Learning Approaches and High-Impact Educational Practices at University: A Proposal for a Reduced Scale of the Student Process Questionnaire
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| Title: | Learning Approaches and High-Impact Educational Practices at University: A Proposal for a Reduced Scale of the Student Process Questionnaire |
|---|---|
| Language: | English |
| Authors: | Isabel Muñoz-San Roque (ORCID |
| Source: | Innovations in Education and Teaching International. 2024 61(6):1431-1445. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Learning Strategies, Questionnaires, Undergraduate Students, Educational Practices, Student Attitudes |
| Geographic Terms: | Spain (Madrid) |
| Assessment and Survey Identifiers: | Study Process Questionnaire |
| DOI: | 10.1080/14703297.2023.2251447 |
| ISSN: | 1470-3297 1470-3300 |
| Abstract: | Research on the relationship between learning approaches and variables such as the perceived impact of some university activities is limited. The present study proposes a reduced Student Process Questionnaire (SPQ) to relate learning approaches to high-impact educational practices (HIEPs). The sample consisted of 893 first and final-year university students of different degrees. As expected, the subscales correlate academic self-concept and self-efficacy positively with the deep approach, and negatively with the surface approach. The results show that students who maintain a deep learning approach obtain a more significant impact on their personal and professional development by HIEPs (especially conferences, workshops and service-learning activities). Women have a lower surface approach and social and humanities students have higher levels of the deep approach. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1450211 |
| Database: | ERIC |
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| Abstract: | Research on the relationship between learning approaches and variables such as the perceived impact of some university activities is limited. The present study proposes a reduced Student Process Questionnaire (SPQ) to relate learning approaches to high-impact educational practices (HIEPs). The sample consisted of 893 first and final-year university students of different degrees. As expected, the subscales correlate academic self-concept and self-efficacy positively with the deep approach, and negatively with the surface approach. The results show that students who maintain a deep learning approach obtain a more significant impact on their personal and professional development by HIEPs (especially conferences, workshops and service-learning activities). Women have a lower surface approach and social and humanities students have higher levels of the deep approach. |
|---|---|
| ISSN: | 1470-3297 1470-3300 |
| DOI: | 10.1080/14703297.2023.2251447 |
