Reliability and validity of an Arabic version of the revised two-factor study process questionnaire R-SPQ-2F

Abstract

Objective:How students accomplish their learning and what they learn is an indicator of the quality of student learning. An insight into the learning approaches of a student could assist educators of the health profession in their planning for the first year of study. The aim of this study was to develop a reliable and valid Arabic version of the revised two-factor study process questionnaire.Materials and Methods:The translation of the revised two-Factor Study Process Questionnaire (R-SPQ-2F) into Arabic was done by an established forward–backward translation procedure. The Arabic version was then distributed to high school graduates applying for a place in the medical program at King Fahad Medical City. A total of 83 students voluntarily completed the questionnaire. The internal consistency and construct validity of the Arabic version of the R-SPQ-2F were computed.Results:The exploratory factor analysis revealed two components. The two factors were similar to the main scales described in the original English questionnaire. The main scales were the deep and surface approach. The items for the subscales (deep motive, deep strategy and surface motive, surface strategy) had a high internal consistency of more than 0.80.Conclusions:The results of this study should provide a valid and reliable instrument for the evaluation of the study approaches of Arabic speaking students.

Adaptación y Validación Preliminar del SPQ y el CEQ Para el Estudio de la Formación en Docencia Universitaria en el Contexto Chileno

“…El modelo 3P ha tenido una dilatada difusión y ha sido ampliamente estudiado en diferentes contextos, por lo que actualmente constituye un referente teórico y metodológico en diferentes países y organizaciones en el mundo, tanto para investigar los procesos de enseñanza y aprendizaje en general como para evaluar asignaturas, programas universitarios completos y programas específicos de formación (De la Fuente Arias, Martínez Vicente, Peralta Sánchez & Berben, 2010;Munshi, Al-Rukban & Al-Hoqail, 2012).…”

“…Si bien diferentes estudios internacionales han reportado estructuras de cuatro factores, que diferencian entre los motivos y las estrategias que siguen los alumnos para abordar sus aprendizajes (Fryer et al, 2012;Stes et al, 2013), la evidencia obtenida con los datos de la presente investigación más bien concuerda con los hallazgos preliminares de González et al (2011), así como con otras evidencias aportadas por estudios conducidos fuera de Chile (e.g., Munshi et al, 2012;Socha & Sigler, 2014), en los que se propone la utilización del instrumento para identificar si el estudiante ocupa en mayor medida un enfoque de aprendizaje profundo o un aprendizaje superficial.…”

“…En segundo lugar, se vuelve indispensable analizar con mayor detalle la estructura interna de los instrumentos. Por ejemplo, en el caso del SPQ algunos estudios reportan dos dimensiones (Munshi et al, 2012;Socha & Sigler, 2014), mientras otros proponen una estructura factorial de cuatro dimensiones (Fryer et al, 2012;Stes et al, 2013). En tercer lugar, los estudios ADAPTACIÓN Y VALIDACIÓN PRELIMINAR DEL SPQ Y EL CEQ 7 chilenos han reportado una consistencia interna baja para ambos instrumentos, por lo que también parece necesario indagar sobre dicho punto.…”

Efeito da Motivação dos Acadêmicos de Ciências Contábeis sobre as Estratégias de Aprendizagem Adotadas por eles: Estudar ou Compreender?

“…Desse modo, esse estudo objetiva verificar o efeito da motivação sobre as estratégias de aprendizagem adotadas pelos acadêmicos do curso de Ciências Contábeis. Embora foram encontradas pesquisas internacionais que verificam a motivação e o nível estratégia de aprendizado (Vansteenkiste et al, 2004a;Vansteenkiste et al, 2005;Kusurkar et al, 2012;Munshi, Al-Rukban & Al-Hoqail, 2012), uma lacuna foi observada quanto a análise das variáveis propostas em cenário brasileiro.…”

The Effect of Cooperative Learning Strategy on Undergraduate Nursing Students Enrolled in Nursing Administration Course

“…Interest in researching students' approaches to learning has continued over the last three decades unabated. Deep learning is generally deemed as preferable to the surface learning approach, whereby students may use rote learning to reproduce factual content with little understanding (14) . Surface learning means the acquisition of knowledge only with the external motivation of passing exams.…”