The revised two-factor Study Process Questionnaire: R-SPQ-2F.

By J. Biggs, David Kember, D. Leung. British Journal of Educational Psychology, 2001

2,164 citations recorded by the source corpus.

AIM To produce a revised two-factor version of the Study Process Questionnaire (R-SPQ-2F) suitable for use by teachers in evaluating the learning approaches of their students. The revised instrument assesses deep and surface approaches only, using fewer items. METHOD A set of 43 items was drawn up for the initial tests. These were derived from: the original version of the SPQ, modified items from the SPQ, and new items. A process of testing and refinement eventuated in deep and surface motive and strategy scales each with 5 items, 10 items per approach score. The final version was tested using reliability procedures and confirmatory factor analysis. SAMPLE The sample for the testing and refinement process consisted of 229 students from the health sciences faculty of a university in Hong Kong. A fresh sample of 495 undergraduate students from a variety of departments of the same university was used for the test of the final version. RESULTS The final version of the questionnaire had acceptable Cronbach alpha values for scale reliability. Confirmatory factor analysis indicated a good fit to the intended two-factor structure. Both deep and surface approach scales had well identified motive and strategy subscales. CONCLUSION The revision process has resulted in a simple questionnaire which teachers can use to evaluate their own teaching and the learning approaches of their students.

Subfields: Education

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Citations in the corpus

Phenomenographic pedagogy and a revised Approaches to teaching inventory (2005, methodology): “In doing so, we were following a practice of improvement that has been applied to other related inventories (see e.g. Biggs et al., 2001).”
Eficacia de un programa instruccional para la mejora de procesos y estrategias de aprendizaje en la enseñanza superior (2007, background): “…et al., 2006) que está compuesto por 12 ítems, representativos de dos factores o dimensiones: un enfoque superficial y un enfoque profundo, de acuerdo con las más recientes tendencias en esta línea de investigación (Biggs et al., 2001; Wong et al., 1996; Richardson, 2000; Rosário et al., 2005).”
Goal Orientation: A Review of the Miles Traveled and the Miles to Go (2019, background): “…strategies that are more elementary activities, such as note-taking, textbook highlighting, and rehearsing, and (b) deep-level strategies that are more active and sophisticated, such as creating diagrams and charts, paraphrasing, and using self-testing exercises (Biggs et al. 2001).”
The relationship between students’ approaches to learning and the assessment of learning outcomes (2005, methodology): “The questionnaire was a Dutch translation of Biggs, Kember, and Leung's (2001)”
The relationship between motivation, learning approaches, academic performance and time spent (2017, methodology): “However, recently Biggs et al. (2001) revised the SPQ, with the aim to develop a concise questionnaire, which can be used by faculty members to determine the learning approaches of their students.”
Scaffolding students' transition to higher education: parallel introductory courses for students and teachers (2008, background): “The concept of the scholarship of teaching was taken up by Boyer (1990) to promote the professionalisation of teaching in higher education.”
What constitutes the surface approach to learning in the light of new empirical evidence? (2018, methodology): “In addition, John Biggs designed the Study Process Questionnaire SPQ in 1987 and later published a revised version of it (R-SPQ-2F) together with his colleagues (Biggs, Kember, and Leung 2001).”
Undergraduate Students’ Conceptions of and Approaches to Learning in Biology: A study of their structural models and gender differences (2012, methodology): “…students’ conceptions of learning (e.g., Marton, Dall’Alba, & Beaty, 1993; Säljö, 1979) and their learning approaches (e.g., Biggs, 1987; Biggs et al., 2001) since the 1980s, few of these have focused specifically on the relationship between these two factors and on a distinct content…”
Examination of student learning approaches, reflective thinking, and epistemological beliefs: A latent variables approach Vol 4(3), pp: 577-610 (2006, methodology): “This amalgamation of reflective thinking in SAL research (e.g., Biggs et al., 2001; Bernardo, 2003; Kember, Biggs, & Leung, 2004; Kember & Leung, 1998) has resulted in the study of different learning styles as possible sources of reflective thinking.”
An Examination of Reflective Thinking, Learning Approaches, and Self‐Efficacy Beliefs at the University of the South Pacific: A path analysis approach (2007, methodology): “A full version of the 20 items may be obtained from Biggs et al. (2001).”
Flipping the classroom for English language learners to foster active learning (2015, methodology): “Drawing on the deep/surface dichotomy as measured by the SPQrelated items (Biggs et al., 2001) in the learning experience questionnaire used in this work, all the participants were first categorized based on whether they reported using surface or deep learning approaches.”
The relationship between students’ perceptions of portfolio assessment practice and their approaches to learning (2008, methodology): “Students’ approaches to learning were measured by Biggs, Kember, and Leung’s ( 2001 ) Revised two‐factor study process questionnaire (R‐SPQ‐2F).”
Interrelations between self‐efficacy and learning approaches: a developmental approach (2011, result): “For example, in their research study involving Hong Kong undergraduate students, Biggs, Kember, and Leung ( 2001 ) used the revised version of the Study Process Questionnaire to show that both deep and learning approaches were negatively associated.”
Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning (2007, methodology): “Students who consented to take part in the study filled out two paper-based questionnaires, the 32-item e-Learning Experience Questionnaire, and the 20-item Study Process Questionnaire-Revised (R-SPQ-2F; Biggs et al., 2001), described below.”
Building Feedback Literacy: Students’ Perceptions of the Developing Engagement With Feedback Toolkit (2019, methodology): “Here we drew upon a key construct relevant to learning opportunities: students’ approaches to learning (Biggs et al., 2001).”