The relationship between approaches to learning and reflection upon practice

The relationship between approaches to learning and reflection upon practice

• Leung, Doris Y. P. Chinese University of Hong Kong
• Kember, David Chinese University of Hong Kong

Educational Psychology, 23(1), 61-71, 2003

Routledge

2003

• C 教學心理學
• N 學生與學生服務
  • NC 學生特徵和境況；學生意見與態度、學生適應問題

Educational Research Factor Analysis Foreign Countries Health Higher Education Learning Questionnaires Undergraduate Students Undergraduate Study Universities Hong Kong Reflective Thinking

• Hong Kong

• 1997.7 onwards

• 專上教育

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.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/014434022000022933]

• 英文

期刊論文

• 01443410

• 10.1080/01443410303221

https://bibliography.lib.eduhk.hk/tc/bibs/3c13eb95

2010-09-27