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

Abstract

ABSTRACT Research on the relationship between learningapproaches and variables such as the perceived impact of some universityactivities is limited. The present study proposes a reduced Student ProcessQuestionnaire (SPQ) to relate learning approaches to high-impact educationalpractices (HIEPs). The sample consisted of 893 first and final-year universitystudents of different degrees. As expected, the subscales correlate academicself-concept and self-efficacy positively with the deep approach, andnegatively with the surface approach. The results show that students whomaintain a deep learning approach obtain a more significant impact on theirpersonal and professional development by HIEPs (especially conferences,workshops and service-learning activities). Women have a lower surface approachand social and humanities students have higher levels of the deep approach.