An Examination of Reflective Thinking, Learning Approaches, and Self‐Efficacy Beliefs at the University of the South Pacific: A path analysis approach

By Huy P Phan. 2007

133 citations recorded by the source corpus.

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Citations in the corpus

Interrelations between self‐efficacy and learning approaches: a developmental approach (2011, background): “Similarly, Phan’s ( 2007 ) study using path analysis showed that a surface learning approach exerted a positive effect on the habitual action process, and a deep learning approach exerted a positive effect on the process of understanding.”
Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness (2010, unknown): “…relationship between gender and approach to learning (ChamorroPremuzic & Furnham, 2009; Dickie, 1994; Diseth, 2007b; Donnon & Hecker, 2008; Edmunds & Richardson, 2009; Papinczak et al., 2008; Phan, 2007; Sobral, 2001; Watkins & Regmi, 1990; Wilson, Smart, & Watson, 1996; Zeegers, 2001, 2004).”
Relations between goals, self‐efficacy, critical thinking and deep processing strategies: a path analysis (2009, methodology): “…as a determinant of deep processing strategies (Fenollar et al., 2007; Green & Miller, 1996; Miller et al., 1996) between achievement goals and deep processing strategies, critical thinking (Phan, 2007) and academic performance (Pajares, 1996; Pajares & Johnson, 1996; Pajares & Kranzler, 1995).”
The Development of English and Mathematics Self-Efficacy: A Latent Growth Curve Analysis (2012, unknown): “…Miller et al., 1996); perceived usefulness, self-concept, problem solving, apprehension, and anxiety (Pajares, 1996b; Pajares, Britner, & Valiante, 2000; Pajares & Kranzler, 1995; Pajares, Miller, & Johnson, 1999; Pajares & Valiante, 1997); and reflective thinking practice (Phan, 2007, 2009c).”
How does desktop virtual reality enhance learning outcomes? A structural equation modeling approach (2010, background): “Research has shown that a surface approach to learning, that is, studying merely for the intention of reproducing information without any attempt to understand the contents acquired is aligned with habitual action, whereas a deep approach to learning which entails an intention to understand meaning ”
Exploring students’ reflective thinking practice, deep processing strategies, effort, and achievement goal orientations (2009, background): “Preliminary research studies (Leung & Kember, 2003; Phan, 2007, 2008b) in this area have acknowledged the importance of this practice in facilitating academic performance.”
Predicting Critical Thinking Skills of University Students through Metacognitive Self-Regulation Skills and Chemistry Self-Efficacy. (2013, result): “The findings of the present study were consistent with those of Phan (2007).”