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 Renovation of Higher Education Governance in Vietnam and its Impact on the Teaching Quality at Universities

Tertiary Education and Management - Significant changes in the policies of higher education in Vietnam have changed the structure and governance of the system since the mid-1990s. The most commonly...     

Validating ‘optimizing’ concepts: the importance of personal resolve,effective functioning,and academic striving

Abstract

Capitalising on current research progress, we explored via means of structural equation modelling (SEM), the operational nature of three newly developed optimising concepts: personal resolve, effective functioning, and academic striving. We conceptualised self-efficacy as a source of origin, and effort expenditure and motivation towards learning as adaptive outcomes of the three mentioned concepts. Correlational responses from Taiwanese university students (N?=?1010) affirmed our hypothesis regarding the operational nature of personal resolve, effective functioning, and academic striving – for example – (i) self-efficacy as a source of origin of personal resolve, effective functioning, and academic striving, and (ii) the effects of personal resolve and academic striving on effort, and the effects of effective functioning and academic striving on motivation towards learning. This significant evidence, overall, contributes to the study of optimal achievement best.     

The experiences of Vietnamese university faculty in relation to their faculty development

As Vietnam higher education has explored ways to integrate into the international community, professional development of faculty is becoming a key element. However, there is a significant shortage of faculty development (FD) in Vietnam, resulting in a large gap in quality, quantity, and qualifications between Vietnamese faculty and their colleagues in Southeast Asia. We conducted a phenomenological study to gain insights into the experiences of Vietnamese faculty in their FD. Four themes emerged: faculty’s perceptions of faculty roles, FD activity participation, factors affecting their FD, and FD desires. To improve the quality of FD in Vietnam, we offered a number of recommendations for faculty members, policymakers at different levels, and further research.     

‘I’m not like that,why treat me the same way?’ The impact of stereotyping international students on their learning,employability and connectedness with the workplace

A significant body of literature on international education examines the experiences of international students in the host country. There is however a critical lack of empirical work that investigates the dynamic and complex positioning of international students within the current education-migration nexus that prevails international education in countries such as Australia, Canada and the UK. This paper addresses an important but under-researched area of the education-migration landscape by examining how the stereotyping of students as mere ‘migration hunters’ may impact their study and work experiences. It draws on a four-year research project funded by the Australian Research Council that includes more than 150 interviews and fieldwork in the Australian vocational education context. Positioning theory is used as a conceptual framework to analyse how generalising international students as ‘mere migration hunters’ has led to the disconnectedness, vulnerability and marginalization of the group of international students participating in this research.     

Effects of self-questioning on EFL students’ engagement in literary reading / Los efectos del autocuestionamiento en la lectura comprometida de textos literarios de estudiantes de inglés como lengua extranjera

This study examines the effects of self-questioning on EFL students’ literary reading engagement. Two interventions were tested: (1) students generating questions while reading short stories, and then exploring their questions in small-groups; and (2) students generating questions while reading, and then reflecting through a free writing activity. Participants were 59 Vietnamese undergraduate students enrolled in an English as a foreign language course. A pre-test post-test control group design with switching replications was used, with a control condition in which the teacher (instead of the students) posed the questions. Students’ reading engagement was measured by a written response to a short story and a questionnaire. Results showed that both self-questioning interventions positively influenced students’ reading engagement compared to the control condition. A maintenance of effects was also observed. We conclude that self-questioning combined with group discussions or free writing promotes students’ reading engagement.     

Empirical model and analysis of mastery and performance‐approach goals: a developmental approach

This study used latent growth modelling (LGM) to explore the developmental course and longitudinal relationships between achievement goals (mastery and performance‐approach) and academic performance over a three‐year period (four time‐points of data collection). Three hundred and fifty‐two university students (152 women, 200 men) who first enrolled in 2006 took part in this study. Likert‐scale inventories were used to elicit relevant data from students. Academic performance was collated from students' course and final exam marks in two different undergraduate courses. LISREL 8.72 and SPSS 17 were used to test and evaluate the conceptual model proposed. Causal modelling analyses indicated the temporally displaced effects of mastery and performance‐approach goals on academic performance. The results indicated that individuals' mastery goals increased over time, whereas there was no increase in growth change with performance‐approach goals. Causal modelling also indicated: (1) performance‐approach goals → academic performance → mastery goals relationship and (2) mastery goals → academic performance → mastery goals relationship. Finally, the use of LGM provided a clearer perspective concerning the developmental trajectories of mastery goals over time.     

Cooperative learning that features a culturally appropriate pedagogy

Many recent intercultural studies have shown that people cooperate with each other differently across cultures. We argue that cooperative learning (CL), an educational method originating in the USA and with fundamental psychological assumptions based on Western values, should be adjusted to be culturally appropriate for any non‐Western cultures in which it is applied. In the light of this assertion, this paper reports a series of experiments conducted in Vietnamese upper‐secondary schools. One group was provided with a series of lessons designed according to mainstream CL practice. Another group was provided with similar lessons but these were modified so as to be more culturally appropriate in terms of leadership, reward allocation and group composition. Findings show that (1) the role and the type of leadership, although not a key element of mainstream CL theories and practice, proved to be influential; (2) groupings based upon existing friendships, rather than upon cognitive ability, appeared to be important. A key finding was that the group receiving a culturally modified programme appeared to work harder during, and gain more satisfaction from, collaborative learning activities.