A Reciprocal Test of Perceptions of Teaching Quality and Approaches to Learning: A Longitudinal Examination of Teaching-Learning Connections

Autor/inn/en	Fryer, Luke K.; Ginns, Paul
Titel	A Reciprocal Test of Perceptions of Teaching Quality and Approaches to Learning: A Longitudinal Examination of Teaching-Learning Connections
Quelle	In: Educational Psychology, 38 (2018) 8, S.1032-1049 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ginns, Paul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2017.1403568
Schlagwörter	Teacher Effectiveness; Longitudinal Studies; College Students; Learning Strategies; Academic Achievement; Foreign Countries; College Environment; Student Attitudes; Grade Point Average; Japan + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Collegestudent; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulleistung; Ausland; Hochschulumwelt; Schülerverhalten
Abstract	Biggs' Presage-Process-Product (3P) model provides a flexible model for testing hypotheses about intra-psychic and contextual effects on student learning processes and outcomes; however, few empirical studies have effectively tested the longitudinal and reciprocal effects implied by the model. The current study provides an empirical test of theorised reciprocal relationships operating over time implied by the 3P model between perceived teaching quality and approaches to learning. The current study examines a longitudinal sample of Japanese university students (n = 1348; female = 404) from 18 degree programmes. Data from a reciprocal latent model were analysed using structural equation modelling. Modelling identified significant reciprocal effects between teaching quality and deep approaches to learning. Deep (positively) and surface (negatively) predicted annualised GPA (moderate and large effects, respectively). Consistent with a systems theory perspective on teaching and learning, longitudinal results supported hypothesised reciprocal relationships between perceptions of teaching quality and approaches. Implications for theory and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01