Short form of revised two-factor study process questionnaire: Development, validation, and cross-validation in two European countries

Zakariya, Yusuf F.; Massimiliano, Barattucci

doi:10.1016/j.stueduc.2022.101206

Cited by 4 publications

(15 citation statements)

References 49 publications

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“…With the growing interest in developing brief questionnaires in the international context, the seven-item ALQM has advantages such as less time to complete it which will reduce respondents' burden, ease of scoring for efficient interpretation, and high psychometric properties. The evidence of construct validity of ALMQ found in the present study is consistent with previous studies on general measures of students' approaches to learning (e.g., Xie, 2014;López-Aguado and Gutiérrez-Provecho, 2018;Zakariya and Massimiliano, 2022).…”

Section: Discussion Of Findingssupporting

confidence: 92%

“…The two dimensions of the measure coincide with theoretical postulations of SAL theory as advocated by Biggs et al (2001); Marton and Säljö (2005) and they discriminate consistently with a standardised negative correlation of −0.361 as in previous studies (e.g., Xie, 2014;López-Aguado and Gutiérrez-Provecho, 2018;Zakariya and Massimiliano, 2022). This finding constitutes evidence of the discriminant validity of ALMQ.…”

Section: Discussion Of Findingssupporting

confidence: 85%

“…This work has led to the development and validation of instruments such as approaches and study skills inventory for students (ASSIST), revised approaches to studying inventory (RASI), and revised two-factor study process questionnaire (R-SPQ-2F) ( Entwistle and Tait, 1994 ; Tait et al, 1998 ; Biggs et al, 2001 ). Researchers (e.g., Zakariya and Massimiliano, 2022 ) claimed that R-SPQ-2F (a 20-item instrument with equal items on each of the deep and surface subscales) is the most popular and most researched instrument for measuring students’ approaches to learning in higher education. The claim is based on the volume of publications using R-SPQ-2F and its translation and validations in many languages such as Arabic (e.g., Shaik et al, 2017 ), Chinese (e.g., Xie, 2014 ), Dutch (e.g., Stes et al, 2013 ), Japanese (e.g., Fryer et al, 2012 ), Norwegian (e.g., Zakariya, 2019 ), Spanish (e.g., Justicia et al, 2008 ), and Turkish (e.g., Önder and Besoluk, 2010 ).…”

Section: Introductionmentioning

confidence: 99%

“…The construct validity problem of R-SPQ-2F has led researchers to argue for either the removal of some items or a complete revision of the instrument ( Stes et al, 2013 ; López-Aguado and Gutiérrez-Provecho, 2018 ). Following recommendations of previous validity studies on R-SPQ-2F, Zakariya and Massimiliano (2022) developed and validated, through a rigorous process, a short form of the instrument that contained eight items (four items on each of deep and surface subscales of the instrument).…”

Section: Introductionmentioning

confidence: 99%

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Approaches to learning mathematics: preliminary evidence of a concise, valid, and reliable instrument

Zakariya

2023

Front. Psychol.

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We assess students’ approaches to learning mathematics not only to predict students’ learning outcomes but also for its crucial utilities in the teaching and learning process. These utilities range from evaluating effective instructional interventions, determining students with learning difficulties, and comparing teaching and learning experience in higher education. However, measures of the constructs have raised validity concerns among researchers. A root cause of these validity concerns is traceable to the failure of these measures to account for the content-specificity of approaches to learning. Building on a previously developed general measure of the constructs, I designed this study to bridge this gap by developing and validating approaches to learning mathematics questionnaire (ALMQ). 352 first-year engineering students who gave voluntary consent participated in the study. The students were mainly males with ages ranging from 15 years to 29 years. The average age was 20.67 years, and its standard deviation was 2.164. I analysed the generated data using confirmatory factor analysis and judged the consistency of hypothesised models with the generated data using a combination of criteria. The findings revealed a two-factor ALMQ with seven items which demonstrated an excellent global and local fit of the generated data. The standardised factor loadings for all the items were above 0.68 with an average of 0.73 showing the high strengths of the items in measuring their respective constructs. I also found a reliability coefficient of 0.81 for deep approaches, 0.77 for surface approaches, and 0.72 for the two-factor ALMQ. These findings suggest preliminary evidence of the validity and reliability of ALMQ. I discussed the practical implications of the findings for educators, policymakers, and researchers interested in improving the mathematics learning experience.

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Section: Discussion Of Findingssupporting

confidence: 92%

Section: Discussion Of Findingssupporting

confidence: 85%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Approaches to learning mathematics: preliminary evidence of a concise, valid, and reliable instrument

Zakariya

2023

Front. Psychol.

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“…It is, therefore, possible that some students could have guessed or skipped questions to move faster through the data collection form, potentially confounding the findings. Although the MRT‐A has a set duration of 6–8 min (depending on the suggestion followed by the researchers from the test instructions), the newly developed, shortened version of the R‐SPQ‐2f (eight items instead of 20; Zakariya & Massimiliano, 2022) could be implemented in future studies as one way to reduce the risk of survey fatigue in this study design moving forward.…”

Section: Discussionmentioning

confidence: 99%

Visuospatial ability and student approach to learning as predictors of academic performance on written versus laboratory‐based assessments in human anatomy

Wang

McWatt

2023

Anatomical Sciences Ed

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As hours devoted to human anatomy curricula fall under threat and curricular delivery methods remain in flux, many new teaching innovations are emerging, which require comprehensive evaluation to ensure evidence‐based teaching is maintained. Although grades are the predominant measure of ‘learning’, alternative metrics can assess more nuanced and meaningful outcomes. Two common predictors of students' three‐dimensional understanding of the body and depth of learning are visuospatial abilities and approaches to learning, respectively. This study evaluated and compared the relative predictive power of these metrics on written and laboratory‐based assessments in a human anatomy course. Deep approaches to learning and visuospatial abilities were expected to positively correlate with overall performance, with visuospatial abilities being the more salient predictor, especially on laboratory‐based assessments. Additionally, visuospatial abilities were expected to positively correlate with deep learning approaches and negatively correlate with surface learning approaches. Multiple linear regression models controlling for covariates found that both visuospatial abilities (p = 0.049; p = 0.014) and deep learning approaches (p = 0.001; p = 0.001) were independent significant predictors of final and laboratory‐based grades, while only deep learning approaches were significantly predictive of written grades (p = 0.007). There was no significant relationship between visuospatial abilities and approaches to learning. Given these findings and the increased reliance on visuospatially demanding digital learning activities in anatomy, both metrics should be considered when evaluating the impact of teaching innovations. Further, educators should design learning resources and environments that train visuospatial abilities and promote deeper learning approaches to maximize students' success.

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Learning approaches and high-impact educational practices at university: A proposal for a reduced scale of the student process questionnaire

Roque,

Aza-Blanc,

Hernández-Arriaza

et al. 2023

Innovations in Education and Teaching International

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Short form of revised two-factor study process questionnaire: Development, validation, and cross-validation in two European countries

Cited by 4 publications

References 49 publications

Approaches to learning mathematics: preliminary evidence of a concise, valid, and reliable instrument

Approaches to learning mathematics: preliminary evidence of a concise, valid, and reliable instrument

Visuospatial ability and student approach to learning as predictors of academic performance on written versus laboratory‐based assessments in human anatomy

Learning approaches and high-impact educational practices at university: A proposal for a reduced scale of the student process questionnaire

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