Theoretical Constructs that Explain and Enhance Learning: A Longitudinal Examination
Saved in:
| Title: | Theoretical Constructs that Explain and Enhance Learning: A Longitudinal Examination |
|---|---|
| Language: | English |
| Authors: | Phan, Huy P. |
| Source: | Higher Education Research and Development. 2013 32(6):1007-1021. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Longitudinal Studies, Self Efficacy, Educational Psychology, Cognitive Processes, Cognitive Style, Mastery Learning, Undergraduate Students, Academic Achievement, Predictor Variables, Foreign Countries, Goal Orientation, Measures (Individuals), Multivariate Analysis, Comparative Analysis |
| Assessment and Survey Identifiers: | Motivated Strategies for Learning Questionnaire, Study Process Questionnaire |
| DOI: | 10.1080/07294360.2013.806445 |
| ISSN: | 0729-4360 |
| Abstract: | One important line of inquiry in educational psychology involves the study of change of individuals' cognitive-motivational processes. The conjunctive use of longitudinal data with latent growth curve modeling procedures has, for example, allowed researchers to identify initial levels and to trace trajectories of theoretical variables such as self-efficacy over time. The study reported in this article proposed a conceptual model that depicted relations between a deep-learning approach, mastery goals and self-efficacy over time. A final sample of 195 second-year university students (100 females, 95 males) took part in this three-wave panel study. We used various inventories to test the initial states and rates of change of the three aforementioned constructs. As an a posteriori analysis, we included prior academic achievement as a possible predictor of change. The results ascertained from our analyses indicate an increase in growth of a deep-learning approach, mastery goals and self-efficacy across the two-year period. Importantly, a posteriori results accentuated the role of prior academic achievement as a predictor of the initial level of personal self-efficacy. |
| Abstractor: | As Provided |
| Number of References: | 67 |
| Entry Date: | 2014 |
| Accession Number: | EJ1023745 |
| Database: | ERIC |
Be the first to leave a comment!
