Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/9965
Title: Deep Processing Strategies and Critical Thinking: Developmental Trajectories Using Latent Growth Analyses
Contributor(s): Phan, Huy (author)orcid 
Publication Date: 2011
DOI: 10.1080/00220671003739382
Handle Link: https://hdl.handle.net/1959.11/9965
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.
Publication Type: Journal Article
Source of Publication: The Journal of Educational Research, 104(4), p. 283-294
Publisher: Routledge
Place of Publication: United States of America
ISSN: 0022-0671
1940-0675
Field of Research (FOR): 130103 Higher Education
130311 Pacific Peoples Education
170103 Educational Psychology
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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