Abstract
Background: Contemporary models of student learning within higher education are often inclusive of processing and regulation strategies. Considerable research has examined their use over time and their (person-centred) convergence. The longitudinal stability/variability of learning strategy use, however, is poorly understood, but essential to supporting student learning across university experiences. Aims: Develop and test a person-centred longitudinal model of learning strategies across the first-year university experience. Methods: Japanese university students (n = 933) completed surveys (deep and surface approaches to learning; self, external, and lack of regulation) at the beginning and end of their first year. Following invariance and cross-sectional tests, latent profile transition analysis (LPTA) was undertaken. Results: Initial difference testing supported small but significant differences for self-/external regulation. Fit indices supported a four-group model, consistent across both measurement points. These subgroups were labelled Low Quality (low deep approaches and self-regulation), Low Quantity (low strategy use generally), Average (moderate strategy use), and High Quantity (intense use of all strategies) strategies. The stability of these groups ranged from stable to variable: Average (93% stayers), Low Quality (90% stayers), High Quantity (72% stayers), and Low Quantity (40% stayers). The three largest transitions presented joint shifts in processing/regulation strategy preference across the year, from adaptive to maladaptive and vice versa. Conclusions: Person-centred longitudinal findings presented patterns of learning transitions that different students experience during their first year at university. Stability/variability of students’ strategy use was linked to the nature of initial subgroup membership. Findings also indicated strong connections between processing and regulation strategy changes across first-year university experiences. Implications for theory and practice are discussed.
Original language | English |
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Pages (from-to) | 21-41 |
Number of pages | 21 |
Journal | British Journal of Educational Psychology |
Volume | 88 |
Issue number | 1 |
DOIs | |
Publication status | Published - Mar 2018 |
Externally published | Yes |
Keywords
- approaches to learning
- higher education
- Japan
- latent profile transition analysis
- longitudinal
- person-centered
- self-regulation
- Learning/physiology
- Humans
- Male
- Self-Control
- Universities
- Young Adult
- Students
- Adult
- Female
- Longitudinal Studies