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ERIC Number: EJ949560
Record Type: Journal
Publication Date: 2012-Jan
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0020-4277
Is the Study Process Questionnaire (SPQ) a Good Predictor of Academic Achievement? Examining the Mediating Role of Achievement-Related Classroom Behaviours
Choy, Jeanette Lyn Fung; O'Grady, Glen; Rotgans, Jerome I.
Instructional Science: An International Journal of the Learning Sciences, v40 n1 p159-172 Jan 2012
Studies have shown that the Study Process Questionnaire (SPQ)--which provides a measure of student approaches to learning--is a relatively weak predictor of academic achievement. The present study sought to explore whether students' achievement-related classroom behaviours, as observed by teachers, can be used as a mediator between student approaches to learning and academic achievement. The SPQ was administered to 1,608 students enrolled in six different diploma programmes offered by a polytechnic in Singapore. Data were analysed by means of correlation and path analysis. In line with existing studies, the results revealed that student approaches to learning was a weak predictor of academic achievement. However, achievement-related classroom behaviours turned out to be a significant mediator between student approaches to learning and academic achievement, effectively doubling the explained variance in academic achievement. Implications of these findings for using the SPQ are discussed. (Contains 1 figure and 2 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore