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Theoretical Constructs that Explain and Enhance Learning: A Longitudinal Examination

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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
FullText Text:
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Psychology%22">Educational Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Mastery+Learning%22">Mastery Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Multivariate+Analysis%22">Multivariate Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink>
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  Data: 10.1080/07294360.2013.806445
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  Data: 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.
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Academic Achievement
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