Table 2 Operationalization of variables...

Table 2

Operationalization of variables included in the formative structural model

Variable	Conceptual definition	Dimension/Approach	Type of variable	Example item	Source
Conceptions of learning	A set of beliefs and meanings that students attribute to the learning process	Constructivist/Reproductive Orientation	Formative	“Learning involves deeply understanding the content, going beyond simply memorizing it.”	Vermunt (1998), Vermunt and Vermetten (2004), Vermunt and Donche (2017)
Motivation	Processes that activate, direct, and sustain academic behavior	Goal orientation and task value	Formative	“I put effort into my studies because I believe they are important for my personal development.”	Pintrich (2000)
Self-regulation	Student's ability to plan, monitor, and control their own learning process	Planning, monitoring and control	Formative	“I plan my study activities before starting an academic task.”	Zimmerman (2002)
Information processing	Cognitive strategies used to understand, organize, and apply knowledge	Deep/shallow learning	Formative	“I relate new content to prior knowledge to understand it better.”	Marton and Säljö (1976)

Variable	Conceptual definition	Dimension/Approach	Type of variable	Example item	Source
Conceptions of learning	A set of beliefs and meanings that students attribute to the learning process	Constructivist/Reproductive Orientation	Formative	“Learning involves deeply understanding the content, going beyond simply memorizing it.”	Vermunt (1998), Vermunt and Vermetten (2004), Vermunt and Donche (2017)
Motivation	Processes that activate, direct, and sustain academic behavior	Goal orientation and task value	Formative	“I put effort into my studies because I believe they are important for my personal development.”	Pintrich (2000)
Self-regulation	Student's ability to plan, monitor, and control their own learning process	Planning, monitoring and control	Formative	“I plan my study activities before starting an academic task.”	Zimmerman (2002)
Information processing	Cognitive strategies used to understand, organize, and apply knowledge	Deep/shallow learning	Formative	“I relate new content to prior knowledge to understand it better.”	Marton and Säljö (1976)

Note(s): The constructs were modeled as formative variables within the framework of the PLS-PM approach

Source(s): Own elaboration is based on the results from R studio software

Sharing Unavailable