| Abstract: | 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. |
