The revised two‐factor Study Process Questionnaire: R‐SPQ‐2F

Biggs, John; Kember, David; Leung, Doris Y. P.

doi:10.1348/000709901158433

Cited by 1,504 publications

(2,084 citation statements)

References 32 publications

(42 reference statements)

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“…Our path analysis models were consistent with published research, showing that students tended to adopt one approach or the other depending on the context in which they were learning [4,5,10,15] and that not only the context itself but also how it is perceived by students was influencing their approaches to learning [13,14]. With regards to the model proposed by J. Biggs [5], we found that the way students perceived their teachers seemed to have little or no influence on their learning approaches.…”

Section: Discussionsupporting

confidence: 88%

“…Learning approaches were measured with the Revised two-factor Study Process Questionnaire (R-SPQ-2F), developed by Biggs et al [4]. The original version consisted of 20 items scored from 1 ( this item is never or only rarely true for me ) to 5 (t his item is always or almost always true for me ), with 2 major subscales: the Deep Approach (DA) and the Surface Approach (SA).…”

Section: Methodsmentioning

confidence: 99%

“…The concept of learning approaches was initially proposed by Marton and Säljö [1] and later extended [2–4]. These authors defined that students had different intentions when starting a learning task and used different learning processes and strategies to deal with it.…”

Section: Introductionmentioning

confidence: 99%

“…Thereafter, much effort has been given on fostering deep approaches to learning in order to promote deep and meaningful learning in particular through student-centred teaching methods [9]. More recently, approaches to learning were shown not to be a stable psychological trait [9] knowing that students can adopt one approach or the other depending on the educational context in which they are learning [4,10]. However, fostering a deep approach has revealed quite difficult [11,12].…”

Section: Introductionmentioning

confidence: 99%

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Integrated problem-based learning versus lectures: a path analysis modelling of the relationships between educational context and learning approaches

Gustin

Abbiati

Bonvin

et al. 2018

Medical Education Online

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Students’ approaches to learning are central to the process of learning. Previous research has revealed that influencing students’ approaches towards deep learning is a complex process and seems much more difficult than expected, even in student-activating learning environments. There is evidence that learning approaches are impacted not only by the learning environment, but also by how students perceive it. However the nature of the links between the environment itself, the way in which it is perceived by students and students’ learning approaches is poorly understood. This study aimed at investigating the relationships between students’ perception of their educational context and learning approaches in three learning environments differing by their teaching formats (lecture or problem-based-learning PBL) and integration level of the curriculum (traditional or integrated). We tested the hypothesis that a PBL format and an integrated curriculum are associated to deeper approaches to learning and that this is mediated by student perception. The study sample was constituted of 1394 medical students trained respectively in a traditional lecture-based (n = 295), in an integrated lecture-based (n = 612) and in an integrated PBL-based (n = 487) curricula. They completed a survey including the Dundee-Ready-Educational-Environment-Measure (students’ perceptions of the educational environment) and the Revised-Study-Process-Questionnaire (learning approaches). Data were analysed by path analysis. The model showed that the learning environment was related to students’ learning approaches by two paths, one direct and one mediated via students’ perception of their educational context. In the lecture-based curricula students’ used deeper approaches when it was integrated and both paths were cumulative. In the PBL-based curriculum students’ did not use deeper approaches than with lectures, due to opposite effects of both paths. This study suggested that an integrated lecture-based curriculum was as effective as a PBL curriculum in promoting students’ deep learning approaches, reinforcing the importance of integrating the curriculum before choosing the teaching format.

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Section: Discussionsupporting

confidence: 88%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Integrated problem-based learning versus lectures: a path analysis modelling of the relationships between educational context and learning approaches

Gustin

Abbiati

Bonvin

et al. 2018

Medical Education Online

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“…To thoroughly assess house officers’ ALM, the ALM questionnaire was developed which was a modification of the previous questionnaire, Revised Learning Process Questionnaire (R-LPQ-2F), established by Biggs and colleagues [14]. The R-LPQ-2F had been confirmed through confirmatory factor analysis consisting of eight factors with deep approaches to learning (goodness of fit indexes: CFI = 0.969 and SRMR = 0.027) including deep motivations and deep strategies, and surface approaches to learning (goodness of fit indexes: CFI = 0.965 and SRMR = 0.024) including surface motivations and surface strategies.…”

Section: Methodsmentioning

confidence: 99%

The relationships between the medical learners’ motivations and strategies to learning medicine and learning outcomes

Liang

Chen

Hsu

et al. 2018

Medical Education Online

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Background: One of the strongly theorized areas of research associated with learning outcomes has been the approaches to learning. Few studies have been focused on examining the relationship between the approaches to learning medicine (ALM) and learning outcomes. Objectives: The objectives were: (1) to conduct psychometric testing of the ALM questionnaire; and (2) to examine the association between medical learners’ ALM and learning outcomes. Design: We developed the ALM questionnaire which was a modification of the Revised Learning Process questionnaire. We defined the learning outcome of each house officer as the class rank in his/her graduating class. Exploratory factor analysis was used to examine the factor structure of the ALM questionnaire. We conducted Pearson’s and Spearman’s Rank correlation coefficients for examining the linear relationships between two continuous variables, and between a continuous variable and a categorical variable, respectively. Stepwise multivariate linear regression analysis with backward elimination was undertaken to examine the correlation between the ALM and the learning outcome. Results: A house officer with deep strategies (relating multiple ideas and truly understanding the course content) or surface motivations (aim for qualification) was more likely to have a better learning outcome as indicated by a better class rank based on his/her academic performance. Furthermore, a house officer with surface learning strategies (minimizing the study scope to merely passing the examination) to learning medicine was more likely to have an unfavorable class rank. Conclusions: This study represents the first report of the correlation between house officers’ ALM and learning outcomes. House officers with deep strategies were more likely to have better learning outcomes. In particular, house officers with a surface motive to learning medicine, i.e., aiming for qualification, were surprisingly correlated with better learning outcomes.

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2014

Education and Learning

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The revised two‐factor Study Process Questionnaire: R‐SPQ‐2F

Abstract: The revision process has resulted in a simple questionnaire which teachers can use to evaluate their own teaching and the learning approaches of their students.

Cited by 1,504 publications

References 32 publications

Integrated problem-based learning versus lectures: a path analysis modelling of the relationships between educational context and learning approaches

Integrated problem-based learning versus lectures: a path analysis modelling of the relationships between educational context and learning approaches

The relationships between the medical learners’ motivations and strategies to learning medicine and learning outcomes

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