Deep Processing Strategies and Critical Thinking: Developmental Trajectories Using Latent Growth Analyses

Title
Deep Processing Strategies and Critical Thinking: Developmental Trajectories Using Latent Growth Analyses
Publication Date
2011
Author(s)
Phan, Huy
( author )
OrcID: https://orcid.org/0000-0002-3066-4647
Email: hphan2@une.edu.au
UNE Id une-id:hphan2
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Routledge
Place of publication
United States of America
DOI
10.1080/00220671003739382
UNE publication id
une:10156
Abstract
The author explored the developmental courses of deep learning approach and critical thinking over a 2-year period. Latent growth curve modeling (LGM) procedures were used to test and trace the trajectories of both theoretical frameworks over time. Participants were 264 (119 women, 145 men) university undergraduates. The Deep Learning subscale of Biggs's (1987) Study Process Questionnaire and the Critical Thinking subscale of the Reflective Thinking Questionnaire (Kember et al., 2000) were administered to the participants across four waves of data collection. Results of the LGM analyses indicated the growth of change of deep learning approach increased over time, whereas critical thinking practice decreased. Further multivariate growth curve analysis revealed an interactive, dynamic association between the intercept of critical thinking and the slope of deep learning approach. This evidence supports previous research findings, indicating that critical thinking may serve as an informational source in students' engagement in deep learning approach.
Link
Citation
The Journal of Educational Research, 104(4), p. 283-294
ISSN
1940-0675
0022-0671
Start page
283
End page
294

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