Francisco Cano

The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F): Exploratory and confirmatory factor analyses at item level

The underlying structure of the Revised Two factor version of the Study Process Questionnaire (R-SPQ-2F), a 20-item instrument for the evaluation of students’ approaches to learning (SAL), was examined at item level using two independent groups of undergraduate students enrolled in the first (n=314) and last (n=522) years of their studies. The methods used were (a) Exploratory factor analysis (EFA) assisted by rigorous procedures such as Velicer’s MAP test, parallel analysis and the Schmid Leiman solution with the first sample; and (b) confirmatory factor analysis (CFA) with the second sample. The results of EFA indicated that the latent structure of the R-SPQ-2F is best described by two factors and the results of CFA suggested that out of four a priori structural models, the best fit was achieved by a simple first-order two-factor model. Taken together, these results seemed to converge, suggesting (a) that SAL might be defined as a co-variation between a motive and its intended strategy, these not necessarily being divided into separate first-order factors (subscales), and (b) that the underlying structure of the R-SPQ-2F is apparently non-hierarchical, being best described by a parsimonious first-order two-factor model in which Deep and Surface learning approaches are each measured by their ten corresponding items.RésuméLa structure sous-jacente de la versión révisée de deux facteurs du Questionnaire de Processus de l’Étude (R-SPQ-2F), un instrument comprenant 20 items pour l’évaluation des approches d’apprentissage des étudiants (SAL), a été examinée en se basant sur les ítems et en utilisant deux échantillons indépendants d’étudiants qui faisaient leur première (n=314) et leur dernière (n=522) année d’études. Les méthodes utilisées ont été (a) l’analyse factorielle exploratoire (AFE) à l’aide de procedés rigoureux tels que le test MAP de Velicer, l’analyse parallèle et la solution de Schmid-Leiman avec le premier échantillonnage; et (b) l’analyse factorielle confirmative (AFC) avec le deuxième échantillonnage. Les résultats de l’AFE ont montré que la meilleure structure latente du R-SPQ-2F fut celle décrite par deux facteurs, et les résultats de l’AFC ont suggéré que des quatre modèles structuraux proposés, le meilleur ajustage a été réussi à partir d’un simple modèle de deux facteurs de premier ordre. Pris dans l’ensemble, ces résultats semblaient converger en suggérant (a) que les SAL peuvent être définis comme une covariation entre un motif et sa stratégie correspondante, pas nécessairement divisés en facteurs de premier ordre (sous-échelles) indépendants, et (b) que la structure sous-jacente de l’R-SPQ-2F n’est apparement pas hiérarchique, sa meilleur description étant un modèle de deux facteurs de premier ordre où les approches Profonde et Superficielle sont mésurées à partir des 10 items correspondants.

The epistemological beliefs, learning approaches and study orchestrations of university students

This study examined the learning experience (learning approaches, study orchestrations and epistemological beliefs) of 388 university students. Data analysis revealed two main results. First, the different aspects of students’ learning experience were related: learning approaches and epistemological beliefs (two pairs of canonical variates accounted for the significant relationships), and epistemological beliefs and study orchestrations (sophisticated beliefs emerged mainly in those participants using deep study orchestrations). Second, study orchestrations, as well as the canonical variates from epistemological beliefs and learning approaches, predicted students’ academic performance. Results suggest that higher education institutions should provide scaffolding to foster the development of a mature learning experience amongst their students.

An Integrated Analysis of Secondary School Students' Conceptions and Beliefs about Learning.

Students’ conceptions and beliefs about learning are constructs that have been proposed in two independent lines of research, phenomenographic and metacognitive, and analysed using qualitative and quantitative methodologies, respectively. The present research examines and integrates in a single study both constructs and methodologies. Data were collected through an open-ended task (Tynjäla, 1997) and an epistemological questionnaire (Schommer, 1990), administered to a sample of 1,200 secondary students. Three major statistically significant findings emerged. First, students’ conceptions of learning and epistemological beliefs changed from simplistic to more complex as they progressed through school. Second, the two constructs were linked to each other. The most advanced category on the ‘dimension of depth’ of learning conceptions corresponded to the highest scores at the complex pole of the belief system. Third, learning conceptions as well as epistemological beliefs were predictors of academic performance. The more capable students were of constructing meaning, the better their academic achievement appeared to be. Theoretical and educational implications are discussed with regard to further research, classroom instruction, and the value of combining both research methodologies in order to deepen our understanding of students’ learning experience.RésuméLes conceptions et croyances des étudiants sur l’apprentissage sont les constructs qui ont été proposés en suivant deux lignes indépendantes de recherche, la phénoménographique et la métacognitive, et qui on été analysés en utilisant respectivement une méthodologie qualitative et une autre quantitative. La présente recherche examine et intégre ensemble les constructs et les méthodologies dans une même et unique étude. Les données furent obtenues à partir d’une tâche initiée l’élève devait finir (Tynjäla, 1997) et d’un questionnaire épistémologique (Schommer, 1990), tous deux administrés à un échantillon de 1200 collégiens et lycéens. Trois résultats significatifs du point de vue statistique surgirent. En premier lieu, les conceptions d’apprentissage des étudiants et leur croyances épistémologiques changeaient de la simplicité à une plus grande complexité au fur et à mesure qu’ils progressaient durant leur scolarité. En second lieu, les deux constructs étaient en liaison l’un avec l’autre. La catégorie plus avancée concernant la ‘profondeur dimensionnelle’ des conceptions d’apprentissage correspondait aux résultats plus élevés dans le complexe pole du système de croyance. En troisième lieu, aussi bien les conceptions d’apprentissage que les croyances épistémologiques étaient les pronostiqueurs du rendement académique. Plus les étudiants étaient capables de comprendre le sens, meilleur semblait être leur rendement académique.

The learning approaches and epistemological beliefs of university students: a cross‐sectional and longitudinal study

Two studies, a cross‐sectional (173 first‐year and 215 final‐year participants) and a longitudinal (81 participants), examined whether two aspects of the learning experience of student teachers (epistemological beliefs and learning approaches), and the interrelations between them changed as a result of their tertiary education. Between the first and final years of studies, these two aspects seemed to move in the general direction of sophistication (epistemological beliefs) and depth (learning approaches), in both cross‐sectional and longitudinal studies and became more strongly and coherently interrelated, as the canonical correlation analyses demonstrated. However, this occurred only when it was the same students’ answers being analysed (longitudinal study). Further, a cluster analysis of the intra‐individual changes showed that these were not homogeneous: while the quality of some participants’ learning experience did not improve, in other cases participants demonstrated the opposite effect—more mature beliefs about knowledge and learning, and deeper ways of approaching learning. The small effect size of the impact of tertiary education on students’ learning experience, the methodological contributions of this study and perspectives for future research are discussed.

Approaches to Learning and Study Orchestrations in High School Students.

In the framework of the SAL (Students’ approaches to learning) poosition, the learning experience (approaches to learning and study orchestrations) of 572 high school students was explored, examining its interrelationships with some personal and familial variables. Three major results emerged. First, links were found between family’s intellectual climate and students’ approaches to learning, in particular with Deep appraoch: The better the family’s intellectual climate the higher student’ scores on Deep approach. Second, along with general intelligence, these approaches predicted students’ academic achievement, higher grades being obtained by these students who scored lower in Surface learning approach and higher in Deep learning approach. Three, students from the four study orchestrations reported in previous research (two displaying conceptual consonance: Deep and Surface approaches, and the other two conceptual dissonance: high-high and low-low, in both Deep and Surface approaches) showed different profiles in some variables (e.g., metacognitive learning strategies, family’s intellectual climate, academic achievement), worse scores being obtained by those who orchestrated their study either in surface or in conceptually dissonant ways. These relationships shed more light on the nature of high school students ‘learning experience, and help to provide an integrated view of students’ webs of experience.RésuméDans le cadre de la ligne de recherche ‘Perspectives d’apprentissage des étudiants’ on a exploré le processus de l’apprentissage (perspectives d’apprentissage et orchestrations d’études) de 572 lycéens, en observant les diverses relations de parenté de ce processus avec certaines variables personnelles et familiales. De cette recherche, ont surgi quatre résultats fondamentaux. En premier lieu, on a détecté un rapport entre le climat intellectuel de la famille et les perspectives d’apprentissage des étudiants, en particulier avec la perspective profonde: plus le climat intellectuel familial était élevé, meilleurs furent les résultats des étudiants au sein de la perspective profonde. En second lieu, de la même façon que l’intelligence générale, ces perspectives pronostiquèrent le rendement académique des étudiants, obtenant les meilleures notes ceux qui avaient de bas résultats dans la perspective superficielle et des résultats élevés dans la perspective profonde. En troisième lieu, les étudiants, appartenant à chacune des quatre orchestrations d’étude surgies à partir d’une recherche préalable (deux d’entre elles montrant une consonance conceptuelle: perspective profonde et superficielle, les deux autres une dissonance conceptuelle: élevé-élevé et bas-bas dans les deux perspectives, la profonde et la superficielle), montrèrent différents profils dans certaines variables (e.g., stratégies métacognitives de l’apprentissage, climat intellectuel de la famille, rendement académique), obtenant les pires résultats ceux qui orchestraient leurs études d’une façon superficielle ou (d’une façon) dissonante d’un point de vue conceptuel. Ces rapports nous aident à voir plus clair la nature du processus de l’apprentissage des étudiants, et à nous fournir une vision intégrée du tissu de l’expérience des étudiants.

Family Environment, Epistemological Beliefs, Learning Strategies, and Academic Performance: A Path Analysis

This study of secondary school students examined the complex interrelationships between family environment variables (antecedents) as predictors of learning strategies and academic performance (consequences) and of epistemological beliefs (mediators) and tested the latter as mediators of the relationship between antecedents and consequences. The results of path analysis support a hypothesis generated from a model that is bound both by the theory and by previous research. Belief in Quick, effortless learning mediated the influence of family variables on Surface strategy, Metacognitive learning strategies and Academic performance. The better the family’s intellectual climate, the higher the students’ mature beliefs about learning, and consequently, her/his Deep and Metacognitive strategies and academic performance. The proposed model showed a better fit to the data when compared with the two alternative models. Finally, we discussed the need to build an integrated model of the likely origins of epistemological beliefs.

Self-Regulation Questionnaire (SRQ) in Spanish Adolescents: Factor Structure and Rasch Analysis

Background: The Self-Regulation Questionnaire (SRQ) is an instrument employed to measure the generalized ability to regulate behavior. Self-regulation is related to the management of risk behaviors, such as drug abuse or anti-social behaviors. The SRQ has been used in young adult samples. However, some risk behaviors are increasing among adolescents. The aim of this study is to examine the psychometric properties of the SRQ among Spanish adolescents. Methods: 845 high-school Spanish students (N = 443; 52.43% women), from 12 to 17 years old and ranging from the first to the fourth year of studies, completed the SRQ. A confirmatory factor analysis (CFA) was carried out in order to establish structural adequacy. Then, a study of each subscale was conducted using the Rasch model for dimensionality, adjustment of the sample questions, functionality of the response categories, and reliability. Results: While controlling for method effects, the data showed goodness of fit with the four-factor solution and 17 items (Goal setting, Decision making, Learning from mistakes, and Perseverance), and the four sub-scales were unidimensional according to the Rasch analysis. The Rasch model itself was shown to be reliable, but not at the level of persons. This means that the instrument was not sensitive enough to discriminate people with different self-regulation levels. Discussion: These results support the use of the Spanish Short SRQ in adolescent samples. Some suggestions are made to improve the instrument, particularly in its application as a diagnostic tool.