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

References

• Barrie, S., Ginns, P., & Prosser, M. (2005). Early impact and outcomes of an institutionally aligned, student focused learning perspective on teaching quality assurance. Assessment and Evaluation in Higher Education, 30, 641–656. doi:10.1080/02602930500260761
   Google Scholar
• Biggs, J. B. (1978). Individual and group differences in study processes. British Journal of Educational Psychology, 48, 266–279. doi:10.1111/j.2044-8279.1978.tb03013.x
   Web of Science ®Google Scholar
• Biggs, J. B. (1985). The role of metalearning in study processes. British Journal of Educational Psychology, 55, 185–212. doi:10.1111/j.2044-8279.1985.tb02625.x
   Web of Science ®Google Scholar
• Biggs, J. B. (1993). From theory to practice: A cognitive systems approach. Higher Education, 12, 73–86. doi:10.1080/0729436930120107
   Google Scholar
• Biggs, J. B. (2003). Teaching for quality learning at university. Buckingham: Society for Research into Higher Education, Open University Press.
   Google Scholar
• Boomsma, A., & Hoogland, J. J. (2001). The robustness of LISREL modeling revisited. In R. Cudeck, S. du Toit, & D. Sörbom (Eds.), Structural equation modeling: Present and future (pp. 139–168). Lincolnwood, IL: Scientific Software International.
   Google Scholar
• Browne, M., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136–162). Thousand Oaks, CA: Sage.
   Google Scholar
• Byrne, M., & Flood, B. (2003). Assessing the teaching quality of accounting programmes: An evaluation of the Course Experience Questionnaire. Assessment and Evaluation in Higher Education, 28, 135–145. doi:10.1080/02602930301668
   Google Scholar
• Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14, 464–504. doi:10.1080/10705510701301834
   Web of Science ®Google Scholar
• Clinton, V. (2014). The relationship between students’ preferred approaches to learning and behaviors during learning: An examination of the process stage of the 3P model. Instructional Science, 42, 817–837. doi:10.1007/s11251-013-9308-z
   Web of Science ®Google Scholar
• Devellis, R. F. (2012). Scale development: Theory and application (3rd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Diseth, Å. (2007). Approaches to learning, course experience and examination grade among undergraduate psychology students: Testing of mediator effects and construct validity. Studies in Higher Education, 32, 373–388. doi:10.1080/03075070701346949
   Web of Science ®Google Scholar
• Dunkin, M. J., & Biddle, B. J. (1974). The study of teaching. New York, NY: Holt, Rinehart & Winston.
   Google Scholar
• Elphinstone, L. J. (1989). Development of the Course Experience Questionnaire (Masters), Melbourne University, Melbourne.
   Google Scholar
• Entwistle, N., & Ramsden, P. (1983). Understanding student learning. London: Croom Helm.
   Google Scholar
• Entwistle, N., & Tait, H. (1995). The revised approaches to studying inventory. Edinburgh: Centre for Research on Learning and Instruction, University of Edinburgh.
   Google Scholar
• Entwistle, N., Hanley, M., & Hounsell, D. (1979). Identifying distinctive approaches to studying. Higher Education, 8, 365–380. doi:10.1007/bf01680525
   Web of Science ®Google Scholar
• Fryer, L. K. (2013). Motivated study and learning strategies: Cross-sectional and longitudinal investigations (Ph.D. Educational Psychology), Sydney University.
   Google Scholar
• Fryer, L. K. (2017). (Latent) transitions to learning at university: A latent profile transition analysis of first-year Japanese students. Higher Education, 73, 519–537. doi:10.1007/s10734-016-0094-9.
   Web of Science ®Google Scholar
• Fryer, L. K., & Vermunt, J. D. (2017). Regulating approaches to learning: Testing learning strategy convergences across a year at university. British Journal of Educational Psychology. doi:10.1111/bjep.12169
   PubMed Web of Science ®Google Scholar
• Fryer, L. K., Van den Broeck, A., Ginns, P., & Nakao, K. (2016). Understanding students’ instrumental goals, motivation deficits and achievement: Through the lens of a latent profile analysis. Psychologica Belgica, 56(3), 226–243.
   PubMed Web of Science ®Google Scholar
• Fryer, L. K., Ginns, P., Walker, R. W., & Nakao, K. (2012). The adaptation and validation of the CEQ and the R-SPQ-2F to the Japanese tertiary environment. British Journal of Educational Psychology, 82, 549–563. doi:10.1111/j.2044-8279.2011.02045.x
   PubMed Web of Science ®Google Scholar
• Fryer, L. K., Ginns, P., & Walker, R. (2014). Between students’ instrumental goals and how they learn: Goal content is the gap to mind. British Journal of Educational Psychology, 84, 612–630. doi:10.1111/bjep.12052
   PubMed Web of Science ®Google Scholar
• Ginns, P., Prosser, M., & Barrie, S. (2007). Students’ perceptions of teaching quality in higher education: The perspective of currently enrolled students. Studies in Higher Education, 32, 603–615. doi:10.1080/03075070701573773
   Web of Science ®Google Scholar
• Ginns, P., Martin, A. J., & Papworth, B. (2013). student learning theory goes (back) to (high) school. Instructional Science, 42(485–504), 1–20. doi:10.1007/s11251-013-9291-4
   Web of Science ®Google Scholar
• Higher Education Council (1992). Higher Education: Achieving quality. Canberra: Australian Government Publishing Service.
   Google Scholar
• Huck, S. W., Cormier, W. H., & Bounds, W. G. (1974). Reading statistics and research. New York, NY: Harper and Row.
   Google Scholar
• Karagiannopoulou, E., & Milienos, F. S. (2015). Testing two path models to explore relationships between students’ experiences of the teaching–learning environment, approaches to learning and academic achievement. Educational Psychology, 35, 26–52. doi:10.1080/01443410.2014.895800
   Web of Science ®Google Scholar
• Keith, T. Z. (2015). Multiple regression and beyond: An introduction to multiple regression and structural equation modelling (2nd ed.). New York, NY: Routledge.
   Google Scholar
• Kember, D., & Gow, L. (1990). Cultural specificity of approaches to study. British Journal of Educational Psychology, 60, 245–377. doi:10.1111/j.2044-8279.1990.tb00952.x
   Web of Science ®Google Scholar
• Kember, D., Biggs, J. B., & Leung, D. Y. P. (2004). Examining the multidimensionality of approaches to learning through the development of a revised version of the learning process questionnaire. British Journal of Educational Psychology, 74, 261–279. doi:10.1348/000709904773839879
   PubMed Web of Science ®Google Scholar
• Law, D. C. S., & Meyer, J. H. F. (2011). Relationships between Hong Kong students’ perceptions of the learning environment and their learning patterns in post-secondary education. Higher Education, 62, 27–47. doi:10.1007/s10734-010-9363-1
   Web of Science ®Google Scholar
• Lizzio, A., Wilson, K. L., & Simons, R. (2002). University students’ perceptions of the learning environment and academic outcomes: Implications for theory and practice. Studies in Higher Education, 27, 27–52. doi:10.1080/03075070120099359
   Web of Science ®Google Scholar
• Marsh, H. W., Balla, J. R., & McDonald, R. P. (1988). Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size. Psychological Bulletin, 103, 391–410. doi:10.1037//0033-2909.103.3.391
   Web of Science ®Google Scholar
• Marsh, H. W., Nagengast, B., & Morin, A. J. S. (2013). Measurement invariance of big-five factors over the life span: ESEM tests of gender, age, plasticity, maturity, and la dolce vita effects. Developmental Psychology, 49(6), 1194. doi:10.1037/a0026913s.
   PubMed Web of Science ®Google Scholar
• Marton, F. (1975). On non-verbatim learning: II–The erosion effect of a task-induced learning algorithim. British Journal of Educational Psychology, 40, 115–127. doi:10.1111/j.2044-8279.1976.tb02304.x
   Web of Science ®Google Scholar
• Marton, F., & Säaljö, R. (1976). On qualitative differences in learning-II: Outcome as a function of the learner’s conception of the task. British Journal of Educational Psychology, 46, 115–127. doi:10.1111/j.2044-8279.1976.tb02304.x
   Web of Science ®Google Scholar
• Marton, F., & Säaljö, R. (1976). On qualitative differences in learning I: Outcome and processes. British Journal of Educational Psychology, 46, 4–11. doi:10.1111/j.2044-8279.1976.tb02980.x
   Web of Science ®Google Scholar
• Marton, F., & Säljö, R. (1984). Approaches to learning. In F. Marton, D. J. Hounsell, & N. Entwistle (Eds.), The experience of learning (pp. 36–55). Edinburgh: Scottish Academic Press.
   Google Scholar
• Marton, F., Wen, Q., & Wong, K. C. (2005). ‘Read a hundred times and the meaning will appear …’ ‘Changes in Chinese University students’ views of the temporal structure of learning. Higher Education, 49, 291–318. doi:10.1007/s10734-004-6667-z
   Web of Science ®Google Scholar
• McKinnon, K. R., Walker, S. H., & Davis, D. (2000). Benchmarking: A manual for Australian universities. Canberra: Australian Department of Education, Training and Youth Affairs.
   Google Scholar
• Muthén, L. K., & Muthén, B. O. (1998–2013). Mplus user’s guide (6th ed.). Los Angeles, CA: Muthén & Muthén.
   Google Scholar
• Pandey, P., & Zimitat, C. (2007). Medical students’ learning of anatomy: Memorisation, understanding and visualisation. Medical Education, 41, 7–14. doi:10.1111/j.1365-2929.2006.02643.x
   PubMed Web of Science ®Google Scholar
• Parsons, P. G. (1988). The Lancaster approaches to studying inventory and course perceptions questionnaire: A replicated study at the Cape Technikon. South African Journal of Higher Education, 2, 103–111.
   Google Scholar
• Pedhazur, E. J. (1982). Multiple regression in behavioral research (2nd ed.). New York, NY: Holt, Rinehart and Winston.
   Google Scholar
• Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385–407. doi:10.1007/s10648-007-9050-7
   Web of Science ®Google Scholar
• Platow, M. J., Mavor, K. I., & Grace, D. M. (2013). On the role of discipline-related self-concept in deep and surface approaches to learning among university students. Instructional Science, 41, 271–285.10.1007/s11251-012-9227-4
   Web of Science ®Google Scholar
• Ramsden, P. (1979). Student learning and perceptions of the academic environment. Higher Education, 8, 411–427. doi:10.1007/BF01680529
   Web of Science ®Google Scholar
• Ramsden, P. (1991). A performance indicator of teaching quality in higher education: The Course Experience Questionnaire. Studies in Higher Education, 16, 129–150. doi:10.1080/03075079112331382944
   Web of Science ®Google Scholar
• Ramsden, P. (2003). Learning to teach in higher education. London: Routledge Falmer.
   Google Scholar
• Ramsden, P., & Entwistle, N. J. (1981). Effects of academic departments on students’ approaches to studying. British Educational Research Journal, 51, 368–383. doi:10.1111/j.2044-8279.1981.tb02493.x
   Web of Science ®Google Scholar
• Raykov, T. (1997). Estimation of composite reliability for congeneric measures. Applied Psychological Measurement, 21, 173–184. doi:10.1177/01466216970212006
   Web of Science ®Google Scholar
• Raykov, T. (1998). Coefficient alpha and composite reliability with interrelated nonhomogeneous items. Applied Psychological Measurement, 22, 375–385. doi:10.1177/014662169802200407
   Web of Science ®Google Scholar
• Richardson, J. T. E. (1994). Cultural specificity of approaches to studying in higher education: A literature survey. Higher Education, 27, 449–468. doi:10.1007/BF01384904
   Web of Science ®Google Scholar
• Richardson, J. T. E. (2005). Students’ perceptions of academic quality and approaches to studying in distance education. British Educational Research Journal, 31, 7–27. doi:10.1080/0141192052000310001
   Web of Science ®Google Scholar
• Richardson, J. T. E. (2006). Investigating the relationship between variations in students’ perceptions of their academic environment and variations in study behaviour in distance education. British Journal of Educational Psychology, 76, 867–893. doi:10.1348/000709905x69690
   PubMed Web of Science ®Google Scholar
• Richardson, J. T. E. (2010). Percieved academic quality and approaches to studying in higher education: Evidence from Danish students of occupational therapy. Scandinavian Journal of Psychology, 54, 189–203. doi:10.1080/00313831003637972
   Web of Science ®Google Scholar
• Richardson, J. T. E. (2015). Approaches to learning or levels of processing: What did Marton and Säljö (1976a) really say? The legacy of the work of the Göteborg group in the 1970s. Interchange, 46, 239–269. doi:10.1007/2Fs10780-015-9251-9
   Google Scholar
• Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138, 353–387. doi:10.1037/a0026838
   PubMed Web of Science ®Google Scholar
• Schneider, M. & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin, 143(6), 565–600. doi:10.1037/bul0000098.
   PubMed Web of Science ®Google Scholar
• Tracz, S. M. (1992). The interpretation of beta weights in path analysis. Multiple Linear Regression Viewpoints, 19, 7–15.
   Google Scholar
• Trigwell, K. & Ashwin, P. (2006). Undergraduate students' experience of learning at the University of Oxford. Unpublished report. Oxford: University of Oxford.
   Google Scholar
• Watkins, D. (2001). Correlates of approaches to learning: A cross-cultural meta-analysis. In R. J. Stenberg & L. F. Zhang (Eds.), Correlates of approaches to learning: A cross-cultural meta-analysis (pp. 1–20). Mahwah, NJ: L. Erlbaum Associates.
   Google Scholar
• Watkins, D., & Biggs, J. B. (2001). Teaching the Chinese learner psychological and pedagogical perspectives. Hong Kong and Melbourne: Comparative Education Research Centre, University of Hong Kong, and the Australian Council for Educational Research.
   Google Scholar
• Webster, B. J., Chan, W. S. C., Prosser, M. T., & Watkins, D. A. (2009). Undergraduates’ learning experience and learning process: Quantitative evidence from the East. Higher Education, 58, 375–386. doi:10.1007/s10734-009-9200-6
   Web of Science ®Google Scholar
• Wilson, K., & Fowler, J. (2005). Assessing the impact of learning environments on students’ approaches to learning: Comparing conventional and action learning designs. Assessment & Evaluation in Higher Education, 30, 87–101. doi:10.1080/0260293042003251770
   Google Scholar
• Wilson, K. L., Lizzio, A., & Ramsden, P. (1997). The development, validation and application of the Course Experience Questionnaire. Studies in Higher Education, 22, 33–53. doi:10.1080/03075079712331381121
   Web of Science ®Google Scholar
• Yin, H., Wang, W., & Han, J. (2015). Chinese undergraduates’ perceptions of teaching quality and the effects on approaches to studying and course satisfaction. Higher Education, 71, 1–19. doi:10.1007/s10734-015-9887-5
   Web of Science ®Google Scholar
• Yonker, J. E. (2011). The relationship of deep and surface study approaches on factual and applied test-bank multiple-choice question performance. Assessment & Evaluation in Higher Education, 36, 673–686. doi:10.1080/02602938.2010.481041
   Web of Science ®Google Scholar