Is the Study Process Questionnaire (SPQ) a good predictor of academic achievement? Examining the mediating role of achievement-related classroom behaviours

Choy, Jeanette Lyn Fung; O'Grady, Glen; Rotgans, Jerome I.

doi:10.1007/s11251-011-9171-8

Cited by 35 publications

(26 citation statements)

References 29 publications

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“…While empirical evidence on the use of learning strategies is inconsistent (e.g., Choy, O'Grady, & Rotgans, 2012;Dinsmore & Alexander, 2012), it is generally assumed that the use of deep-level learning strategies results in higher quality learning than the use of surface learning strategies (Gijbels, Van de Watering, Dochy, & Van den Bossche, 2005). However, dichotomizing surface learning strategies and deep-level learning strategies entails the danger of giving a too simplified description of strategy use as it suggests that learners are stable in their orientation (Dinsmore & Alexander, 2012).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use

et al. 2014

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Background. Assessment for Learning (AfL) is believed to create a rich learning environment in which students develop their cognitive and metacognitive strategies. Monitoring student growth and providing scaffolds that shed light on the next step in the learning process are hypothesized to be essential elements of AfL that enhance cognitive and metacognitive strategies. However, empirical evidence for the relation between AfL and students' strategy use is scarce.

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Section: Conclusion and Discussionmentioning

confidence: 99%

The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use

et al. 2014

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“…1, No. 1;December, 2017Rotgans (2012 found that the relationship between academic achievement and study processes is weak. Other researchers found that the goal of demonstrating high ability relative to others (ego motivation) was positively related to perceived value of surface-level strategies.…”

Section: Educational Motivation and Study Processesmentioning

confidence: 99%

Values Attached to Educational Goals, Study Processes, and Educational Motivation

Adebiyi¹,

Al-Hassan²,

Hansbourgh³

et al. 2017

JED

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This study examines the relationship between educational values and educational goals, student motivation and study processes, and how values attached to educational goals predict motivation and student study processes. 181 randomly selected graduate and undergraduate students from a Midwestern university in the United States were recruited to participate in an online survey. The results demonstrated that values attached to educational goals and perceived educational outcomes have a weak but significant positive correlation with student study processes. In addition, values for educational goals significantly predict student study processes and educational motivation. Thus, it is suggested that educators should enhance personal values for education and develop strategies aimed at building and enhancing students' values for education. Further studies on the values for educational goals and perceived educational outcomes will contribute to the understanding of concepts and theories related to motivation in education and possibly influence student outcomes, such as dropout rates. Teachers and people working in higher education need to understand that students' values of perceived outcomes and goals are relevant components to their motivation in education. Because there are few studies on students' values for educational goals and outcomes, more empirical evidence is imperative to help teachers assist students sustain their motivation in their educational pursuit and improve their study processes.

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“…The study of student approaches to learning (SAL) and problem-based learning (PBL) has been studied internationally (Gijbels et al 2009;Choy, O'Grady & Rotgans 2012). The research of SAL and PBL in Indonesia was conducted by Purwanto (2014) on the nursing students' approaches to learning in a problem-based learning (PBL) curriculum in Indonesia.…”

Section: Introductionmentioning

confidence: 99%

Students' Approaches to Learning (SAL) in a Curriculum Problem-Based Learning and Non-Problem-Based Learning

Purwanto¹,

Pratiwi²

2017

Proceedings of the Health Science International Conference (HSIC 2017)

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Background: Problem-based learning is learning where the results of the work process to understand and solve a problem. Study on approach to learning student / students' approaches to learning (SAL) and problem-based learning (PBL) has been observed internationally. However, there is no published research on the differences students' approaches to learning curriculum anatar PBL and non-PBL in Indonesia. Therefore, it is important to know the nursing students 'approach to learning / students' approaches to learning (SAL) within the context of problem based learning (PBL) and Non-Problembased learning (Non-PBL). Objective: The purpose of this research is 1). To describe the sociodemographic characteristics (sex, age, and origin) of nursing students; 2). To identify approach to learning of nursing students in PBL and non-PBL curriculum; 3). To compare the approach to student learning (students' approaches to learning) between PBL and non-PBL

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Is the Study Process Questionnaire (SPQ) a good predictor of academic achievement? Examining the mediating role of achievement-related classroom behaviours

Cited by 35 publications

References 29 publications

The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use

The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use

Values Attached to Educational Goals, Study Processes, and Educational Motivation

Students' Approaches to Learning (SAL) in a Curriculum Problem-Based Learning and Non-Problem-Based Learning

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