Exploring and “reconciling” the factor structure for the Revised Two-factor Study Process Questionnaire

Socha, Alan; Sigler, Ellen A.

doi:10.1016/j.lindif.2013.12.010

Cited by 30 publications

(112 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…19,32 The negative relationship between these two factors also supports that a total score should not be calculated for the R-SPQ-2F.…”

Section: Statisticmentioning

confidence: 86%

Confirmatory factor analysis of the Study Process Questionnaire in an Australian osteopathy student population

Vaughan

2016

International Journal of Osteopathic Medicine

View full text Add to dashboard Cite

This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. M A N U S C R I P T A C C E P T E D ACCEPTED MANUSCRIPT M A N U S C R I P T A C C E P T E D ACCEPTED MANUSCRIPT 2 ABSTRACTEvaluation of student learning strategies can be a useful way of measuring the impact of educational interventions, and provide information to educators about how best to engage students during their teaching. The Study Process Questionnaire has been widely used to evaluate student learning strategies. Students in the 2014 and 2015 year 1 cohorts of the osteopathy program at Victoria University completed the revised Study Process Questionnaire (R-SPQ-2F) as part of a larger study investigating the assessment and evaluation practices in the program. Confirmatory factor analysis was used to determine the fit of the data to the 2 factor structure of the R-SPQ-2F. Satisfactory fit was achieved through the removal of one item and the internal consistency was acceptable. This study proposes a version of the R-SPQ-2F that could be used in an Australian osteopathy student population.

show abstract

“…19,32 The negative relationship between these two factors also supports that a total score should not be calculated for the R-SPQ-2F.…”

Section: Statisticmentioning

confidence: 86%

Confirmatory factor analysis of the Study Process Questionnaire in an Australian osteopathy student population

Vaughan

2016

International Journal of Osteopathic Medicine

View full text Add to dashboard Cite

show abstract

“…This instrument has undergone several revisions and validations from its initial 72-item to the present 20-item two-factor revised study process questionnaire [9]. It has gained equally wide acceptance among educators, with many studies on its psychometric properties, and Cronbach's alpha ranges 0.57-0.85 have been reported as evidence of the item's internal consistency [9,11].However, the cultural specificity of the two-factor revised study process questionnaires (R-SPQ-2F) has generated considerable discussion with inconclusive results when the instrument has been translated to different languages (e.g., [12,13]). Apart from the two models hypothesized by Biggs, Kember and Leung [9], several alternative models have been proposed, and some items were deleted to achieve modest fits in explaining the underlying factor structures of the instrument.…”

mentioning

confidence: 99%

“…However, the cultural specificity of the two-factor revised study process questionnaires (R-SPQ-2F) has generated considerable discussion with inconclusive results when the instrument has been translated to different languages (e.g., [12,13]). Apart from the two models hypothesized by Biggs, Kember and Leung [9], several alternative models have been proposed, and some items were deleted to achieve modest fits in explaining the underlying factor structures of the instrument.…”

mentioning

confidence: 99%

Study Approaches in Higher Education Mathematics: Investigating the Statistical Behaviour of an Instrument Translated into Norwegian

Zakariya

2019

Education Sciences

View full text Add to dashboard Cite

The revised two-factor study process questionnaire (R-SPQ-2F) has widely been considered valid and reliable in many contexts for measuring students’ learning approaches. However, its cultural specificity has generated considerable discussion, with inconclusive results when translated to different languages. This paper provides more insights into the construct validity of a Norwegian version of this instrument. The R-SPQ-2F is composed of ten items designed to expose deep learning approaches and 10 items designed to expose surface learning approaches. A survey research design involving a sample of 253 first year university students in a mathematics course was adopted. Ten hypothesized models were compared using a series of confirmatory factor analyses following the model proposals reported in the literature. A weighted least square mean and variance adjusted (WLSMV) estimator was used to enhance model parameter estimations under multiple violations of assumptions inherent in ordinal data. The results favored a two first-order factor model with ten items measuring the deep approach and nine items measuring the surface approach including a deletion of one item from this instrument. The findings of this study provide empirical evidence for the cultural specificity of the instrument that is consistent with the literature. The R-SPQ-2F is therefore recommended to assess students’ approaches to learning, and further studies into its cultural specificity are recommended.

show abstract

“…Si bien diferentes estudios internacionales han reportado estructuras de cuatro factores, que diferencian entre los motivos y las estrategias que siguen los alumnos para abordar sus aprendizajes (Fryer et al, 2012;Stes et al, 2013), la evidencia obtenida con los datos de la presente investigación más bien concuerda con los hallazgos preliminares de González et al (2011), así como con otras evidencias aportadas por estudios conducidos fuera de Chile (e.g., Munshi et al, 2012;Socha & Sigler, 2014), en los que se propone la utilización del instrumento para identificar si el estudiante ocupa en mayor medida un enfoque de aprendizaje profundo o un aprendizaje superficial.…”

Section: Discusión Y Conclusionesunclassified

“…En segundo lugar, se vuelve indispensable analizar con mayor detalle la estructura interna de los instrumentos. Por ejemplo, en el caso del SPQ algunos estudios reportan dos dimensiones (Munshi et al, 2012;Socha & Sigler, 2014), mientras otros proponen una estructura factorial de cuatro dimensiones (Fryer et al, 2012;Stes et al, 2013). En tercer lugar, los estudios ADAPTACIÓN Y VALIDACIÓN PRELIMINAR DEL SPQ Y EL CEQ 7 chilenos han reportado una consistencia interna baja para ambos instrumentos, por lo que también parece necesario indagar sobre dicho punto.…”

unclassified

Adaptación y Validación Preliminar del SPQ y el CEQ Para el Estudio de la Formación en Docencia Universitaria en el Contexto Chileno

Marchant

Fauré

Abricot

2016

Psykhe

View full text Add to dashboard Cite

El estudio tuvo como objetivo adaptar y aportar evidencias preliminares de validez del Course Experience Questionnaire (CEQ) y el Study Process Questionnaire (SPQ) en el contexto de la formación en docencia universitaria. Se analizaron evidencias de validez de contenido mediante el juicio de 6 expertos, estructura interna a través de análisis factorial confirmatorio, correlación entre los instrumentos y consistencia interna de ambos instrumentos, a través de los coeficientes alfa y omega. La muestra por conveniencia estuvo compuesta por 686 estudiantes de una universidad de la Región Metropolitana de Chile. Se obtuvieron versiones revisadas y adecuadas lingüísticamente de los instrumentos, alto grado de acuerdo entre jueces sobre su contenido y evidencias a favor de la estructura de 2 factores del SPQ y 4 del CEQ. También se encontraron correlaciones teóricamente consistentes según el modelo 3P, donde, por ejemplo, aquellos estudiantes con un enfoque profundo de aprendizaje percibieron una buena enseñanza y metas y objetivos claros. Se discute la posibilidad de desarrollar argumentos a favor de la utilización del CEQ y el SPQ a partir de otro tipo de evidencias. Palabras clave: validación, consistencia interna, SPQ, CEQ, ChileThe aim of this study was to adapt the Course Experience Questionnaire (CEQ) and the Study Process Questionnaire (SPQ) and to provide preliminary evidence of their validity in the context of university teaching developmental programs. Content validity evidence was analyzed by 6 expert raters, internal structure was checked via confirmatory factor analysis, and internal consistency and correlation between the instruments were examined via alpha and omega coefficients. The convenience sample was composed of 686 students from a university located in the Metropolitan Region of Chile. Revised and linguistically adapted versions of the instruments were obtained. A high degree of agreement among the raters was observed regarding the contents of the instruments. The evidence obtained supported the 2-factor structure of the SPQ and the 4-factor structure of the CEQ. Also, theoretically consistent correlations were found according to the 3P model. For example, students with a deep learning approach perceived good teaching and clear objectives and goals. The possibility to develop arguments for the use of the CEQ and the SPQ based on other types of evidence is discussed. Keywords: validation, reliability, SPQ, CEQ, ChileDurante las últimas décadas, la educación superior ha pasado por una serie de cambios que han tenido como eje el énfasis en la mejora de los procesos de enseñanza y aprendizaje y el aseguramiento de la calidad (Longden, 2010). Por una parte, se ha pasado de un modelo educativo centrado principalmente en el docente a un modelo en el que se valoriza el papel protagónico y activo del alumno en la construcción de aprendizajes. Por otra, se ha puesto el énfasis en el aseguramiento de la calidad, lo que ha desembocado en la necesidad de contar con modelos conceptuales que permitan poner a pr...

show abstract

Exploring and “reconciling” the factor structure for the Revised Two-factor Study Process Questionnaire

Cited by 30 publications

References 25 publications

Confirmatory factor analysis of the Study Process Questionnaire in an Australian osteopathy student population

Confirmatory factor analysis of the Study Process Questionnaire in an Australian osteopathy student population

Study Approaches in Higher Education Mathematics: Investigating the Statistical Behaviour of an Instrument Translated into Norwegian

Adaptación y Validación Preliminar del SPQ y el CEQ Para el Estudio de la Formación en Docencia Universitaria en el Contexto Chileno

Contact Info

Product

Resources

About