Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/9966
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dc.contributor.authorPhan, Huyen
dc.date.accessioned2012-04-18T09:51:00Z-
dc.date.issued2011-
dc.identifier.citationBritish Journal of Educational Psychology, 81(3), p. 509-530en
dc.identifier.issn2044-8279en
dc.identifier.issn0007-0998en
dc.identifier.urihttps://hdl.handle.net/1959.11/9966-
dc.description.abstractBackground: Both achievement goals and study processing strategies theories have been shown to contribute to the prediction of students' academic performance. Existing research studies (Fenollar, Roman, & Cuestas, 2007; Liem, Lau, & Nie, 2008; Simons, Dewitte, & Lens, 2004) amalgamating these two theoretical orientations in different causal models have reported their associations with other adaptive strategies and motivational constructs - for example, effort expenditure. Despite this recognition, there have been to date very few studies that explored the relations between achievement goals, study processing strategies, effort, and academic performance over time. Aim of study: The primary focus of our study is to explore the relations between the aforementioned theoretical constructs over a 2-year period. Specifically, we tested an empirical model that conceptualized the relations between performance-approach and mastery goals, deep processing strategies, effort, and academic performance across six time points of data collection. Methodology: Two hundred and eighty-one (161 females, 120 males) university students took part in this study. The participants were administered various Likert-scale inventories and the overall course mark and final examination were used as indexes of academic performance. Results: Structural equation modelling indicated a relatively good fit to the a posteriori model and the hypothesized paths were, in part, supported. The major findings included the predictive effects of performance-approach goals at Time 1 on deep processing strategies at Time 2 and mastery goals at Time 3; the predictive effect of mastery goals at Time 3 on effort at Time 4; the predictive effects of deep processing at Time 2 on mastery goals at Time 3 and Time 4. Furthermore, the placement of deep processing and effort in this structural model also accentuated the performance-approach goals - mastery goals - effort - academic performance relation, and the performance-approach goals - deep processing - mastery goals - effort - academic performance relation. Discussion: Our study has important theoretical and practical implications concerning the conceptualization of the performance-approach and mastery goals relationship, and the use of goal structure and adaptive strategies (e.g., deep processing) to enhance academic learning.en
dc.languageenen
dc.publisherJohn Wiley & Sons Ltden
dc.relation.ispartofBritish Journal of Educational Psychologyen
dc.titleCognitive processes in university learning: A developmental framework using structural equation modellingen
dc.typeJournal Articleen
dc.identifier.doi10.1348/2044-8279.002000en
dc.subject.keywordsEducationen
dc.subject.keywordsHigher Educationen
dc.subject.keywordsEducational Psychologyen
local.contributor.firstnameHuyen
local.subject.for2008170103 Educational Psychologyen
local.subject.for2008139999 Education not elsewhere classifieden
local.subject.for2008130103 Higher Educationen
local.subject.seo2008930102 Learner and Learning Processesen
local.subject.seo2008930199 Learner and Learning not elsewhere classifieden
local.subject.seo2008930101 Learner and Learning Achievementen
local.profile.schoolSchool of Educationen
local.profile.emailhphan2@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20120417-141229en
local.publisher.placeUnited Kingdomen
local.format.startpage509en
local.format.endpage530en
local.identifier.scopusid79960544160en
local.peerreviewedYesen
local.identifier.volume81en
local.identifier.issue3en
local.title.subtitleA developmental framework using structural equation modellingen
local.contributor.lastnamePhanen
dc.identifier.staffune-id:hphan2en
local.profile.orcid0000-0002-3066-4647en
local.profile.roleauthoren
local.identifier.unepublicationidune:10157en
dc.identifier.academiclevelAcademicen
local.title.maintitleCognitive processes in university learningen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.search.authorPhan, Huyen
local.uneassociationUnknownen
local.identifier.wosid000294256400010en
local.year.published2011en
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School of Education
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