Interrelations between self‐efficacy and learning approaches: a developmental approach

Two major theoretical frameworks in educational psychology, namely student approaches to learning (SAL) and self‐efficacy have been used extensively to explain and predict students’ learning and academic achievement. There is a substantial body of research studies, for example, that documents the positive interrelations between individuals’ self‐efficacy beliefs and their approaches to learning. In particular, evidence ascertained from structural equation analyses suggests both a positive sense of academic self‐efficacy and deep learning approach combined to influence students’ academic achievement. More recently, albeit limited, research has focused on the study of developmental changes of these two constructs over time. As a contribution to this approach, we used latent growth curve modelling (LGM) to explore the initial states and trajectories of self‐efficacy and the two major learning approaches – surface and deep – over a two‐year period. Furthermore, we regressed both gender and academic experience as possible external correlates that could account for the change in the two theoretical frameworks. Two hundred and fifty‐two (116 females, 136 males) university students were administered Likert‐scale inventories on three occasions. SPSS AMOS showed a few major findings – notably, for example, the negative impact of academic experience on the change in self‐efficacy and the positive impact of academic experience on the initial states of self‐efficacy and surface learning approach.     

The role of social identification as university student in learning: relationships between students’ social identity,approaches to learning,and academic achievement

This article describes research exploring the relationship between students’ self-perceptions in the context of university learning (i.e. student social identity), their approaches to learning, and academic achievement. The exploration of these inter-related aspects requires a mix of theoretical approaches, that is, in this research both social identity perspective from social psychology and the student learning research framework are used to explore student identity and learning in the context of higher education. Two structural equation models drawing on both these theoretical frameworks were tested. In the first of these models, deep approaches to learning are positively associated with students’ social identification as university student and positively predict academic achievement. In the second model, surface approaches to learning are negatively associated with students’ social identification and negatively predict academic achievement. The mediational roles of deep and surface approaches to learning in the relationship between student social identity and academic achievement are also explored.     

Incremental validity of thinking styles in predicting academic achievements: an experimental study in hypermedia learning environments

The study examined the incremental validity of thinking styles in predicting academic achievement after controlling for personality and achievement motivation in the hypermedia‐based learning environment. Seventy‐two Chinese college students from Shanghai, the People’s Republic of China, took part in this instructional experiment. The End‐Of‐Semester test was designed to examine the students’ achievement in the course of General Psychology. The results partially supported the hypotheses concerning the relationships between students’ Type I and II thinking styles and their academic achievement in Type I test (including analysis, problem‐solving, and essay tests) and Type II test (including multiple‐choice and cloze tests), and showed that some Type III styles were significantly related to their academic achievement. Hierarchical regression analysis indicated that the capacity of thinking styles for explaining and predicting academic achievement was sometimes over and above the sum of personality traits and achievement motivation. Implications for educational practice are discussed.     

The impact of academic self‐concept,expectations and the choice of learning strategy on academic achievement: the case of business students

This study provides evidence of the impact of two critical self‐regulation components – academic self‐concept and outcome expectations – on the selection of learning strategies conducive to academic achievement in undergraduate business education. Self‐concept theory is the framework for the analysis of students’ motivations and learning behaviors. Path analysis suggests that high academic self‐concept favors engagement in complex cognitive effort, deep learning strategies and self‐reflection, as well as in the adoption of strategic learning approaches alone. However, the composite effect of deep learning through strategic approaches has the most impact on student’s academic performance. High academic expectations favor students’ selection of deep learning more than strategic approaches. Clearly, the use of surface approaches to learning is not conducive to academic achievement. Overall, these findings suggest that high students’ academic self‐concepts and unambiguous outcome expectations encourage critical thinking and reflective approaches to learning. Implications for the design of educational models and curriculum in business undergraduate education are discussed.     

Testing two path models to explore relationships between students’ experiences of the teaching–learning environment,approaches to learning and academic achievement

The study explores the relationships between students’ experiences of the teaching–learning environment and their approaches to learning, and the effects of these variables on academic achievement. Two three-stage models were tested with structural equation modelling techniques. The Approaches and Study Skills Inventory for Students (ASSIST) and the Experiences of Teaching and Learning Questionnaire (ETLQ) were used to assess approaches to learning and student’s experiences of the teaching–learning environment, respectively. These two constructs were then used as either first- or second-stage variables within the path analysis. The model using approaches to learning as a mediating variable showed the best fit with our data; variations in our students’ experiences of the teaching–learning environment appear to give rise to their approaches to studying, which subsequently affect their achievement. The deep approach shows no detectable influence on academic achievement in this sample, neither there are any direct effects of experiences of the teaching–learning environment on it. The indirect effects of these experiences on achievement, acting through the strategic and the surface approaches, are related to two aspects of the teaching–learning environment only, namely congruence and coherence in course organisation, and integrative learning and critical thinking. The finding of a reciprocal relation between approaches to learning and experiences of the teaching–learning environment supports previous conclusions about the association between these constructs. The indirect effect of experiences of the teaching–learning environment on achievement, acting through approaches to learning, shows those approaches as a dynamic construct that varies in line with experiences of the teaching-learning environment, and so influences achievement.     

The interplay of learning approaches and self-efficacy in secondary school students’ academic achievement in science

ABSTRACT

The aim of the present investigation was to analyse the role of academic self-efficacy and approaches to learning in general and in Physics and Chemistry academic achievements. The sample comprised 507 secondary school students of two Spanish schools and the study was conducted in the context of a Physics and Chemistry subject. Structural equation models showed that surface motive was the only type of learning approach directly related to performance. Besides, our models revealed that self-efficacy plays an important role as a mediating variable between the surface strategy and the deep motive learning approaches and academic achievement. Gender effects were also studied as girls showed higher levels of achievement both in general performance and in Physics and Chemistry. Implications for science education and suggestions for future research of these findings are also discussed.     

Expectancy-value and cognitive process outcomes in mathematics learning: a structural equation analysis

Existing research has yielded evidence to indicate that the expectancy-value theoretical model predicts students' learning in various achievement contexts. Achievement values and self-efficacy expectations, for example, have been found to exert positive effects on cognitive process and academic achievement outcomes. We tested a conceptual model that depicted the interrelations between the non-cognitive (task value, self-efficacy) and cognitive (deep-learning approach, reflective-thinking) processes of learning, and academic achievement outcomes in mathematics. University students (n = 289) were administered a number of Likert-scale inventories and LISREL 8.80 was used to test various a priori and a posteriori models. Structural equation modeling yielded some important findings: (1) the positive temporally displaced effects of prior academic achievement, self-efficacy expectations and task value on achievement in mathematics, (2) the positive relations between self-efficacy expectations and task values and cognitive process outcomes and (3) the possible mediating role of self-efficacy expectations and task value between prior academic achievement and deep learning, reflective-thinking practice and academic achievement. Overall, our research investigation has provided empirical groundings for further advancement into this area of students' learning.     

The Relationship between Intelligence,Approaches to Learning and Academic Achievement

Three different tests of intelligence and the Approaches and Study Skills Inventory for Students were administered to 89 Norwegian undergraduate psychology students. The purpose was to investigate the relationship between intelligence, approaches to learning and academic achievement. Factor analysis supported a one-factor solution of the three intelligence tests as an expression of general intelligence. No relationship between general intelligence and approaches to learning was observed. The WAIS vocabulary test of intelligence and the surface approach to learning were negatively correlated. The WAIS vocabulary test of intelligence and the surface approach to learning predicted academic achievement. A curvilinear relationship between surface approach and academic achievement was observed. Multiple regression analysis showed interaction effects between deep-strategic and surface-strategic approaches to learning as predictors of academic achievement. The findings support the construct validity of approaches to learning due to its independence of intelligence.     

Effects of learning approaches,locus of control,socio-economic status and self-efficacy on academic achievement: a Turkish perspective

In this study the effects of learning approaches, locus of control (LOC), socio-economic status and self-efficacy on undergraduate students in North Cyprus was investigated. Four questionnaires were administered on 99 students in order to collect data regarding the learning approaches, LOC, self-efficacy and demographic factors. High cumulative grade point average and self-efficacy were shown to be an indicator of academic achievement and high self-efficacy was related to the use of deep approach (DA). Students, whose mothers had lower levels of education, were found to also predict academic success. No direct significant relationship between DA and academic achievement was found.     

Exploring students’ reflective thinking practice,deep processing strategies,effort, and achievement goal orientations

Recent research indicates that study processing strategies, effort, reflective thinking practice, and achievement goals are important factors contributing to the prediction of students’ academic success. Very few studies have combined these theoretical orientations within one conceptual model. This study tested a conceptual model that included, in particular, deep processing strategies, effort, mastery and performance‐approach goals, reflection, and critical thinking. We used causal modelling procedures to explore the direct and mediating effects of these theoretical orientations on students’ academic achievement and learning. Second‐ and third‐year undergraduates (n = 347; 151 women and 196 men) completed a number of inventories (e.g., the Reflective Thinking Questionnaire). LISREL 8.72 indicated an a posteriori model with direct effects of reflection and critical thinking on academic achievement and learning. Performance‐approach goals exerted a negative effect on academic achievement. Both mastery and performance‐approach goals also directed affected reflection, whereas deep processing strategies were directly affected by mastery goals and effort. Importantly, both reflection and effort were found to act as potent mediators. A one‐way MANOVA revealed no statistical difference between men and women in this theoretical framework.     

Student conscientiousness,self‐regulated learning,and science achievement: An explorative field study

This explorative field study examined the mediating role of self‐regulated learning (SRL) in the relationship between the personality trait of conscientiousness, SRL, and science achievement in a sample of junior high school students. Over the course of an entire academic year, data on enacted SRL were collected each week for 52 eighth‐grade students in the context of an inquiry‐based ecology project. Data were also collected on personality traits, self‐reported study strategies, science project achievement, and grade point average. Findings show significant relationships between conscientiousness, SRL, and achievement. As hypothesized, conscientiousness was shown to significantly impact academic achievement in the inquiry‐based course, mediated by enacted SRL. © 2009 Wiley Periodicals, Inc.     

Approaches to Learning,Cognitive Style,and Motives as Predictors of Academic Achievement

The purpose of the present study was to analyse the relationship between approaches to learning (deep, strategic, and surface), cognitive style, motives, and academic achievement. A sample of 192 undergraduate psychology students with a mean age of 21.7 years participated. Motives and styles were related to the three approaches to learning in theoretically meaningful ways. Moreover, approaches to learning were found to predict academic achievement, while styles and motives only had indirect effects on achievement. Among the approaches to learning, the deep approach unexpectedly did not predict achievement, while the surface and strategic approaches as expected significantly predicted achievement.     

Perceived ability and success: which self-efficacy measures matter? A distance learning perspective

This paper sought to determine the effects of three self-efficacy measures on the academic attainment of students who were enrolled for the first time at the University of South Africa (Unisa) in 2015. The measures of interest were self-regulated learning efficacy, distance learning self-efficacy and computer and online technologies self-efficacy. Overall, only DLSE was found to have a significant effect on academic attainment albeit with a low effect (r = ?.13), explaining only 1.7% of the variation in the academic achievement between successful and unsuccessful students. DLSE also explained 10% of the variation in academic achievement between successful and unsuccessful students who, although new to Unisa, were not new to higher education.     

Exploring first‐year academic achievement through structural equation modelling

The purpose of this research was to develop and test a multicausal model of the individual characteristics associated with academic success in first‐year Australian university students. This model comprised the constructs of: previous academic performance, achievement motivation, self‐regulatory learning strategies, and personality traits, with end‐of‐semester grades the dependent variable of interest. The study involved the distribution of a questionnaire, which assessed motivation, self‐regulatory learning strategies and personality traits, to 1193 students at the start of their first year at university. Students' academic records were accessed at the end of their first year of study to ascertain their first and second semester grades. This study established that previous high academic performance, use of self‐regulatory learning strategies, and being introverted and agreeable, were indicators of academic success in the first semester of university study. Achievement motivation and the personality trait of conscientiousness were indirectly related to first semester grades, through the influence they had on the students' use of self‐regulatory learning strategies. First semester grades were predictive of second semester grades. This research provides valuable information for both educators and students about the factors intrinsic to the individual that are associated with successful performance in the first year at university.     

合作学习对转化小学"学差生"的实验研究

为探讨在我国小学课堂教学中以合作学习来转化学差生的可行性,本研究采用不等组实验组控制组前测后测实验设计,通过为期12周的教学干预,以《同伴关系问卷》、《自尊量表》和《儿童社交焦虑量表》为测量工具,考查合作学习对提高学差生学业成绩,改善他们的同伴关系、自尊和社交焦虑等社会性因素的影响。结果显示:与对照班相比,进行合作学习的学差生的学业成绩有较大提高,其中,数学成绩达到显著水平,同伴关系得到改善,自尊水平显著提高,社交焦虑水平显著降低。由此表明合作学习是转化小学“学差生”的一种可行的有效的方法。     

Students’ approaches to learning in problem-based learning: Taking into account professional behavior in the tutorial groups,self-study time,and different assessment aspects

Problem-based learning (PBL) represents a major development in higher educational practice and is believed to promote deep learning in students. However, empirical findings on the promotion of deep learning in PBL remain unclear. The aim of the present study is to investigate the relationships between students’ approaches to learning (SAL) and academic achievement in a PBL environment, taking into account the role of self-study time and students’ professional behavior in the PBL tutorial groups. In addition, different knowledge categories that determine achievement (i.e., understanding of concepts, understanding of the principles that link concepts, and the linking of concepts and principles to conditions and procedures for application) were taken into account. A hypothesized structural equation model including these variables was tested. Results showed that the PBL students in this study reported more use of a surface compared to a deep approach to learning. The hypothesized model demonstrated an excellent fit of the model with the data. The relationship between SAL and academic achievement was mediated by self-study time and professional behavior. These findings imply that self-study time and professional behavior are crucial variables to take into account when studying SAL.     

The relationship between approaches to teaching and approaches to studying: a two-level structural equation model for biology achievement in high school

Since the 1970s, a large body of research has reported on the differences between deep and surface approaches to student learning. More recently, however, this metaphor for students’ approaches to learning has been applied to the practice of teaching. Studies at the university level have identified two approaches to teaching: the information transmission/teacher-focused approach and the conceptual change/student-focused approach. The present study analyzes the relationship between teachers’ approaches to teaching and high school students’ approaches to learning. The data were analyzed by fitting a two-level structural equation model based on the hypothesis that student academic achievement is significantly determined by the way they study and that the way they study is partially determined by the way teachers teach. The participants were high school students (778 twelfth graders) enrolled in biology courses and their teachers (40 total). The same model was proposed at both levels (i.e., within and between levels) and fit the data quite well. As expected, within level, the effects of the ‘approaches to learning’ on ‘biology achievement’ regression were far larger than the corresponding effects at between level. The central findings suggest worthy directions for future research.     

Implications of task structure on self‐regulated learning and achievement

School tasks interact with student motivation, cognition, and instruction to influence learning and achievement. Heeding calls for additional research linking motivational and cognitive factors in learning and instruction on specific tasks within authentic classroom settings we quantitatively and qualitatively track 90 tenth‐grade science students’ motivation, reported use of learning strategies, achievement, calibration, and task perceptions as they engage in a well‐structured task (WST) and an ill‐structured task (IST). Students achieved higher grades on, and reported more ease and value for, the WST whereas they utilised critical thinking and peer learning strategies more on the IST. Lower academic achievers calibrated their achievement less accurately on each task and experienced lower grades, interest, ease, and management capability on the IST. Conversely, higher academic achieving students reported more self‐efficacy and effort regulation and lower anxiety and elaboration on the IST. Motivation – notably less intrinsic goal orientation in low academic achievers and higher task value and self‐efficacy – predicted performance on the IST. The structure of tasks may provide prompts that illicit unique self‐regulated learning responses in students.     

Workplace learning within teacher education: the role of job characteristics and goal orientation

Within teacher education, it is widely recognised that internships play a major role in preparing prospective teachers. The current research examines if the learning activities students’ undertake in the workplace can be explained by students’ goal orientation and their perceptions of the workplace. In addition, it will be investigated whether this model is predictive for students’ academic achievement. Participants in this study were 464 bachelor students enrolled in teacher education. The results from the structural equation modelling show that students’ learning goal orientation is an important predictor for students’ learning activities and academic achievement. Students with a higher learning goal orientation demonstrate a more active approach towards their learning. Regarding the context, some positive relations between work-related variables such as job demands and job control on the one hand and students’ learning activities on the other hand were identified, but their relationship was more limited than expected.