Latent structure and internal consistency of the R-SPQ-2F: reinterpreting the approaches to learning within the EHEA
Supporting Agencies
- Consejería de Educación y Ciencia de la JCCM. Fondo Social Europeo. parte sustancial de una investigación galardonada con el premio “Castilla-La Mancha
- Región de Europa” otorgado por la Vicepresidencia y Consejería de Economía y Hacienda
Abstract
Research on approaches to learning, derived from the theoretical framework known as Student Approaches to Learning (SAL), has been one of the most fruitful areas of research in recent decades. Despite the impact of these approaches on teaching, this theoretical framework is not free of controversy (see Duff and McKinstry, 2007). This paper examines the latent structure and internal consistency of one of the most widely used questionnaires in Europe: the Study Process Questionnaire in its revised version, known as R-SPQ-2F (Biggs, Kember and Leung, 2001). The results show an inconsistency in the questionnaire, especially in relation to the surface approach. These results are even more important nowadays within the emerging European Higher Education Area (EHEA), since its efficient implementation requires a change in teaching methods that will make the teaching-learning process a learning-teaching reality.
approaches to learning; R-SPQ-2F; EHEA; educational innovation.
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