the learning pattern model (Vermunt & Vermetten, 2004), the self-determination theory (Ryan & Deci, 2000) and the model on self-effectiveness (Pajares, 1996).
Experience with the Lemo and other studies (e.g. Donche & Van Petegem, 2008) show that the instrument can still be improved. Moreover, the impact of the instrument also depends on the quality of the subsequent guidance initiatives (Vanthournout et al., 2011). However, schools and teachers wonder: how can we coach students in their learning competences and motivation with the help of Lemo.
The project therefore aims to answer the following two research questions:
- How can we improve the validity, reliability and usefulness of Lemo?
- How can we improve the motivation and learning competences of first year students through learning coaching initiatives using Lemo?
The first 2 years we focus on the first question. On the basis of focus groups (N=8) we gain insight into the improvement points of Lemo. This information, statistical information from previous studies and the consultation of similar instruments, allows us to rework the items from Lemo. Co-creation teams (N=2) rework the feedback reports. The quality of the result is tested through a validation study among first year students (N>1000), through feedback among the participants of the focus groups and an expert panel.
The last 2 years, we set up design studies on learning coaching. Four 'teacher design teams' develop, implement and rework initiatives for their own learning environment. The quality of these initiatives is tested by means of a user survey. Interviews with team members allow us to distil more general principles.