Cognitive Strategies and Study Habits

An Analysis of the Measurement of Tertiary Students' Learning

Bibliographic Data

ID9615565
AuthorsCarol A Christensen (The University of Queensland, corresponding author), David Massey (0000-0002-6853-3845, Queensland University of Technology), DAVID R MASSEY, PETER J ISAACS, Peter Isaacs (Queensland University of Technology)
Year1991
Volume61
Issue3
Pages290-299
Publication date1991-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBritish Journal of Educational Psychology (JOURNAL)
Journal identifiersISSN: 0007-0998 • E-ISSN: 2044-8279
PublisherWiley (PUBLISHER • GB)
DOI10.1111/j.2044-8279.1991.tb00986.x
OpenAlexW1964729102
LanguageEN
Citations received6

S ummary . This study used Biggs' Study Process Questionnaire (SPQ) as a case study to examine some conceptual issues in the learning approaches of Australian teacher education students. A factor analysis of the SPQ indicated that the internal coherence of the surface strategy subscale, in particular, was unsatisfactory. A second study found no relationship between students' surface, deep and achieving strategy scores on the SPQ and their performance on basic and complex tasks using a cognitive strategies framework developed by Weinstein and Mayer. A conceptual reclassification of the strategy items on the SPQ as rehearsal, organisation or elaboration strategies indicated that the Weinstein and Mayer cognitive strategies framework was more consistent with the pattern of factor loadings, and that only elaboration items are adequately represented on the SPQ. It is suggested that the Weinstein and Mayer conceptualisation may provide a richer and more discriminating framework for analysing students' cognitive strategies on learning tasks

Cognition · Cognitive psychology · Coherence (philosophical gambling strategy) · Developmental psychology · Elaboration · Humanities · Educational and Psychological Assessments · Psychology

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