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Catalogue Information
Field name	Details
Nuova numerazione	80121
Collocazione	UPS BIBL CENTR 39-C-2582
Autore	FRYER, L. K.
Titolo	A reciprocal test of perceptions of teaching quality and approaches to learning : a longitudinal examination of teaching-learning connections. Parte componente di periodico
Descrizione fisica	pp. 1032-1049.
Nota generale	Estratto da: Educational Psychology 2018, 38, 8.
Riassunto	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.
Tipo di documento	RICERCA.
Soggetto	APPRENDIMENTO.
	INSEGNAMENTO.
	PERCEZIONE.
	AMBIENTE.
	COMPETENZE.
	STUDENTI.
	UNIVERSITÀ.
	GIAPPONE.
Ambito	Pedagogico
Ambito	Psicologico
Autore Secondario	GINNS, P.
Titolo correlato	Educational Psychology 2018, 38, 8.
Accesso online	Scheda EBSCO

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A reciprocal test of perceptions of teaching quality and approaches to learning : a longitudinal examination of teaching-learning connections.