The Relationship Between Approaches to Learning and Reflection Upon Practice

By D. Leung, David Kember. 2003

303 citations recorded by the source corpus.

This study examined the association between students' approaches to learning and stages of reflective thinking. The revised version of the Study Process Questionnaire was used to measure deep and surface approaches to learning and the Reflection Questionnaire was used to distinguish four stages of reflective and nonreflective thinking. Both questionnaires were completed by 402 undergraduates from all years of study from a health science faculty in a university in Hong Kong. Confirmatory factor analysis was used to test possible associations. The results showed that only the habitual action scale correlated significantly to surface approach to learning. Understanding, reflection and critical reflection correlated with deep approach but had no correlation to surface approach. Understanding, reflection and critical reflection correspond to the use of a deep approach with increasing levels of meaningful personal assimilation. These findings provide evidence of close association between approaches to learning and stages of reflection upon practice. The results also provide evidence for the convergent validity of both questionnaires.

Subfields: Education, Public Health, Environmental and Occupational Health

View Paper: https://www.semanticscholar.org/paper/33b0fdd62ee69a00608d19c18d62dee22b7dd6e1

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Citations in the corpus

Interrelations between self‐efficacy and learning approaches: a developmental approach (2011, background): “One notable line of research inquiry has involved the study of SAL and individuals’ reflective and critical thinking practices (Leung & Kember, 2003 ).”
The impact of academic self‐concept, expectations and the choice of learning strategy on academic achievement: the case of business students (2009, background): “Poor academic performance and low grades are a consequence of adopting surface learning (Newstead, 1992) because this strategy is associated with habitual actions that require little or no conscious thought (Leung & Kember, 2003).”
The Development of English and Mathematics Self-Efficacy: A Latent Growth Curve Analysis (2012, background): “Perhaps one pedagogical strategy that may serve to enhance children’s accuracy of self-efficacy judgments is the use of personal reflection and self-evaluation in learning (Kember et al., 2000; Kish, Sheehan, Cole, Struyk, & Kinder, 1997; Leung & Kember, 2003; Phan, 2009b).”
Examining the Cultural Specificity of Approaches To Learning in Universities in Hong Kong and Sydney (2008, background): “…especially for the situation involving a latent construct at the second level (Byrne, 1994); and (c) to a lesser extent, many empirical studies of approaches to learning have usually been on the scores of the subscales (Kember & Leung, 1998; Leung & Kember, 2003; Watkins, 1996; Wong et al., 1996).”
The Reflective Learning Continuum: Reflecting on Reflection (2005, methodology): “We have thus attempted to integrate the various levels of reflection with surface and deep approaches to learning, following Leung and Kember (2003) who have encouraged the use of the two interpretive frameworks in concert.”
An Examination of Reflective Thinking, Learning Approaches, and Self‐Efficacy Beliefs at the University of the South Pacific: A path analysis approach (2007, methodology): “The work of Leung and Kember (2003) with Hong Kong students, in particular, has been salient in exploring SAL in concert with the four stages of reflective thinking.”
Relations between goals, self‐efficacy, critical thinking and deep processing strategies: a path analysis (2009, methodology): “In the area of critical thinking and learning approaches, a few research studies have provided preliminary evidence, attesting to the possible reciprocal relationship between the two constructs (Leung & Kember, 2003; Phan, 2007, 2008a).”
A four‐category scheme for coding and assessing the level of reflection in written work (2008, result): “The scales of the questionnaire were subsequently shown to relate in a logical way (Leung and Kember 2003 ) to those measuring approaches to learning in the revised version of the Study Process Questionnaire (Biggs et al.”
Exploring students’ reflective thinking practice, deep processing strategies, effort, and achievement goal orientations (2009, methodology): “Preliminary research studies (Leung & Kember, 2003; Phan, 2007, 2008b) in this area have acknowledged the importance of this practice in facilitating academic performance.”
Reflection and reflective practice in health professions education: a systematic review (2009, methodology): “Leung and Kember (2003) have suggested that this has occurred because the two constructs have emerged from different fields of inquiry.”
Examination of student learning approaches, reflective thinking, and epistemological beliefs: A latent variables approach Vol 4(3), pp: 577-610 (2006, methodology): “The CFA work of Leung and Kember (2003) has established an important theoretical foundation that may indicate the possibility of the two learning approaches – deep and surface – acting as causal determinants of reflective thinking.”
Facilitating Management Learning (2007, background): “It involves the absorption of a concept into personal knowledge structures, relating the concept to the person’s other forms of knowledge and experience (Leung and Kember, 2003).”
Scaffolding student reflection for experience-based learning: a framework (2013, background): “A strong correlation between a deep approach to learning and increasingly critical levels of reflection (Leung and Kember 2003) and reciprocity between critical thinking and deep processing strategies (Phan 2009) illustrate the relationship between agency, metacognition, and the ability to develop…”