The adaptation and validation of the CEQ and the R‐SPQ‐2F to the Japanese tertiary environment

Abstract

Student learning theory (SLT) has established associations between students' approaches to learning and their perceptions of the learning environment. SLT may provide a useful framework for researching student learning within the Japanese tertiary sector. The study aims to explore and validate the Course Experience Questionnaire (CEQ) and the Revised Study Process Questionnaire (R-SPQ-2F) in the Japanese four-year tertiary context. Mixed-major students from one Japanese four-year tertiary institution voluntarily completed the CEQ (n= 370). A separate group of students completed the CEQ and R-SPQ-2F (n= 269). Methods. CEQ data from the first sample were analysed using exploratory factor analysis (EFA). CEQ and R-SPQ-2F data from the second sample were analysed using confirmatory factor analysis (CFA). EFA of the CEQ resulted in four factors: Good Teaching (GT), Generic Skills (GS), Appropriate Workload (AW), and Appropriate Assessment (AA). CFA confirmed these factors with the second sample. CFA of the R-SPQ-2F resulted in an item parcel-based, two-factor model. Correlations between some CEQ and R-SPQ-2F constructs were consistent with previous results. However, other findings from this research suggest that SLT constructs may be constituted differently in the Japanese context. This study represents an initial investigation of key SLT constructs in the Japanese context. Results suggest some SLT constructs are meaningful in this context, but further scale development may be desirable before more advanced modeling is employed.