Theoretical constructs that explain and enhance learning: a longitudinal examination

Abstract

One important line of inquiry in educational psychology involves the study of change of individuals' cognitive-motivational processes. The conjunctive use of longitudinal data with latent growth curve modeling procedures has, for example, allowed researchers to identify initial levels and to trace trajectories of theoretical variables such as self-efficacy over time. The study reported in this article proposed a conceptual model that depicted relations between a deep-learning approach, mastery goals and self-efficacy over time. A final sample of 195 second-year university students (100 females, 95 males) took part in this three-wave panel study. We used various inventories to test the initial states and rates of change of the three aforementioned constructs. As an a posteriori analysis, we included prior academic achievement as a possible predictor of change. The results ascertained from our analyses indicate an increase in growth of a deep-learning approach, mastery goals and self-efficacy across the two-year period. Importantly, a posteriori results accentuated the role of prior academic achievement as a predictor of the initial level of personal self-efficacy.