A revision of the biggs' study process questionnaire (R-SPQ)

Higher Education Research and Development

Volumn 21, Issue 1, 2002, Pages 73-92

  Zeegers, Peter ^a  

^a FLINDERS UNIVERSITY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 72449143824     PISSN: 07294360     EISSN: 14698366     Source Type: Journal    
DOI: 10.1080/07294360220124666     Document Type: Article

References (34)

1. Andrews, J., Violate, C., Rabb, K., and 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.
2. Arbuckle, J.L., and Wothke, W., 1999. AMOS 4.0 User's Guide, Chicago: Small Waters Corporation.
3. Bender, P.M., 1990. Comparative fit indexes in structural models. Psychology Bulletin, 107: 238–246.
4. Biggs, J.B., 1987. Student approaches to learning and studying, Melbourne: Australian Council for Educational Research.
5. Biggs, J.B., 1993. What do inventories of students' learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology, 63: 3–19.
6. Biggs, J., Kember, J., and Leung, D.Y.P., 2001. The revised two-factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71: 133–149.
7. Browne, M.W., and Cudeck, R., 1993. “ Alternative ways of assessing model fit ”. In Testing structural equation models, Edited by: Bollen, K.A., and Long, J.S., 136–162. Newbury Park: Sage.
8. Busato, V.V., Prins, F.J., Elshout, J.J., and Hamaker, C., 1998. Learning styles: A cross-sectional and longitudinal study in higher education. British Journal of Educational Psychology, 68: 427–441.
9. Craik, F.I.M., and Lockhart, R.S., 1972. Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behaviour, 11: 671–684.
10. Entwistle, N.J., Hanley, M., and Hounsell, D.J., 1979. Identifying distinctive approaches to study. Higher Education, 8: 365–380.
11. Entwistle, N.J., and Tait, H., 1994. The Revised Approaches to Study Inventory, Edinburgh University: Centre for Research into Learning and Instruction.
12. Fan, X., Thompson, B., and Wang, L., 1999. Effects of sample size, estimation methods and model specification on structural modeling fit indexes. Structural Equation Modeling, 6: 56–83.
13. Gow, L., and Kember, D., 1990. Does higher education promote independent learning?. Higher Education, 19: 307–322.
14. Joreskog, K.G., and Sorbom, D., 1981. LISREL V and VII user's guide, Chicago: International Education Services.
15. Joreskog, K.G., and Sörbom, D., 1996. LISREL-8: User's reference guide, Chicago: Scientific Software International.
16. Kember, D., and Gow, L., 1990. Cultural specificity in approaches to study. British Journal of Educational Psychology, 60: 356–363.
17. Kember, D., and 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.
18. Kember, D., Wong, A., and Leung, D.Y.P., 1999. Reconsidering the dimensions of approaches to learning. British Journal of Educational Psychology, 69: 323–343.
19. Marsh, H.W., and Balla, J.R., 1994. Goodness of fit indices in confirmatory factor analysis: The effect of sample size and model complexity. Quality and Quantity, 28: 185–217.
20. Murray-Harvey, R., 1994. Learning styles and approaches to learning: Distinguishing between concepts and instruments. British Journal of Educational Psychology, 64: 373–388.
21. Marion, F., and Säljö, R., 1976. On qualitative differences in learning: Outcomes and process. British Journal of Educational Psychology, 46: 4–11.
22. O'Neil, M.J., and Child, D., 1984. Biggs' SPQ: A British study of its internal structure. British Journal of Educational Psychology, 54: 228–234.
23. Richardson, J.T.E., 1994. Cultural specificity of approaches to studying in higher education: a literature survey. Higher Education, 27: 449–468.
24. Richardson, J.T.E., 2000. Researching student learning, 60–85. Buckingham: SRHE and Open University Press. (Chapter 5.
25. Sachs, J., and Gao, L., 2000. Item level and sub-scale level factoring of Biggs' Learning Process Questionnaire (LPQ) in a main-land Chinese sample. British Journal of Educational Psychology, 70: 405–418.
26. Steiger, J.H., 1990. Structural model evaluation and modification: an interval estimation approach. Multivariate Behavioral Research, 25: 173–180.
27. Vermetten, Y.J., Vermunt, J.D., and Lodewijks, H.G., 1999. A longitudinal perspective on learning in higher education: Different viewpoints towards development. British Journal Educational Psychology, 69: 221–242.
28. Volet, S.E., Renshaw, P.D., and Tietzel, K., 1994. A short-term longitudinal investigation of cross-cultural differences in study approaches using Biggs SPQ questionnaire. British Journal Educational Psychology, 64: 301–318.
29. Watkins, D., and Hattie, J., 1985. A longitudinal study of the approaches to learning of Australian tertiary students. Human Learning, 4: 127–141.
30. West, R., 1998. “ Learning for life: Higher Education Review--the final report ”. [Online]. Available: http://www.detya.gov.au/archive/highered/review [18 July 2001]
31. Wheaton, B., Muthen, B., Alwin, D., and Summers, G., 1977. “ Assessing the reliability and stability in panel models ”. In Sociological methodology, Edited by: Heise, D., San Francisco: Jossey-Bass.
32. Wilson, K.L., Smart, R.M., and Watson, R.J., 1996. Gender difference in approach to learning in first year psychology students. British Journal of Educational Psychology, 66: 59–71.
33. Zeegers, P., 2001. Student learning in science: A longitudinal study. British Journal of Educational Psychology, 71: 115–132.
34. Zeegers, P., and Martin, L., 2001. A learning-to-learn program in a first-year Chemistry class. Higher Education Research & Development, 20(1): 35–52.