Relations between goals, self‐efficacy, critical thinking and deep processing strategies: a path analysis

By Huy P Phan. 2009

146 citations recorded by the source corpus.

Research exploring students’ academic learning has recently amalgamated different motivational theories within one conceptual framework. The inclusion of achievement goals, self‐efficacy, deep processing and critical thinking has been cited in a number of studies. This article discusses two empirical studies that examined these four theoretical orientations from both cross‐sectional (N = 279 participants) and longitudinal (N = 264 participants) perspectives. In particular, achievement goals are hypothesised to exert direct and indirect effects on academic performance via self‐efficacy, study processing strategies and critical thinking. Path analysis was used to test and analyse the hypothesised conceptual models. Results from SPSS 16 and LISREL 8.72 provided good support for the hypothesised structural relationships. Students’ academic performance outcomes, for example, are determined directly by deep processing and work‐avoidance goals. Results from Study 2 indicate mastery goals and self‐efficacy, mastery goals and critical thinking and deep processing and critical thinking operate in a reciprocal manner. In general, the evidence established from both studies contributes theoretically and methodologically.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c638673f5eafb7620f3faa9e6cbf3c48ec2fa3ab

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Achievement goals, emotions, learning, and performance : A process model (2015, background): “…the benefits of elaboration and self-monitoring are most commonly explored, the relatively underexplored strategies of critical thinking (e.g., Phan, 2009; Villavicencio , 2011) and time management (e.g., Mac- Cann et al., 2012; Richardson et al., 2012) were also assessed to more…”
The Development of English and Mathematics Self-Efficacy: A Latent Growth Curve Analysis (2012, background): “An examination of the literature indicates that there are a few longitudinal studies that have been conducted looking at the relations between self-efficacy, various cognitive-motivational constructs, and academic performance (Britner & Pajares, 2006; Phan, 2009c).”
A path analysis of basic need support, self-efficacy, achievement goals, life satisfaction and academic achievement level among secondary school students (2012, background): “Fan, Meng, Billings, Litchfield, & Kaplan, 2008 ; Phan, 2009 ) assume goals as predictors of self-efficacy, whereas most researchers (e.”
Predicting Critical Thinking Skills of University Students through Metacognitive Self-Regulation Skills and Chemistry Self-Efficacy. (2013, background): “For example, Phan (2009) found positive and significant relationship between efficacy and critical thinking in a cross-sectional and longitudinal study, whereas he did not find any relationship in 2007.”
Interrelations between self‐efficacy and learning approaches: a developmental approach (2011, background): “Distinctive characteristics of both major learning approaches have also been validated in research that explored individuals’ approaches to learning with other cognitive‐motivational processes – for example, reflective and critical thinking practice (Leung & Kember, 2003 ; Phan, 2007 , 2009 ) and”