This paper sought to explore how students in History and Geography approach learning. The research involved GCE A Level students in the Sixth Form College sector, in which they responded to a structured questionnaire that was drawn from the literature on self‐regulated learning. The key areas for investigation revolved around motivation, self‐efficacy, fear of failure and reflection. The data was analysed according to ability range with analysis undertaken between the A*‐B range and those students below in the DE range. The conclusion suggests students adopt a range of approaches, some determined by their innate ability but others by more practical concerns such as the chances of success or the value of the activity. Importantly, the research also identified some common approaches adopted by students of History and Geography that challenge Kolb’s views of subject disciplines divides.
|Journal||Journal of Pedagogic Development|
|Publication status||Published - Mar 2015|