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Article: The adaptation and validation of the CEQ and the R-SPQ-2F to the Japanese tertiary environment

TitleThe adaptation and validation of the CEQ and the R-SPQ-2F to the Japanese tertiary environment
Authors
Issue Date2012
PublisherJohn Wiley & Sons Ltd. The Journal's web site is located at http://www.bps.org.uk/publications/jEP_1.cfm
Citation
British Journal of Educational Psychology, 2012, v. 82 n. Pt 4, p. 549-563 How to Cite?
AbstractBACKGROUND: Student learning theory (SLT) has established associations between students' approaches to learning and their perceptions of the learning environment. SLT may provide a useful framework for researching student learning within the Japanese tertiary sector. AIMS: The study aims to explore and validate the Course Experience Questionnaire (CEQ) and the Revised Study Process Questionnaire (R-SPQ-2F) in the Japanese four-year tertiary context. SAMPLE: Mixed-major students from one Japanese four-year tertiary institution voluntarily completed the CEQ (n= 370). A separate group of students completed the CEQ and R-SPQ-2F (n= 269). Methods. CEQ data from the first sample were analysed using exploratory factor analysis (EFA). CEQ and R-SPQ-2F data from the second sample were analysed using confirmatory factor analysis (CFA). RESULTS: EFA of the CEQ resulted in four factors: Good Teaching (GT), Generic Skills (GS), Appropriate Workload (AW), and Appropriate Assessment (AA). CFA confirmed these factors with the second sample. CFA of the R-SPQ-2F resulted in an item parcel-based, two-factor model. Correlations between some CEQ and R-SPQ-2F constructs were consistent with previous results. However, other findings from this research suggest that SLT constructs may be constituted differently in the Japanese context. CONCLUSIONS: This study represents an initial investigation of key SLT constructs in the Japanese context. Results suggest some SLT constructs are meaningful in this context, but further scale development may be desirable before more advanced modeling is employed.
Persistent Identifierhttp://hdl.handle.net/10722/225909
ISSN

 

DC FieldValueLanguage
dc.contributor.authorFryer, LK-
dc.contributor.authorGinns, P-
dc.contributor.authorWalker, RA-
dc.contributor.authorNakao, K-
dc.date.accessioned2016-05-23T08:26:26Z-
dc.date.available2016-05-23T08:26:26Z-
dc.date.issued2012-
dc.identifier.citationBritish Journal of Educational Psychology, 2012, v. 82 n. Pt 4, p. 549-563-
dc.identifier.issn2044-8279-
dc.identifier.urihttp://hdl.handle.net/10722/225909-
dc.description.abstractBACKGROUND: Student learning theory (SLT) has established associations between students' approaches to learning and their perceptions of the learning environment. SLT may provide a useful framework for researching student learning within the Japanese tertiary sector. AIMS: The study aims to explore and validate the Course Experience Questionnaire (CEQ) and the Revised Study Process Questionnaire (R-SPQ-2F) in the Japanese four-year tertiary context. SAMPLE: Mixed-major students from one Japanese four-year tertiary institution voluntarily completed the CEQ (n= 370). A separate group of students completed the CEQ and R-SPQ-2F (n= 269). Methods. CEQ data from the first sample were analysed using exploratory factor analysis (EFA). CEQ and R-SPQ-2F data from the second sample were analysed using confirmatory factor analysis (CFA). RESULTS: EFA of the CEQ resulted in four factors: Good Teaching (GT), Generic Skills (GS), Appropriate Workload (AW), and Appropriate Assessment (AA). CFA confirmed these factors with the second sample. CFA of the R-SPQ-2F resulted in an item parcel-based, two-factor model. Correlations between some CEQ and R-SPQ-2F constructs were consistent with previous results. However, other findings from this research suggest that SLT constructs may be constituted differently in the Japanese context. CONCLUSIONS: This study represents an initial investigation of key SLT constructs in the Japanese context. Results suggest some SLT constructs are meaningful in this context, but further scale development may be desirable before more advanced modeling is employed.-
dc.languageeng-
dc.publisherJohn Wiley & Sons Ltd. The Journal's web site is located at http://www.bps.org.uk/publications/jEP_1.cfm-
dc.relation.ispartofBritish Journal of Educational Psychology-
dc.rightsBritish Journal of Educational Psychology. Copyright © John Wiley & Sons Ltd.-
dc.rightsPreprint: This is the pre-peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving. Postprint: This is the peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving. Special Statement for Preprint only Before publication: 'This is a preprint of an article accepted for publication in [The Journal of Pathology] Copyright © ([year]) ([Pathological Society of Great Britain and Ireland])'. After publication: the preprint notice should be amended to follows: 'This is a preprint of an article published in [include the complete citation information for the final version of the Contribution as published in the print edition of the Journal]' For Cochrane Library/ Cochrane Database of Systematic Reviews, add statement & acknowledgement : ‘This review is published as a Cochrane Review in the Cochrane Database of Systematic Reviews 20XX, Issue X. Cochrane Reviews are regularly updated as new evidence emerges and in response to comments and criticisms, and the Cochrane Database of Systematic Reviews should be consulted for the most recent version of the Review.’ Please include reference to the Review and hyperlink to the original version using the following format e.g. Authors. Title of Review. Cochrane Database of Systematic Reviews 20XX, Issue #. Art. No.: CD00XXXX. DOI: 10.1002/14651858.CD00XXXX (insert persistent link to the article by using the URL: http://dx.doi.org/10.1002/14651858.CD00XXXX) (This statement should refer to the most recent issue of the Cochrane Database of Systematic Reviews in which the Review published.)-
dc.titleThe adaptation and validation of the CEQ and the R-SPQ-2F to the Japanese tertiary environment-
dc.typeArticle-
dc.identifier.emailFryer, LK: fryer@hku.hk-
dc.identifier.authorityFryer, LK=rp02148-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1111/j.2044-8279.2011.02045.x-
dc.identifier.pmid23025392-
dc.identifier.volume82-
dc.identifier.issuePt 4-
dc.identifier.spage549-
dc.identifier.epage563-
dc.publisher.placeUnited Kingdom-

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