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The Revised Two Factor Study Process Questionnaire: R-SPQ-2F

Citation

Biggs, JB and Kember, D and Leung, DYP, The Revised Two Factor Study Process Questionnaire: R-SPQ-2F, British Journal of Educational Psychology, 71 pp. 133-149. ISSN 0007-0998 (2001) [Refereed Article]

Copyright Statement

2001 The British Psychological Society

DOI: doi:10.1348/000709901158433

Abstract

Aim: To produce a revised two factor version of the Study Process Questionnaire (R-SPQ2F) suitable for use by teachers in evaluating the learning approaches of their students. The revised instrument assesses deep and surface approaches only, using fewer items.

Method: A set of 43 items were drawn up for the initial tests. These were derived from; the original version of the SPQ, modified items from the SPQ, and new items. A process of testing and refinement eventuated in deep and surface motive and strategy scales each with 5 items, 10 items per approach score. The final version was tested using reliability procedures and confirmatory factor analysis.

Sample: The sample for the testing and refinement process consisted of 229 students from the health sciences faculty of a university in Hong Kong. A fresh sample of 495 undergraduate students from a variety of departments of the same university was used for the test of the final version.

Results: The final version of the questionnaire had acceptable Cronbach alpha values for scale reliability. Confirmatory factor analysis indicated a good fit to the intended two factor structure. Both deep and surface approach scales had well identified motive and strategy subscales.

Conclusion: 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.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Curriculum and Pedagogy Theory and Development
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Pedagogy
UTAS Author:Kember, D (Professor David Kember)
ID Code:129405
Year Published:2001
Web of Science® Times Cited:762
Deposited By:Education
Deposited On:2018-11-28
Last Modified:2018-12-07
Downloads:0

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