Abstract
The Biggs' Learning Process Questionnaire and a short version of the Marlowe-Crowne Social Desirability Scale were administered to 83 male and 79 female Hong Kong 12- to 13-year-old secondary school students. Moderate, statistically significant correlations were found between a tendency to respond in a socially desirable way and surface and achieving strategy scales. These correlations differed for males and females. The results suggest that the validity of the learning process questionnaire may be threatened by the social desirability response set. In particular, research focusing on cross-cultural comparisons and gender differences in approaches to learning may need to consider the implications of this possible source of invalidity.
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