Investigating how students approach learning using generalizability theory
Bibliographic Data
| ID | 21556356 |
|---|---|
| Authors | Scott J Lightburn (University of Waikato), Scott Lightburn (University of Waikato), Oleg N Medvedev (0000-0002-2167-5002, University of Waikato, corresponding author), Marcus A Henning (0000-0002-1135-3464, University of Auckland), Yan Chen (0000-0003-4119-9688, University of Auckland) |
| Year | 2022 |
| Volume | 41 |
| Issue | 5 |
| Pages | 1618-1632 |
| Publication date | 2022-07-29 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Higher Education Research & Development (JOURNAL) |
| Journal identifiers | ISSN: 0729-4360 • E-ISSN: 1469-8366 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/07294360.2021.1928002 |
| OpenAlex | W3165854644 |
| Language | EN |
| Citations received | 2 |
| References cited | 34 |
Investigating how students approach learning is important for designing effective teaching programmes and to ensure better retention and application of information learned. The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) is a widely used instrument for assessing approaches to students’ learning, but its ability to distinguish between dynamic and stable aspects of students’ learning has not been examined using an appropriate methodology. Generalisability theory (G-theory) is a robust method to differentiate between stable and dynamic patterns and establishing reliability in psychometric measurement. G-theory was applied to longitudinal data of 123 medical students who completed the R-SPQ-2F at three time points with 6-month intervals. Temporal reliability of the full scale was higher (Gr = 0.76) compared to individual subscales, suggesting that there is an overarching trait of optimised learning that involves shifting between deep and surface approaches to achieve the best academic outcome. Accordingly, deep and surface motivation and surface strategy facets displayed characteristics of a reliable state measure and can be used to evaluate the degree of applying these dynamic aspects of learning
Cognitive psychology · Developmental psychology · Generalizability theory · Mathematics education · Trait · Computer Science · Evaluation of Teaching Practices · Innovations in Medical Education · Learning Styles and Cognitive Differences · Psychology · Artificial Intelligence
Generalizability Theory
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The Effects of Discipline on Deep Approaches to Student Learning and College Outcomes
A comparison of some methodologies for the factor analysis of non‐normal Likert variables
State‐Trait Anxiety Inventory
Theory of Generalizability
From Theory to Practice
University students’ learning approaches
What do inventories of students' learning processes really measure? A theoretical review and clarification
The revised two-factor Study Process Questionnaire
Learning styles
A short-term longitudinal investigation of cross-cultural differences in study approaches using Biggs' SPQ questionnaire
Approaches to learning in science
| Citations per year | 0.67 |
|---|---|
| Citation span | 2023 - 2025 (3) |
| Highly cited | No |