Confirmatory factor analysis of the Study Process Questionnaire in an Australian osteopathy student population

Abstract

This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. M A N U S C R I P T A C C E P T E D ACCEPTED MANUSCRIPT M A N U S C R I P T A C C E P T E D ACCEPTED MANUSCRIPT 2 ABSTRACTEvaluation of student learning strategies can be a useful way of measuring the impact of educational interventions, and provide information to educators about how best to engage students during their teaching. The Study Process Questionnaire has been widely used to evaluate student learning strategies. Students in the 2014 and 2015 year 1 cohorts of the osteopathy program at Victoria University completed the revised Study Process Questionnaire (R-SPQ-2F) as part of a larger study investigating the assessment and evaluation practices in the program. Confirmatory factor analysis was used to determine the fit of the data to the 2 factor structure of the R-SPQ-2F. Satisfactory fit was achieved through the removal of one item and the internal consistency was acceptable. This study proposes a version of the R-SPQ-2F that could be used in an Australian osteopathy student population.

Factors Influencing Medical Students’ Learning Approach in Qatar

“…This study explored the factorial structure of the R-SPQ-2F for medical students in Qatar and examined how student characteristics like gender, educational attainment, and medically relevant experiences correlate to preference for deep or surface approaches. First, the statistical validation rea rms the R-SPQ-2F as a reliable and valid instrument, supporting previous studies from various national and cultural contexts (10,11,18,20). Furthermore, the reiteration of acceptable t indices -as outlined in the results section -from the two-factor model supports the theoretical interpretability of the subscales for understanding the learning approaches of medical students in Qatar.…”

“…Several studies have statistically validated the R-SPQ-2F while exploring medical students' learning approaches. For instance, Vaughan performed a con rmatory factor analysis to support the instrument's reliability and validity in his study of Australian osteopathy students, as did Shaik et al in their study of the learning approaches of medical students in Saudi Arabia (10,11).…”

Understanding How Students Study: The Genealogy and Conceptual Basis of A Widely Used Pedagogical Research Tool, Biggs’ Study Process Questionnaire

“…More specifically, the Revised Study Process Questionnaire, a commonly used tool to measure approaches to learning, continues to be applied in a wide range of research (Vaughan, 2016). Given this fact, the importance of providing summaries of the conceptual background of the tools development could be very useful for researchers looking to use this tool.…”

Comparación en el enfoque de aprendizaje entre alumnos de grado y máster

“…Se obtuvieron valores superiores a 0,7 para las escalas principales, lo que indica una alto nivel de ajuste (Hundleby and Nunnally, 2006). El modelo ha sido probado con distintas asociaciones de factores y un modelo con dos factores de primer orden da un buen ajuste (Justicia , 2008;Fryer , 2012;Socha and Sigler, 2014;Vaughan, 2018;Zakariya , 2020), aunque en algunos casos se ha sugerido la eliminación de algunas preguntas (Immekus and Imbrie, 2010;Vaughan, 2016;.…”