%0 Journal Article %1 Biggs2001 %A Biggs, J %A Kember, D %A Leung, D Y %D 2001 %J The British Journal of Educational Psychology %K MA_learning_I %P 133--49 %T The revised two-factor Study Process Questionnaire: R-SPQ-2F %U http://www.ncbi.nlm.nih.gov/pubmed/11307705 %V 71 %X AIM: To produce a revised two-factor version of the Study Process Questionnaire (R-SPQ-2F) 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 was 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.

@article{Biggs2001, abstract = {AIM: To produce a revised two-factor version of the Study Process Questionnaire (R-SPQ-2F) 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 was 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.}, added-at = {2009-09-08T11:59:48.000+0200}, author = {Biggs, J and Kember, D and Leung, D Y}, biburl = {https://www.bibsonomy.org/bibtex/2ac46724ab41babfe7a74b65b35264545/harveymellar}, file = {:E\:/Documents/Teaching/MA/MA_2009_10/MA session/Papers/Biggs_2001_revisedSPQ.pdf:pdf}, interhash = {705af5d7f19e2c5007edb0ed648c6e2c}, intrahash = {ac46724ab41babfe7a74b65b35264545}, issn = {0007-0998}, journal = {The British Journal of Educational Psychology}, keywords = {MA_learning_I}, mendeley-groups = {Automatically Imported,Theories of learning and teaching with technology - I}, month = {March}, pages = {133--49}, pmid = {11307705}, timestamp = {2009-09-08T12:00:55.000+0200}, title = {The revised two-factor Study Process Questionnaire: R-SPQ-2F}, url = {http://www.ncbi.nlm.nih.gov/pubmed/11307705}, volume = 71, year = 2001 }