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

Phan, Huy P. (2009) Exploring students' reflective thinking practice, deep processing strategies, effort, and achievement goal orientations. Educational Psychology: An International Journal of Experimental Educational Psychology, 29 (3). pp. 297-313. ISSN 0144-3410

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Abstract

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.

Item Type: Journal Article
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
Divisions: Faculty of Arts, Law and Education (FALE) > School of Education
Depositing User: Ms Neha Harakh
Date Deposited: 25 May 2009 15:31
Last Modified: 17 Jul 2012 15:43
URI: http://repository.usp.ac.fj/id/eprint/1058
UNSPECIFIED

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