Changing Trajectories and Formation Mechanism of Deep Learning Approach: A Longitudinal Study of the Undergraduate Experience in the Educational Interface

Abstract

This mixed methods study investigated the change types and the underlying mechanisms of Chinese undergraduates’ deep learning approach at a research-oriented university in eastern China. In Study 1, the deep learning approach of 273 freshmen was assessed using R-SPQ-2F at the beginning and end of a semester. The changes were categorized into three types: Type 1 (unchanged), Type 2 (increased), and Type 3 (decreased). Multiple logistic regression analysis was conducted to identify the influencing factors for each type. In Study 2, longitudinal qualitative interviews were conducted with 16 students to validate the findings from Study 1 and explore the formation mechanisms of their deep learning changes. The research revealed the changing trajectories of undergraduates’ deep learning approach and highlighted the significant impact of family social and cultural capital, career goals, achievement goals, self-efficacy, and the external learning environment on these changes. The findings encourage universities to create conducive conditions that foster the enhancement of undergraduates’ learning progress in higher education.

Appendices

Appendix 1: Scales Mentioned in Study1

R-SPQ-2F

• 1. I find that at times studying gives me a feeling of deep personal satisfaction.

• 2. I find that I have to do enough work on a topic so that I can form my own conclusions before I am satisfied.

• 3. I feel that virtually any topic can be highly interesting once I get into it.

• 4. I find most new topics interesting and often spend extra time trying to obtain more information about them.

• 5. I find that studying academic topics can at times be as exciting as a good novel or movie.

• 6. I test myself on important topics until I understand them completely.

• 7. I work hard at my studies because I find the material interesting.

• 8. I spend a lot of my free time finding out more about interesting topics which have been discussed in different classes.

• 9. I come to most classes with questions in mind that I want answering.

• 10. I make a point of looking at most of the suggested readings that go with the lectures.

Self-efficacy

• 1. Compared to other students in this class I expected to do well.

• 2. I am certain that I can understand the ideas taught in my classes.

• 3. Compared with others in this class, I think I am a good student.

• 4. I am sure I can do an excellent job on the class assignments and homework.

• 5. I think I will receive good grades in my exams.

• 6. My study skills are excellent compared with others in this class.

• 7. I know that I will be able to learn the materials for the tests and exams.

Career Goals

• 1. It is important to me to achieve financial success in my career.

• 2. It is important for me to be seen by others as a success in my career.

• 3. I want to be seen as a powerful individual in my company.

• 4. I want a career that gives me high social status.

• 5. It is important to me that others not view my career as a failure.

• 6. It is important for me to continue to learn and grow over the course of my career.

• 7. It is important that my career offers me opportunities for interesting work.

• 8. I want to gain experience through a wide variety of jobs or work assignments.

• 9. It is important for me to develop my technical/functional skills over the course of my career.

• 10. I want to have a positive impact on other people or social problems through my work.

Achievement Goal Orientation

• 1. It is important for me to do better than other students.

• 2. It is important for me to do well compared to others in this class.

• 3. My goal in this class is to get a better grade than most of the other students.

• 4. I worry that I may not learn all that I possibly could in this class.

• 5. Sometimes I’m afraid that I may not understand the content of this class as thoroughly as I’d like.

• 6. I am often concerned that I may not learn all that there is to learn in this class.

• 7. I want to learn as much as possible from this class.

• 8. It is important for me to understand the content of this course as thoroughly as possible.

• 9. I desire to completely master the material presented in this class.

• 10. I just want to avoid doing poorly in this class.

• 11. My goal in this class is to avoid performing poorly.

• 12. My fear of performing poorly in this class is often what motivates me.

Course Experience Questionnaire

Good Teaching Scale (GTS,6 items)

• 1. The teaching staff of this course motivated me to do my best work.

• 2. The staff put a lot of time into commenting on my work.

• 3. The staff made a real effort to understand difficulties I might be having with my work.

• 4. The teaching staff normally gave me helpful feedback on how I was going.

• 5. My lecturers were extremely good at explaining things.

• 6. The teaching staff worked hard to make their subjects interesting.

Generic Skills Scale (GSS,6 items)

• 7. The course developed my problem-solving skills.

• 8. The course sharpened my analytical skills.

• 9. The course helped me develop my ability to work as a team member.

• 10. As a result of my course I feel confident about tackling unfamiliar problems.

• 11. The course improved my skills in written communication.

• 12. My course helped me to develop the ability to plan my own work.

Overall Satisfaction Inventory (OSI,1 item):

• 13. Overall, I am satisfied with the quality of the courses.

Appendix 2: Interview Outline Mentioned in Study2

Outline of the First Interview

• 1. Can you describe how you conducted your coursework on the most representative day of this semester?

• 2. Would your learning approach vary in different classroom environments?

• 3. Can you describe the most important thing you have gained through course learning?

• 4. Do you think the teaching style of your instructor has an impact on your learning approach? If so, what kind of impact?

• 5. How often do you communicate and discuss learning with your classmates? How does it affect your learning approach?

• 6. What profession do you want to pursue in the future? Why do you have such a thought? Have you made a clear plan for this? Do you think there is a close connection between your current learning and the future profession you want to pursue? If so, please elaborate on the specific connection; if not, have you thought about a solution for this?

• 7. Are you satisfied with the learning environment provided by the university? If not, can you propose a suitable learning environment where you can maximize your learning quality and promote self-development?

Outline of the Second Interview

• 1. Can you describe how you conducted your coursework on the most representative day of this semester? How has your learning approach changed since the last interview?

• 2. Would your learning approach vary in different classroom environments?

• 3. Can you describe the most important thing you have gained through course learning?

• 4. Do you think the teaching style of your instructor has an impact on your learning approach? If so, what kind of impact?

• 5. How often do you communicate and discuss learning with your classmates? How does it affect your learning approach?

• 6. In the last interview, you mentioned that you want to be engaged in xx careers in the future. After one semester’s study, has your plan for future development changed? If nothing has changed, how do you feel this semester will contribute to your career goals? If so, what triggered the change in your career goals?

• 7. Generally speaking, do you feel that your overall comprehensive qualities (including moral and cultural qualities, professional qualities, psychological qualities, physical qualities, etc.) have changed since you entered the university? If so, please elaborate on what factors contribute to the change in individual comprehensive quality.