Publication in refereed journal
香港中文大学研究人员 ( 现职)
| 梁燕萍教授 (那打素护理学院) |
全文
| 数位物件识别号 (DOI) http://dx.doi.org/10.1080/01443410303221 |
引用次数
Scopushttp://aims.cuhk.edu.hk/converis/portal/Publication/90Scopus source URL
其它资讯
摘要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.
着者Leung D.Y.P., Kember D.
期刊名称Educational Psychology
出版年份2003
月份1
日期1
卷号23
期次1
出版社Carfax Publishing Ltd.
出版地United Kingdom
页次61 - 71
国际标準期刊号0144-3410
电子国际标準期刊号1469-5820
语言英式英语
