Dimensions of Study Behaviour: Another Look at Ati

Abstract

SUMMARY. This paper reports a series of studies in the development of a Study Behaviour Questionnaire (SBQ), for use with university students. The major problem in the present research was to determine optimal ways of combining SBQ item scores: by sorting people's responses to items (R-analysis), or by sorting items on the basis of how they discriminate between people (Q-analysis).464 A r t s and Science first-year students completed the SBQ. The responses were analysed in both R and Q designs, and the resulting scale scores for each student were merged with his high school and university performance data. In the R-analysis, 102 items were selected to sample 10 domains of study behaviour, and responses to these items were subjected to an oblique multiple group method of factor analysis. The 10 domains of study behaviour were confirmed although there was some significant intercorrelation between domains. In the Qanalysis, four students were chosen at random from the Ability (high, medium, 10w)x Faculty (Arts, Science) x Sex matrix, replicated once. These categories were called ' tests,' and the items ' people.' Using an oblique Procrustes method of factoring, three Q-scales were obtained. Factor scores on each of the 10 R and three Q scales were obtained for each student, and relationships with sex, faculty and performance were investigated.

The Effect of Synchronous and Asynchronous Participation on Students' Performance in Online Accounting Courses

“…Extending Bloom's taxonomy to student participation leads to the following: students who engage in analysis, synthesis and evaluative discussions (i.e., functioning at the higher quality of learning levels) are more likely to perform better than students who are only memorising, comprehending or simply applying concepts (Athanassiou et al 2003). Biggs (1976) developed an alternative framework for conceptualising students' behaviours in classroom settings. Biggs' behaviour questionnaire and his later study process questionnaires (Biggs 1987;Biggs et al 2001) conceptualize student learning behaviours as "deep" versus "surface" approaches to learning.…”

Enfoques de aprendizaje en estudiantes universitarios: comparación de resultados con los cuestionarios ASSIST y R-SPQ-2F

“…También se han propuesto otros: un enfoque estratégico o de logro (Biggs, 1976;Tait et al, 1998) y uno de motivación no académica o apática (Enwistle y Ramsden, 1983;Marton, Hounsell y Entwistle, 1984), aunque ambos han sido cuestionados por ser una mezcla o una parte de los dos primeros (González-Cabanach, 1997;Richardson, 1994). El enfoque estratégico no está incluido en todos los cuestionarios, y es más bien una dimensión de control procedimental, que lleva al estudiante a organizar cuidadosamente su tiempo, mantenerse motivado, no distraerse, poner mucho esfuerzo en su trabajo y estar determinado a hacerlo bien con arreglo a las demandas, aplicando enfoques profundos o superficiales según el contexto.…”

“…El desarrollo de cuestionarios (con grandes muestras de sujetos y técnicas estadísticas multivariadas) para analizar los enfoques de aprendizaje y estudio en universitarios, desde los años 80 del pasado siglo, sigue dos líneas paralelas e independientes (Entwistle, 2000, p. 179): En el Reino Unido, aparece la línea de Enwistle con el Approaches to Studying Inventory (ASI; Entwistle, Hanley y Hounsell, 1979;Entwistle y Rasdem, 1983), y en Australia la línea de Biggs con el Study Process Questionnaire (SPQ; Biggs, 1976;1987a), traducido y adaptado al castellano por Porto-Rioboo (1994) y posteriormente por Barca-Lozano (1999).…”

Understanding How Students Study: The Genealogy and Conceptual Basis of A Widely Used Pedagogical Research Tool, Biggs’ Study Process Questionnaire

“…Biggs, 1970;1973). These items, of which there were 102, were defined into roughly ten items per dimension with 22 items not meeting the requirement of an R value (+0.3) (Biggs, 1976). Thus, the Study Behaviour Questionnaire (SBQ) referred to in Biggs (1976) consisted of a set of 80 items, based on underlying Information Processing theory (Biggs, 1993a).…”

“…10, No. 5;2017(1976 were based on study behaviour items established in earlier studies (e.g. Biggs, 1970;1973).…”