An Examination of Reflective Thinking, Learning Approaches, and Self‐Efficacy Beliefs at the University of the South Pacific: A path analysis approach

Phan, Huy P.

doi:10.1080/01443410701349809

Cited by 101 publications

(135 citation statements)

References 39 publications

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“…The existence of AMcK can be a key to interpret several data showing the existence of a close relationship between student's self-reports of their learning approaches and several other constructs such as motivation, epistemological beliefs (Kizilgunes et al, 2009;Phan, 2007), refl ective thinking (Phan, 2007), and others. It seems that the majority of the constructs investigated through self-report methodologies are somewhat related to each other.…”

Section: Discussionmentioning

confidence: 99%

Self-reports on students' learning processes are academic metacognitive knowledge

Gomes¹,

Golino²

2014

Psicol. Reflex. Crit.

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The current study postulates that students' self-reported perceptions on their academic processes are a type of metacognition: academic metacognitive knowledge (AMcK). We investigated, using Structural Equation Modeling (SEM), three hypotheses: (a) AMcK explains the variance of factor scores of students' learning approaches (SLA) and academic motivation (AM); (b) AMcK is distinct from working metacognition (WMC); and (c) AMcK has incremental validity, beyond WMC, on the explanation of general academic achievement (GAA) variance. Two tests (indicators of WMC) and two scales (indicators of AMcK) were administered to 684 ten-to-eighteen-year-old Brazilian children and adolescents. Annual grades in Math, Portuguese, Geography and History were used as indicators of GAA. The results show that none of the three hypotheses can be refuted.

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Section: Discussionmentioning

confidence: 99%

Self-reports on students' learning processes are academic metacognitive knowledge

Gomes¹,

Golino²

2014

Psicol. Reflex. Crit.

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“…Confirmatory factor analysis (CFA), reported by the authors, indicated that habitual action was more closely associated with a surface approach to learning (α = .65, p < .05), whereas critical reflection was associated with a deep approach to learning (α = .50, p < .05). Phan's (2007Phan's ( , 2009) research involving university students also produced some interesting patterns in findings, for example: the negative impact of personal self-efficacy [25] on habitual action (β = -.31, p < .05), and the positive impact of a deep learning approach on critical reflection (β = .26, p < .05).…”

Section: Internal Cognitive Processesmentioning

confidence: 99%

“…Within the past decade, for example, very few research studies have explored habitual action and critical reflection and their impacts in educational contexts. Apart from Kember, et al's (2000) original study, which focused on the psychometric properties of the Reflective Thinking Questionnaire (RTQ), the works of Phan (2007Phan ( , 2009) and Leung and Kember (2003) have been relatively prominent.…”

Section: Internal Cognitive Processesmentioning

confidence: 99%

An Empirical Analysis of Students’ Learning and Achievements: A Motivational Approach

Phan¹

2014

EDU

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Abstract:The present study details a theoretical-conceptual model, scoping the interrelations between antecedents (academic buoyancy, emotional and physiological states, task value), cognitive processes (habitual action, critical reflection), and adaptive outcomes (academic engagement, academic achievement) in the context of educational psychology. 294 (151 men, 143 women) first-year university students participated in this study. Likert-scale inventories were administered to students and used to elicit relevant data; for example, we used the Academic Buoyancy Scale [1, 2], and the Task value subscale of the Motivated Strategies for Learning Questionnaire (MSLQ) [3]. Academic achievement was collated from students' overall marks in the unit educational psychology. Structural equation modeling (SEM) analyses supported, in part, the conceptual model with some statistical significant paths. In general, on the basis of the findings yielded, there are significant implications for research development and educational practices.

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“…Therefore, a constant concern of teachers should be to stimulate students to reflect on their learning process so that they become aware of their strengths, but also about their weaknesses, which they can compensate by personal ways to explore the information through personal management of information and knowledge, and thus effectively managing their knowledge (Peculea, L., 2015). Mezirow's (1991Mezirow's ( , 1998 theories regarding transformative education, has involved the theoretical postulation of reflective thinking as being categorised into four separate phases, in their order of complexity -habitual action, understanding, reflection, and critical thinking (Kember et al, 2000;Leung & Kember, 2003;Phan, 2007). Habitual action is a mechanical and automatic activity that is performed with little conscious thought.…”

Section: Paper Theoretical Foundation and Related Literaturementioning

confidence: 99%

“…It found from structural equation modeling that habitual action is predicted by surface processing strategies, whereas understanding is influenced by deep processing strategies. Critical thinking and reflection are also influenced by deep processing strategies (Phan, 2006(Phan, , 2007. Prior study results indicated the positive impact of reflective thinking on learning achievement (Ersozlu & Arslan, 2009).…”

mentioning

confidence: 99%

Independent Learning And Reflective Thinking Of The Future Teachers

Peculea¹,

Andronache²,

Bocoș³

2017

The European Proceedings of Social and Behavioural Sciences

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The paper aims to achieving an exploratory and correlational study between independent learning and reflective thinking of the future teachers. For the substantiation of this study, analysis of the specialized literature were made. The independent learning involves a high level of self-awareness, the development of cognitive and metacognitive abilities and, in the same time, it involves the self-regulating personal effort to learn (Ștefan, 2010). Reflective thinking, on the other hand, has benefits for learning as it assists in integrating theory with practice, promotes intellectual growth because it is cyclical rather than linear, develops skills that makes students more confident, more independent and fosters responsibility and accountability (Kuiper and Pesut, 2004). Thus, basing on the theoretical data as mentioned above, the aim of this study is to identify the level of the development of independent learning and of the reflective thinking of students, as future teachers. Also, we identify existing correlations between independent learning and reflective thinking. The sample of subjects involved in this study is comprised of students in pre-service teacher education (N=212), which are studying the program for teacher training (I-st year). To measure independent learning we used the shortened version of the AILI questionnaire (Elshout-Mohr, Van Daalen-Kapteijns, & Meijer, 2004). On the other hand, reflective thinking was measured by QRT questionnaire (Questionnaire for reflective thinking, Kember et al., 2000). Data obtained were statistically descriptive analyzed by calculating means, and Pearson r correlation coefficient.

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An Examination of Reflective Thinking, Learning Approaches, and Self‐Efficacy Beliefs at the University of the South Pacific: A path analysis approach

Cited by 101 publications

References 39 publications

Self-reports on students' learning processes are academic metacognitive knowledge

Self-reports on students' learning processes are academic metacognitive knowledge

An Empirical Analysis of Students’ Learning and Achievements: A Motivational Approach

Independent Learning And Reflective Thinking Of The Future Teachers

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