Abstract
Students’ approaches to learning can vary between students of different ages, genders, years, degrees, or cultural contexts. The aim of this study was to assess the approaches to learning of different students of life science degrees. The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) has been used to assess the approaches to learning of 505 students of thirteen different subjects of four different degrees at Universitat Politècnica de València in order to study the factors that influence their approaches. Results show a higher deep approach of the students. Differences were observed between subjects and gender, not related to level (bachelor or master) or year. The item reliability analysis showed a high consistency for the main scales, but not for the secondary scales of the R-SPQ-2F questionnaire. High correlation between the deep and surface scales were observed. These data can provide more information to the teachers, which may help them to develop strategies focused on promoting a deeper approach to learning for the students, more adapted to their subject, level, and year.
Highlights
Engagement of students has been linked to positive learning outcomes [1,2]
The sample of students used in this study showed a majority of female students (66.6%), which is in accordance with the gender proportion for health degrees in Spain [98]
Meaningful learning is considered a key point for successful teaching [78], and to assess the approach adopted by the student can help in developing teaching strategies and designing activities that promote a deep approach by the student in the subject or even in their degree
Summary
Engagement of students has been linked to positive learning outcomes [1,2]. Several factors influence students’ engagement, such as emotional engagement, behavior, cognitive, or agentic elements [2,3,4,5]. One of the elements that can influence students’ engagement is the level of studies and voluntarism. Students voluntarily chose to go to university, while they have other options such as the job market, professional training, or specialized studies. In this sense, while there may be personal, family, or social influences to start university studies, the main motivation is often intrinsic.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
