Student learning in Australian high schools: Contrasting personological and contextual variables in a longitudinal structural model

Abstract

We tested relations between high school students' personal characteristics and how they perceive teaching in their school (Presage), their learning strategies (Process), and the outcomes of learning (Product), based on data from 2002 students across 12 Australian high schools surveyed one year apart. Confirmatory factor analysis established the construct validity of scales and longitudinal structural equation modeling was used to estimate direct and indirect effects, including possible gains or declines, between Presage, Process and Product variables. We found across Presage variables, teacher support and academic self-efficacy had the clearest direct relations with Product outcomes, as well as the most salient indirect relations through Process variables. Sociodemographic and personological Presage variables were generally less salient. Findings suggest building academic self-efficacy and positive perceptions of teacher support should enhance both Processes and Products of learning in secondary settings. The novel Process variable of Personal Best goal-setting also shows promise for intervention.