A validity study of Biggs' three-factor model of learning approaches
A confirmatory factor analysis employing a Canadian sample
Bibliographic Data
| ID | 5264658 |
|---|---|
| Authors | J Andrews (0000-0003-0348-8729), Jennifer G Andrews (0009-0001-6189-8163, University of Calgary, corresponding author), Claudio Violato (0000-0001-7551-5621, University of Calgary), K Rabb, Matt Hollingsworth |
| Year | 1994 |
| Volume | 64 |
| Issue | 1 |
| Pages | 179-185 |
| Publication date | 1994-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8279.1994.tb01093.x |
| OpenAlex | W2089828505 |
| Language | EN |
| Citations received | 10 |
A total of 205 high school students (grades 10,11,12) with approximately equal numbers of males (N=104; 50.7 percent) and females (N=101; 49.3 percent) responded to the Learning Process Questionnaire. The resulting data were fit to a three-factor model of learning motives and strategies that was theoretically derived from Biggs' learning process model and based on some previous empirical evidence. The resulting fit of the data to the model was very good (comparative fit index = .97; residual mean square =. 17), thus providing strong support for the proposed model. It is concluded that three basic motives (surface, deep, achieving) and three basic strategies (surface, deep, achieving) indeed identify the three theoretically proposed endogenous approaches of surface, deep and achieving
Algorithm · Confirmatory factor analysis · Econometrics · Factor analysis · Residual · Sample (material) · Statistics · Structural equation modeling · Chemistry · Diverse Educational Innovations Studies · Educational and Psychological Assessments · Emotional Intelligence and Performance · Mathematics · Psychology
Using a Small Sample Q Sort to Identify Item Groups
Using a Small Sample Q Sort to Identify Item Groups
Validity of the Learning Process Questionnaire with Students of Lower Academic Attainment
Checking the underlying structure of R-SPQ-2F using covariance structure analysis / Comprobación de la estructura subyacente del R-SPQ-2F mediante análisis de estructura de covarianza
If One Goes Up the Other Must Come Down
The regulation of constructive learning processes
The shortened Study Process Questionnaire
Predicting School Achievement in Zimbabwean Multiracial Schools Using Biggs' Learning Process Questionnaire
The revised learning process questionnaire
Learning and conceptions of understanding in history and science
| Unique citing works | 10 |
|---|---|
| Citations per year | 0,36 |
| Citation span | 1998 - 2018 (21) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 10 |