Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/5211
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dc.contributor.authorPhan, Huyen
local.source.editorEditor(s): Peter L Jefferyen
dc.date.accessioned2010-03-18T16:39:00Z
dc.date.issued2010en
dc.identifier.citationAARE 2009 Conference Proceedings (paper code: PHA09933)en
dc.identifier.issn13245-9320en
dc.identifier.urihttps://hdl.handle.net/1959.11/5211en
dc.description.abstractResearch evidence indicates that critical thinking practice and study processing strategies act in concert to make a unique contribution to the prediction of academic performance. More recently, however, the research inquiry has concerned predominantly the direction of causal effects between critical thinking practice and study processing strategies. The present paper discusses a longitudinal study that examined the reciprocality between critical thinking and deep processing. Three waves of data were collected using two hundred and fourteen university students (127 women, 87 men). Various Likert- response questionnaires (e.g., Reflective Thinking Questionnaire) were used to measure critical thinking and deep processing strategies. Structural equation modeling using LISREL 8.72 showed that deep processing at T1 exerted a temporally displaced effect on critical thinking at T2; critical thinking at T2 also exerted a temporally displaced effect on deep processing at T3. There was little evidence to support the reciprocal effects model.en
dc.languageenen
dc.publisherAARE: Australian Association for Research in Educationen
dc.relation.ispartofAARE 2009 Conference Proceedings (paper code: PHA09933)en
dc.titleThe reciprocality between critical thinking and deep processing strategies: A longitudinal approachen
dc.typeConference Publicationen
dc.relation.conferenceAARE 2009 International Education Research Conference - Inspiring Innovative Research in Education, Canberra, Australia, 29th November - 3rd December, 2009en
dc.subject.keywordsHigher Educationen
dc.subject.keywordsEducational Psychologyen
local.contributor.firstnameHuyen
local.subject.for2008170103 Educational Psychologyen
local.subject.for2008130103 Higher Educationen
local.subject.seo2008930101 Learner and Learning Achievementen
local.subject.seo2008930102 Learner and Learning Processesen
local.subject.seo2008930103 Learner Developmenten
local.profile.schoolSchool of Educationen
local.profile.emailhphan2@une.edu.auen
local.output.categoryE1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20100114-163833en
local.publisher.placeMelbourne, Australiaen
local.peerreviewedYesen
local.title.subtitleA longitudinal approachen
local.contributor.lastnamePhanen
dc.identifier.staffune-id:hphan2en
local.profile.orcid0000-0002-3066-4647en
local.profile.roleauthoren
local.identifier.unepublicationidune:5329en
dc.identifier.academiclevelAcademicen
local.title.maintitleThe reciprocality between critical thinking and deep processing strategiesen
local.output.categorydescriptionE1 Refereed Scholarly Conference Publicationen
local.relation.urlhttp://www.aare.edu.au/09pap/pha09933.pdfen
local.conference.detailsAARE 2009 International Education Research Conference - Inspiring Innovative Research in Education, Canberra, Australia, 29th November - 3rd December, 2009en
local.description.statisticsepubsVisitors: 220<br />Views: 227<br />Downloads: 0en
local.search.authorPhan, Huyen
Appears in Collections:Conference Publication
School of Education
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