Developing Resilient Agency in Learning: The Internal Structure of Learning Power

Deakin-Crick, Ruth and Huang, Shaofu and Shafi, Adeela and Goldspink, Chis (2015) Developing Resilient Agency in Learning: The Internal Structure of Learning Power. British Journal of Educational Studies, 63 (2). pp. 121-160. ISSN 0007-1005

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Abstract

Understanding students’ learning dispositions has been a focus for research in education for many years. A range of alternative approaches to conceptualising and measuring this broad construct have been developed. Traditional psychometric measures aim to produce scales that satisfy the requirements for research, however such measures have an additional use - to provide formative feedback to the learner. In this paper we re-analyse 15 years of data derived from the Effective Lifelong Learning Inventory. We explore patterns and relationships within its practical measures and generate a more robust, parsimonious measurement model, strengthening its research attributes and its practical value. We show how the constructs included in the model link to relevant research and how it serves to integrate a number of ideas which have hitherto been treated as separate. The new model suggests a view of learning that is an embodied and relational process through which we regulate the flow of energy and information over time in order to achieve a particular purpose. Learning dispositions reflect the ways in which we develop resilient agency in learning by regulating this flow of energy and information in order to engage with challenge, risk and uncertainty and to adapt and change positively.

Item Type: Article
Article Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in British Journal of Educational Studies on 3 April 2015, available online: http://www.tandfonline.com/10.1080/00071005.2015.1006574 The work has been conducted as part of the International Centre for Infrastructure Futures www.icif.ac.uk [EPSRC Grant Number EP/K012347/1]
Subjects: L Education > L Education (General)
Divisions: Schools and Research Institutes > School of Education > Early Years and Education Studies
Research Priority Areas: Learning and Professional Contexts
Depositing User: Adeela Shafi
Date Deposited: 06 Jul 2015 10:08
Last Modified: 21 Mar 2017 13:15
URI: http://eprints.glos.ac.uk/id/eprint/2419

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