The shortened Study Process Questionnaire: An investigation of its structure and longitudinal stability using confirmatory factor analysis

British Journal of Educational Psychology

Volumn 71, Issue 4, 2001, Pages 511-530

  Fox, Robin A ^a   McManus, I C ^a   Winder, Belinda C ^a  

^a UNIVERSITY COLLEGE LONDON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

ADULT; ARTICLE; CROSS-SECTIONAL STUDY; EDUCATION; FACTORIAL ANALYSIS; FEMALE; HUMAN; LEARNING; LONGITUDINAL STUDY; MALE; MEDICAL EDUCATION; PSYCHOMETRY; QUESTIONNAIRE; REPRODUCIBILITY; STANDARD; VALIDATION STUDY;

ADULT; CROSS-SECTIONAL STUDIES; EDUCATION, MEDICAL, UNDERGRADUATE; EDUCATIONAL MEASUREMENT; FACTOR ANALYSIS, STATISTICAL; FEMALE; HUMANS; LEARNING; LONGITUDINAL STUDIES; MALE; PSYCHOMETRICS; QUESTIONNAIRES; REPRODUCIBILITY OF RESULTS;

EID: 0035751170     PISSN: 00070998     EISSN: None     Source Type: Journal    
DOI: 10.1348/000709901158659     Document Type: Article

References (42)

1. Arnold, L., & Feighny, K. M. (1995). Students' general learning approaches and performances in medical school: A longitudinal study. Academic Medicine., 70, 715-722.
2. Andrews, J., Violato, C. Rabb, K., & Hollingsworth, M. (1994). A validity study of Biggs' three-factor model of learning approaches: A confirmatory factor analysis employing a Canadian sample. British Journal of Educational Psychology, 64, 179-185.
3. Balla, J., Stokes, M., & Stafford, K (1991). Using the Study Process Questionnaire to its full potential: A Hong Kong view. Technical Report No. 1. Educational Technology Centre, City Polytechnic of Hong Kong.
4. Biggs, J. B. (1976). Dimensions of study behaviour: Another look at ATI. British Journal of Educational Psychology, 46, 68-80.
5. Biggs, J. B. (1978). Individual and group differences in study process. British Journal of Educational Psychology, 48, 266-279.
6. Biggs, J. B. (1985). The role of metalearning in study processes. British Journal of Educational Psychology, 55, 185-212.
7. Biggs, J. B. (1987). Student approaches to learning. Hawthorn, Vie.: Australian Council for Educational Research.
8. Biggs, J. (1993). What do inventories of students' learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology, 63, 3-19.
9. Biggs, J. B. (1994). Approaches to learning: Nature and measurement of. Encyclopedia of Education (pp. 318-322). Oxford: Pergamon Press.
10. Biggs, J. B., & Rihn, B. A. (1984). The effects of intervention on deep and surface approaches to learning. In J. R. Kirby (Ed.), Cognitive strategies and educational performance (pp. 279-293). Orlando, FL: Academic Press.
11. Bollen, K. A., & Long, J. S. (1993). Testing structural equation models. Newbury Park, CA: Sage.
12. Christensen, C. A., Massey, D. R., & Isaacs, P. J. (1991). Cognitive strategies and study habits: An analysis of the measurement of tertiary students' learning. British Journal of Educational Psychology, 61, 290-299.
13. Corballis, M. C., & Traub, R. E. (1970). Longitudinal factor analysis, Psychometrika, 35, 79-98.
14. Entwistle, N., & Waterston, S. (1988). Approaches to studying and levels of processing in university students. British Journal of Educational Psychology, 58, 258-265.
15. Faul, F., & Erdfelder, E. (1992). Gpower: A priori, post-hoc, and compromise power analyses for MS-DOS [computer program]. Bonn, FRG, Bonn University, Department of Psychology.
16. Hall, C. W., Bolen, L. M., & Gupton, R. H. (1995). Predictive validity of the Study Process Questionnaire for undergraduate students, College Student Journal, 29, 234-239.
17. Hattie, J., & Watkins, D. (1981). Australian and Filipino investigations of the internal structure of Biggs' new Study Process Questionnaire. British Journal of Educational Psychology, 51, 241-244.
18. Hounsell, D. (1984). Learning and essay writing. In F. Marton, D. Hounsell, & N. Entwistle (Eds), The experience of learning (pp. 103-123)., Edinburgh; Scottish Academic Press.
19. Jöreskog, K., & Sörbom, D. (1999). Lisrel 8.30. Mooresville, IN: Scientific Software International.
20. Kember, D., & Gow, L. (1990). Cultural specificity of approaches to study. British Journal of Educational Psychology, 60, 356-363.
21. Kember, D., & Leung, D. Y. P. (1998). The dimensionality of approaches to learning: An investigation with confirmatory factor analysis on the structure of the SPQ and LPQ. British Journal of Educational Psychology, 68, 395-407.
22. Kember, D., Wong, A., & Leung, D. Y. P. (1999). Reconsidering the dimensions of approaches to learning. British Journal of Educational Psychology, 69, 323-343.
23. Marton, F., & Säljö, R. (1976). On qualitative differences in learning: I. Outcome and process. British Journal of Educational Psychology, 46, 4-11.
24. Marton, F., Watkins, D., & Tang, C. (1997). Discontinuities and continuities in the experience of learning: An interview study of high school students in Hong Kong. Learning and Instruction, 7, 21-48.
25. McManus, I. C., Richards, P., & Winder, B. C. (1999). Intercalated degrees, learning styles, and career preferences: Prospective longitudinal study of UK medical students, British Medical Journal, 319, 542-546.
26. McManus, I. C., Richards, P. Winder, B. C., & Sproston, K. A. (1998). Clinical experience, performance in final examinations, and learning style in medical students: Prospective study. British Medical Journal, 316, 345-350.
27. McManus, I. C., Richards, P., Winder, B. C., Sproston, K. A., & Styles, V. (1995). Medical school applicants from ethnic minorities: Identifying if and when they are disadvantaged. British Medical Journal, 310, 496-500.
28. Miller, C. M. L., & Parlett, M. (1974). Up to the mark: A study of the examination game. London: Society for Research in Higher Education.
29. Morgan, A., Taylor, E., & Gibbs, G. (1982). Variations in students' approaches to studying. British Journal of Educational Technology, 13, 107-113.
30. Newble, D. I., & Entwistle, N. J. (1986). Learning styles and approaches: Implications for medical education. Medical Education, 20, 162-178.
31. O'Neil, M. J., & Child, D. (1984). Biggs' SPQ: A British study of its internal structure, British Journal of Educational Psychology, 54, 228-234.
32. Ramsden, P. (1979). Student learning and perceptions of the academic environment. Higher Education, 8, 411-427.
33. Ramsden, P. (1988). Context and strategy-situational influences on learning. In R. R. Schmeck (Ed.), Learning Strategies and learning styles. New York: Plenum Press.
34. Ramsden, P., & Entwistle, N. J. (1981). Effects of academic departments on students' approaches to studying. British Journal of Educational Psychology, 51, 368-383.
35. Richardson, J. T. E. (1994). Cultural specificity of approaches to studying in higher education: A literature survey. Higher Education, 27, 449-468.
36. Schmeck, R. R., Ribich, F., & Ramanaiah, N. (1977). Development of a self report inventory for using individual differences in learning processes. Applied Psychological Measurement, 1, 413-431.
37. Tooth, D., Tonge, K., & McManus, I. C. (1989). Anxiety and study methods in preclinical students: Causal relation to examination performance. Medical Education, 23, 416-421.
38. Ullman, J. B. (1996). Structural equation modeling. In B. G. Tabachnick & L. S. Fidell (Eds.), Using multivariate statistics (3rd ed., pp. 709-812). New York: Harper Collins.
39. Watkins, D. A. (1996). Learning theories and approaches to research: A cross-cultural perspective. In D. A. Watkins & J. B. Biggs (Eds.), The Chinese learner: Cultural, psychological and contextual influences (pp. 3-24). Hong Kong: CERC and ACER.
40. Watkins, D., & Akande, A. (1992). Assessing the approaches to learning of Nigerian students. Assessment and Evaluation in Higher Education, 17, 11-20.
41. Wilson, K. L., Smart, R. M. & Watson, R. J. (1996). Gender differences in approaches to learning in first year psychology students. British Journal of Educational Psychology, 66, 59-71.
42. Wong, N. Y., Lin, W. Y., & Watkins, D. (1996). Cross-cultural validation of models of approaches to learning: An application of confirmatory factor analysis. Educational Psychology, 16, 317-327.