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Student responsibility for learning

C S Bacon1

  • 1Indiana University/Purdue University, Fort Wayne, Indiana 46805.

Adolescence
|January 1, 1993
PubMed
Summary
This summary is machine-generated.

Students view learning responsibilities as doing work and obeying rules, not genuine engagement. They feel "held responsible" rather than intrinsically responsible for their education.

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Area of Science:

  • Educational Psychology
  • Sociology of Education

Background:

  • Student responsibility for learning is a key factor in academic success.
  • Understanding student perspectives is crucial for effective pedagogy.

Purpose of the Study:

  • To explore how middle school students perceive their responsibilities for learning.
  • To identify categories of student-perceived responsibilities in an academic setting.

Main Methods:

  • A four-month participant-observation study.
  • Conducted 52 interviews with sixth and seventh graders.
  • Qualitative analysis of student perspectives on learning responsibilities.

Main Results:

  • Identified six categories of student-perceived responsibilities: Do the Work, Obey the Rules, Pay Attention, Learn or Study, Try or Make an Effort, and Responsibility as Something Given or Taken.

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  • Students perceived school as lacking challenge and student control.
  • A disconnect exists between students feeling 'held responsible' and 'being responsible' for learning.

    • Conclusions:

    • Students' perceived responsibilities for learning are externally focused (e.g., task completion, rule adherence).
    • The school environment may not foster intrinsic motivation or a sense of genuine academic ownership.
    • Educational interventions should address the gap between perceived and actual student responsibility for learning.