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Article: A reciprocal test of perceptions of teaching quality and approaches to learning: A longitudinal examination of teaching-learning connections

TitleA reciprocal test of perceptions of teaching quality and approaches to learning: A longitudinal examination of teaching-learning connections
Authors
KeywordsApproaches to learning
Learning environment
Learning strategies
Longitudinal
Structural equation modelling
Issue Date2018
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.asp
Citation
Educational Psychology, 2018, v. 38 n. 8, p. 1032-1049 How to Cite?
AbstractBiggs' Presage–Process–Product (3P) model provides a exible model for testing hypotheses about intra-psychic and contextual e ects on student learning processes and outcomes; however, few empirical studies have e ectively tested the longitudinal and reciprocal e ects implied by the model. The current study provides an empirical test of theorised reciprocal relationships operating over time implied by the 3P model between perceived teaching quality and approaches to learning. The current study examines a longitudinal sample of Japanese university students (n = 1348; female = 404) from 18 degree programmes. Data from a reciprocal latent model were analysed using structural equation modelling. Modelling identi ed signi cant reciprocal e ects between teaching quality and deep approaches to learning. Deep (positively) and surface (negatively) predicted annualised GPA (moderate and large e ects, respectively). Consistent with a systems theory perspective on teaching and learning, longitudinal results supported hypothesised reciprocal relationships between perceptions of teaching quality and approaches. Implications for theory and practice are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/249951
ISSN
2017 Impact Factor: 1.344
2015 SCImago Journal Rankings: 0.750
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorFryer, LK-
dc.contributor.authorGinns, P-
dc.date.accessioned2017-12-20T09:18:31Z-
dc.date.available2017-12-20T09:18:31Z-
dc.date.issued2018-
dc.identifier.citationEducational Psychology, 2018, v. 38 n. 8, p. 1032-1049-
dc.identifier.issn0144-3410-
dc.identifier.urihttp://hdl.handle.net/10722/249951-
dc.description.abstractBiggs' Presage–Process–Product (3P) model provides a exible model for testing hypotheses about intra-psychic and contextual e ects on student learning processes and outcomes; however, few empirical studies have e ectively tested the longitudinal and reciprocal e ects implied by the model. The current study provides an empirical test of theorised reciprocal relationships operating over time implied by the 3P model between perceived teaching quality and approaches to learning. The current study examines a longitudinal sample of Japanese university students (n = 1348; female = 404) from 18 degree programmes. Data from a reciprocal latent model were analysed using structural equation modelling. Modelling identi ed signi cant reciprocal e ects between teaching quality and deep approaches to learning. Deep (positively) and surface (negatively) predicted annualised GPA (moderate and large e ects, respectively). Consistent with a systems theory perspective on teaching and learning, longitudinal results supported hypothesised reciprocal relationships between perceptions of teaching quality and approaches. Implications for theory and practice are discussed.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.asp-
dc.relation.ispartofEducational Psychology-
dc.rightsThis is an Accepted Manuscript of an article published by Taylor & Francis Group in Educational Psychology on 16 Nov 2017, available online at: http://www.tandfonline.com/doi/abs/10.1080/01443410.2017.1403568-
dc.subjectApproaches to learning-
dc.subjectLearning environment-
dc.subjectLearning strategies-
dc.subjectLongitudinal-
dc.subjectStructural equation modelling-
dc.titleA reciprocal test of perceptions of teaching quality and approaches to learning: A longitudinal examination of teaching-learning connections-
dc.typeArticle-
dc.identifier.emailFryer, LK: fryer@hku.hk-
dc.identifier.authorityFryer, LK=rp02148-
dc.description.naturepostprint-
dc.identifier.doi10.1080/01443410.2017.1403568-
dc.identifier.scopuseid_2-s2.0-85034245279-
dc.identifier.hkuros283723-
dc.identifier.volume38-
dc.identifier.issue8-
dc.identifier.spage1032-
dc.identifier.epage1049-
dc.identifier.isiWOS:000452064900005-
dc.publisher.placeUnited Kingdom-

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