Revised Study Process Questionnaire Research Articles

Weekly short assessment and individual feedback: a strategy for deeper learning in blended learning environment

Assessment and feedback methods have important role in motivating students to take deep or surface approaches in their learning. Designing assessments with clear link to the teaching content and intended learning outcomes (ILOs), supports students’ approach toward deep learning. This study explored impact of the weekly short assessments with individual feedback in blended classes, on motivating students to take a deep learning approach in their studies. Constructive alignment framework was used to prepare the teaching content, in-class learning activities and assessment tasks. Series of short formative questions prepared with each question evolving around one teaching topic and its ILOs. Students’ responses to each question were followed by individual feedback and an opportunity to reflect on the received feedback to improve their work. Students’ perception towards the short formative assessment with individual feedback was collected using the Revised Study Process Questionnaire (R-SPQ-2F). Using quantitative methodology responses of the 90 Year 2 chemical and environmental engineering students were analysed. Results showed that there are significantly higher deep approach scores (Mean=2.92, SD=1.14) compared to surface approach (Mean=2.41, SD=1.15), with p-value=0.001. Students’ motives and strategies in taking either deep or surface approach is also explored. While factors of “self-satisfaction” and “interest in the course content” were the main motives for students to take deep learning approach, surface strategies such as “learning the examinable content” were remaining high. This research aims to contribute to development of an assessment method in engineering education to foster students’ deep learning, by developing their critical thinking and problem-solving skills.

Deciphering the influence: academic stress and its role in shaping learning approaches among nursing students: a cross-sectional study.

Nursing education presents unique challenges, including high levels of academic stress and varied learning approaches among students. Understanding the relationship between academic stress and learning approaches is crucial for enhancing nursing education effectiveness and student well-being. This study aimed to investigate the prevalence of academic stress and its correlation with learning approaches among nursing students. A cross-sectional descriptive correlation research design was employed. A convenient sample of 1010 nursing students participated, completing socio-demographic data, the Perceived Stress Scale (PSS), and the Revised Study Process Questionnaire (R-SPQ-2F). Most nursing students experienced moderate academic stress (56.3%) and exhibited moderate levels of deep learning approaches (55.0%). Stress from a lack of professional knowledge and skills negatively correlates with deep learning approaches (r = -0.392) and positively correlates with surface learning approaches (r = 0.365). Female students showed higher deep learning approach scores, while male students exhibited higher surface learning approach scores. Age, gender, educational level, and academic stress significantly influenced learning approaches. Academic stress significantly impacts learning approaches among nursing students. Strategies addressing stressors and promoting healthy learning approaches are essential for enhancing nursing education and student well-being. Understanding academic stress's impact on nursing students' learning approaches enables tailored interventions. Recognizing stressors informs strategies for promoting adaptive coping, fostering deep learning, and creating supportive environments. Integrating stress management, mentorship, and counseling enhances student well-being and nursing education quality.

The impact of self-directed learning experience and course experience on learning satisfaction of university students in blended learning environments: the mediating role of deep and surface learning approach.

With the rapid development of technology and the evolution of educational ideas, the blended learning model has become the new norm in higher education. Therefore, based on Biggs' learning process theory, this study aims to investigate the relationships between learning experience, learning approaches, and learning satisfaction of university students within the Chinese blended learning context to explore the dynamic process and mechanism of blended learning. The Chinese modified versions of the Self-Rating Scale of Self-Directed Learning, the Course Experience Questionnaire, and the Revised Study Process Questionnaire were administered to 939 Chinese university first-grade students (444 men, 495 women). The data were analyzed by using the covariance-based structural equation modeling (CB-SEM) technique. The results demonstrated that, among Chinese university students, there were significant correlations between the self-directed learning experience, the course experience, the deep learning approach, the surface learning approach, and learning satisfaction. Additionally, the learning approaches mediated the association between the self-directed learning experience and learning satisfaction and between the course experience and learning satisfaction. This study provides insight into the facilitative effect of university students' self-directed learning experience and course experience on their learning satisfaction and how this effect is triggered through the mediating role of different learning approaches with the blended learning context. This study shows the learning behaviors and psychology in a blended learning environment, thus revealing the new learning characteristics of university students by integrating the self-learning characteristics of blended learning into the framework of learning process theory. The findings contribute to assisting blended learning providers in delivering targeted interventions to enhance students' learning satisfaction.

Deep and surface learning approaches are related to fear of missing out on social networking sites: A latent profile analysis

Fear of Missing Out (FoMO) is defined as an individual's fear and panic that others may be having more satisfying and rewarding experiences than they are, and the desire to constantly stay connected to what others are doing. It is known to be an important mediating variable in predicting the negative consequences of overuse of social networking sites. In terms of negative consequences, it is also suggested that it has an impact on university students' learning approaches. However, the heterogeneity of FoMO among individuals with different learning approaches has not yet been clarified. Therefore, in this study, latent profile analysis (LPA) was conducted to reveal hidden profiles of university students in terms of learning approaches and FoMO according to the frequency of checking the smartphone during studying. The participants consisted of 1122 university students studying at a state university in Turkey. The study used the Revised Study Process Questionnaire (R-SPQ-2F) to assess deep and surface learning approaches and the Fear of Missing Out Scale (FoMOs) to measure FoMO level. The findings indicate that there are low but significant relationships between the variables. LPA revealed four profiles among university students according to the incidences. The profiles were discussed in the light of the literature.

Which course resources and student approaches to learning are related to higher grades in introductory biology?

Undergraduate students in large enrollment gateway courses like introductory biology are often inundated with different study resources to enhance their success on course exams. A good performance on these exams as measured by course grades is a strong determinant of their downstream success in the biology major and ultimately retention in STEM fields. Previous studies have suggested best-practices like pre-class reading guides or Supplemental Instruction. However, many of these studies do not also corroborate student course outcomes with Student Approaches to Learning (SAL). We investigated the association between specific resources and how they correlated with higher exam grades. We further investigated the degree to which SAL also correlated with student outcomes. We collected data over a span of two years from a large introductory biology course (N= 307) from a southeastern university by using a post-semester resource questionnaire. This questionnaire asked the students to describe the study resources they had utilized during the course of the semester and further assessed SAL via the Revised Study Process Questionnaire (R-SPQ-2F). Our results indicate that students who earned a higher overall grade in the course were significantly more likely to self-report higher attendance in optional peer-led Supplemental Instruction meetings and, unexpectedly, were less likely to use pre-class reading guides. These students were more likely to report finding course material interesting, whereas students with lower overall final grades were more likely to report trying to memorize course material. However, we also found that students with higher course grades and high previous college GPAs also reported using rote memorization. Given that the efficacy of resources can vary based on the student, we not only encourage the promotion of resources supported by empirical evidence, but also encourage a deeper understanding of the SAL which shapes resource use.

Level of consistency between students' self-reported and observed study approaches in flipped classroom courses: How does it influence students' academic learning outcomes?

Using Student Approaches to Learning research as a theoretical framework, the present study used both self-reported and observational log data to understand students' study approaches in a flipped classroom course amongst 143 computer science undergraduate students. Specifically, it aimed to examine: 1) to what extent students' study approaches identified by self-reported and observational log data are consistent with each other; and 2) to what extent students' academic learning outcomes differ between students who showed consistent and inconsistent study approaches by self-reported and observational log data. Using The Revised Study Process Questionnaire, students were clustered as reporting either a Deep or a Surface Study Approach. Using frequencies of students' participation in five online learning activities, they were classified as adopting either an Active or a Passive Study Approach. A 2 x 2 cross-tabulation showed a positive and moderate association between clusters of students' study approaches resulted from two types of data. Amongst students who self-reported a Deep Study Approach, the proportion of students who adopted an Active Study Approach (80.7%) was significantly higher than those who adopted a Passive Study Approach (19.3%). In contrast, of the students who self-reported a Surface Study Approach, the proportion of students who used a Passive Study Approach (51.2%) was significantly higher than those who used an Active Study Approach (48.8%). Furthermore, students who had good study approaches by both self-report and observation did not differ from students who adopted an Active study approach by observation but reported a Surface Study Approach on course grades. Likewise, there was no significant difference in terms of academic learning outcomes between those who had poor study approaches by both self-report and observation and those who adopted Passive study approach by observation but reported a Deep Study Approach. Future studies may consider incorporating some qualitative methods in order to find out possible reasons behind the inconsistencies between self-reported and observed study approaches.

“What medical students with better academic results do: a cross-sectional analysis”

BackgroundWith university material doubling over time, medical students need to learn how to become successful life-long learners. Overall a Deep Approach (DA) to learning, and Self-Regulation (SR) skills are among the elements with a potential to accelerate learning, and Student Engagement (SE) has been associated with better university outcomes. However, specific recommendations concerning what students should do are lacking. The aim of this study was to identify above-average students’ specific attitudes and strategies toward learning.MethodsA cross-sectional analysis of the answers to the validated questionnaires Revised Study Process Questionnaire (R-SPQ-2F), SE, and Motivated Strategies for Learning Questionnaire (MSLQ) of 155 s and third-year students included in a prospective interventional study in the University of Navarre in September 2020 was performed. Students were stratified according to their standardized average mean in above-average (mean > 0) and below-average (mean ≤ 0).ResultsOverall, 67.1% of students scored higher in DA than in Surface Approach (SA) and had very high Intrinsic Value (IV, median 5.9). A higher proportion of above-average students had DA > SA score (72.7% vs 57.1%, p = 0.05), and showed higher scores in SR (median 4.9 vs 4.3, p = 0.007) compared to below-average, while the latter scored higher in SA (median 24.5 vs 23, p = 0.04), and surface motive (median 11 vs 9, p = 0.007). No differences were found in SE, and both groups had average scores in the cooperative dimension. Differences were rooted to hard work, interest over material and prioritizing understanding over rote-learning motives and aligned strategies.ConclusionsCurricula design and assessment should be aligned to promote DA and SR skills among learners. Furthermore, it is paramount that teachers help instill students with interest over material and encourage understanding and hard work, since are traits associated with better results. More studies concerning metacognition and other promising traits for becoming life-long learners and prepared professionals should be made.

Self-Efficacy as a Mediator between Motivation and Engagement and Academic Performance

This study aims to determine the relationship of Self Efficacy as a mediator between Motivation and Engagement and Academic Performance in Mathematics. In order to determine the students’ assessment of their self-efficacy, motivation, and engagement, the researcher used the survey method. The researcher utilized The Revised Study Process Questionnaire developed by Biggs et al. (2001), and the grades the students got from their most recent Mathematics course were used. The data were analyzed using SPSS 20.0 software program using Andrew Haye’s Model 4. Based on the results, it is revealed that: 1) motivation influences students’ academic performance, 2) self-efficacy also influences students’ academic performance, and 3) self–efficacy is not a mediating factor between motivation and academic performance.

The correlation between learning approach and learning achievement among medical education students

This research’s objective is to find the link between learning approach and learning achievement of medical education students at the Faculty of Medicine, University of Nusa Cendana Kupang. This research is an analytical observational research with cross-sectional design that was conducted on medical education students of Faculty of Medicine, University of Nusa Cendana Kupang. Sample was obtained by proportionate stratified random sampling technique. Data was obtained using Revised Study Process Questionnaire 2-Factors (R-SPQ2F) on 160 respondent who met the inclusion criteria. Sample was analyzed bivariately using coefficient contingency statistical test. From the 160 respondents, data shows that the number of students who used the deep approach learning approach is 139 (86,9%) students, number of students who used the surface approach is 21 (13,1%) students. For the various category of learning achievements that the students acquire is commendation category with the total of 121 (75,6%) students, very satisfying category with the total of 39 (24,4%) students, satisfying category with the total of 0 students. Bivariate analysis shows results of p value = 0,631 and r value = 0,038.

VIRTUAL LEARNING ENVIRONMENT AND LEARNING APPROACH AMONG PRE-CLINICAL UNDERGRADUATE MEDICAL STUDENTS DURING COVID-19 PANDEMIC

Background: The ongoing COVID-19 pandemic has bestowed upon the global citizens what is now known as the new normal. The Ministry of Education and Culture of Indonesia has acted accordingly by commanding every academic institution to practice online learning to lower the transmission of the SARS-COV-2 virus. This abrupt pedagogical transformation imposes a new challenge for both students and teachers. Consequently, continuous monitoring and evaluation of the study process are essential to maintain high quality education. This research aimed to illustrate the perception of student's experienced virtual learning environment (VLE), chosen learning approach, and the association between them.Methods: A cross-sectional design was chosen for this study. Participants (n=210) currently registered as pre-clinical undergraduate medical students during the 2020/2021 academic year were asked to complete an online survey. Online Learning Environment Survey (OLES) and Revised Study Process Questionnaire 2 Factors (R-SPQ-2F) are used to determine VLE effectiveness and learning approach, respectively.Results: The study showed that 99% (n=208) of the students perceived their VLE as highly effective and 88,6% (n=186) used the deep learning approach. Fisher’s exact test revealed a significant correlation between perceived VLE and the learning approach (p=0,013). Conclusion: An effective VLE is of paramount importance as it influences students' approach to learning during their study. Academic institution needs to support proper evaluation of VLE to ensure high quality education is being delivered continuously.

Validity concerns with the Revised Study Process Questionnaire (R-SPQ-2F) in undergraduate anatomy & physiology students.

The 20-question Revised Study Process Questionnaire (R-SPQ-2F), which is frequently used to categorize student learning approaches as either deep or surface, was administered to three sections of Anatomy & Physiology (A&P) courses at a highest research university in the southeastern United States as part of a larger research project. Two hundred thirty-one (231) respondents completed the full survey and 11 participants were recruited to a comparative case study. Initial review of interview transcripts raised concerns about the validity of the R-SPQ-2F results with the population of interest. Interview transcripts were coded using a priori codes corresponding to the R-SPQ-2F items, and qualitative and quantitative results were then triangulated. Additional survey responses were collected in a subsequent semester and a confirmatory factor analysis (CFA) was performed using the complete responses from 381 students. The CFA yielded similar or better measures of reliability and fit to the two-factor structure as those in previously reported work by other authors. Nonetheless, findings from triangulation suggest that the R-SPQ-2F was not able to group students by deep and surface approaches to learning in the context of an undergraduate A&P course. In addition, six interviews (3 deep, 3 surface) demonstrated a new theme of surface leading to deep with participants indicating that memorization was necessary for the purpose of gaining a full understanding of the course material. This mixed method analysis calls into question whether the results are valid for separating student approaches into the previously published descriptions of deep and surface approaches. The finding of the surface leading to deep orientation, which may align with previous descriptions of an achieving approach, has significant implications for both research and instruction, as memorizing and other "surface" strategies are often minimized and discouraged, yet are an important step in student learning.

Assessing the educational impact of cognitive level of MCQ and SEQ on learning approaches of dental students.

Objectives:MCQ’s and SEQ’s are the most widely used assessment tool in dental colleges across Pakistan. This study explores the impact of assessment tool: MCQ’s and SEQ’s on learning approach of dental students and also identifies correlation between these assessment tools and deep & surface learning approaches in integrated and discipline based curriculum.Methods:A quantitative co-relational study was conducted in 2018 on 2nd and 4th year dental students. A pre-validated “Revised Study Process Questionnaire” was used. Spearman’s rho correlation coefficient and Wilcoxon signed ranks test were applied to determine the relationship between learning approaches and assessment tools. Internal consistency was calculated by Cronbach’s alpha.Results:Ninety six students out of one hundred and fifty completed the questionnaire. Correlation test showed that surface approach correlates significantly with MCQ’s (0.73) while no co-relation exists with SEQ’s (-0.14) in our study. Deep approach has a strong and significant correlation with SEQ’s (0.80) as compared to MCQ’s (0.056).Conclusion:Assessment tool has an impact on learning approaches used by the students. It was concluded that students used to prefer deep learning approach while preparing for SEQ’s as they were designed at higher cognitive level, whereas, they preferred surface approach while preparing for MCQ’s as they were developed at low cognitive order.

Learning Approaches and Attitudes Toward Cognitive Enhancers in UK University Students

ABSTRACT The use of cognitive enhancers is gaining attention. Studies indicate that the theory of planned behavior (TPB) can model their use, with attitudes a key variable. However, the factors affecting attitude have been largely neglected. The aim of this study was to examine the relationship between learning approaches and individual competitiveness and attitudes toward cognitive enhancers in students. UK university students (N = 179) completed an anonymous online survey assessing their attitudes toward cognitive enhancers as well as competitiveness and learning approaches using the revised Study Process Questionnaire. Academic performance data were also collected. The analysis revealed that being competitive or having surface motives (i.e. wishing to work sufficiently to meet minimum requirements only) was predictive of a more positive attitude toward the drugs, whilst academic performance was a negative predictor. This research adds to previous work by demonstrating the importance of individual, rather than just institutional, competitiveness and identifying a role for learning approaches. Both offer avenues to target drug use because cooperation rather than competitiveness and deep rather than surface learning approaches can be driven from careful design of teaching and learning. This suggests that curriculum design could impact on attitudes toward cognitive enhancers, which in turn may alter the use of these drugs.

Correlation Between Learning Approach and Students Objective-Structured Clinical Examination Passing Rate.

Context: In medical school, learning approach used by students while preparing for assessment can vary from one individual to another. Students may conduct deep or either surface learning approach when studying for an examination. Objective-structured clinical examination (OSCE) is one of assessments for medical students’ learning outcome which may require different learning approach from other written examinations. Different types of learning approach thus may affect the students’ OSCE outcome. Aims: To analyze correlation between learning approach used by medical students and OSCE passing rate. Settings and Design: A cross-sectional study conducted in February 2018 at the Faculty of Medicine, Swadaya Gunung Jati University. Methods and Material: Learning approach of 146 medical students was assessed using Revised Study Process Questionnaire 2 Factors (R-SPQ-2F). Data of OSCE passing rate was obtained from the academic section of Faculty of Medicine, Swadaya Gunung Jati University. Rank Spearman test was used to analyze the correlation between learning approach and OSCE passing rate. Results: Eighty-three students out of 146 (56,8%) ran into deep approach, while 63 students (43.2%) applied surface approach. Rank Spearman analysis showed that learning approach is significantly correlated with students’ OSCE passing rate (p = 0.001; CI 95%). Conclusion: Deep learning approach resulted in higher OSCE passing rate.

Cross-cultural differences in personality, motivation and cognition in Asian vs. Western societies

The Oxford Happiness Questionnaire (OHQ), Goal Orientation Questionnaire (GOQ), Revised Study Process Questionnaire (R-SPQ-2F), and Academic Volitional Strategy Inventory (AVSI) plus a brief demographics questionnaire were administered to 395 Thai, and 313 Australian undergraduate students to investigate cross-cultural differences in personality, motivation, learning styles and academic achievement (measured via GPAs). Equivalence of English- and Thai-language measures was ensured using a well-established standard translation-backtranslation procedure. Australian students exhibited higher AVSI scores, whereas Thai students scored more highly on Psychological Wellbeing, as well as on Study Approach, Self-Efficacy Enhancement, Stress Reducing Actions, and Negative-Based Incentives. Nevertheless, our findings provide some evidence that Asian and Western learning style stereotypes may be breaking down in the modern digitally connected world.

Influence of Epistemic Curiosity on the Study Approaches of First Year Engineering Students

Abstract Epistemic Curiosity is a trait that drives students to engage in learning and intellectual activities. Thispaper presents the results of a pilot study conducted to validate the hypothesis that epistemic curiosity levels influence the study practices of students. Understanding the relationship between epistemic curiosity and students study processes will enable teachers to design teaching-learning interventions that promote student motivation and engagement. This study uses available instruments of measuring epistemic curiosity and correlates it with thestudy approaches of first year engineering students. The I and D type epistemic curiosity scales are employed to measure the epistemic curiosity levels of first year engineering students. The study approaches are identified using the Revised Study Process Questionnaire (R-SPQ), which measures the tendencies of students to engage in deep or surface level learning motives and strategies. Results reveal that I and D type epistemic curiosity levels correlates positively with deep learning motives and strategies, and correlates negatively with surface learning motives and strategies. It is also observed that D-Type epistemic curiosity levels correlates more strongly with deep approach, than I-Type epistemic curiosity. The correlation of D-Type EC withdeep strategies was higher in comparison to deep motives. Results also reveal a higher I-Type disposition of epistemic curiosity in comparison with D-Type, among first year engineering students. Overall, the study validates the hypothesis of using epistemic curiosity levels as an effective tool in monitoring the study approaches of first year engineering students.

How dental students' course experiences and satisfaction of their basic psychological needs influence passion for studying in Chile.

PurposeThis study aimed to determine how the general course experiences of dental students in Chile and the satisfaction or frustration of their basic psychological needs influenced their passion for studying, and how passion influenced students’ study strategies.MethodsA correlational cross-sectional study was conducted at 3 Chilean dental schools between April and June 2018, in which 935 undergraduate students participated. Students responded to Spanish-language versions of 4 psychological scale tools: the Course Experience Questionnaire, the Basic Psychological Needs Satisfac¬tion and Frustration Scale, the Passion Scale, and the Revised Study Process Questionnaire. Data were analysed with bivariate correlations and structural equation modelling, controlling for age, gender, year of study, and type of university.ResultsStudents’ general course experiences (i.e., good teaching, clear goals and standards, appropriate assessment, and appropriate workload) positively predicted basic need satisfaction and negatively predicted need frustration. Need satisfaction positively predicted passion in students, with stronger scores for harmonious passion. Basic need frustration positively predicted obsessive passion and negatively predicted harmonious passion. Harmonious passion positively predicted deep study strategies and negatively predicted surface study strategies, while obsessive passion positively predicted both deep and surface study strategies.ConclusionDental students’ optimal course experiences positively influenced the satisfaction of their basic psychological needs, which favoured harmonious over obsessive passion. In turn, harmonious over obsessive passion positively influenced deep study strategies. Therefore, efforts should be made to provide course experiences that support students’ basic needs and harmonious passion for studying, both in classroom and chair-side teaching.

Comparing The Learning Approaches Using Biggs Revised Study Process Questionnaire (R-SPQ-2F) Among Dental Undergraduates

Comparing The Learning Approaches Using Biggs Revised Study Process Questionnaire (R-SPQ-2F) Among Dental Undergraduates

Attitude and Learning Approaches in the Study of General Didactics. A Multivariate Analysis

The influence of different approaches and attitude towards learning in the General Didactics is studied in few investigations. The main objective of this work is to describe in a multivariate way the relationships between attitude towards General Didactics and learning approaches of students majoring in Social Learning of the University of Salamanca. The Measurement of Attitude towards General Didactics and the Revised Study Process Questionnaire two factor (R-SPQ-2F) questionnaires were used to gather the information. The analysis of the relationship between attitude and learning approaches is performed using the HJ-Biplot. This multivariate statistical technique allows the simultaneous representation of students, attitudes and learning approaches. This methodology, combined with hierarchical clustering method, reveals the existence of four types of students: C1, those characterised by high marks on interest, professional usefulness and deep study of the subject; C2, those that display high anxiety and high marks in superficial study; C3, students that show average interest, low anxiety, superficial study and believe in the professional usefulness of Didactics; and C4, students with high levels of anxiety that study the subject in depth. These results point the existence of a relationship between attitudes and learning approaches and can be used to improve the performance and offerings of educational teams, achieving more efficient strategies that lead to a better educated student community.

Actitud y enfoques de aprendizaje en el estudio de la Didáctica General. Una visión multivariante

The influence of different approaches and attitude towards learning in the General Didactics is studied in few investigations. The main objective of this work is to describe in a multivariate way the relationships between attitude towards General Didactics and learning approaches of students majoring in Social Learning of the University of Salamanca. The Measurement of Attitude towards General Didactics and the Revised Study Process Questionnaire two factor (R-SPQ-2F) questionnaires were used to gather the information. The analysis of the relationship between attitude and learning approaches is performed using the HJ-Biplot. This multivariate statistical technique allows the simultaneous representation of students, attitudes and learning approaches. This methodology, combined with hierarchical clustering method, reveals the existence of four types of students: C1, those characterized by high marks on interest, professional usefulness and deep study of the subject; C2, those that display high anxiety and high marks in superficial study; C3, students that show average interest, low anxiety, superficial study and believe in the professional usefulness of Didactics; and C4, students with high levels of anxiety that study the subject in depth. These results point the existence of a relationship between attitudes and learning approaches and can be used to improve the performance and offerings of educational teams, achieving more efficient strategies that lead to a better educated student community.