References
- Al-Kadri, H., Al-Moamary, M., Roberts, C., & Van Der Vleuten, C. (2012). Exploring assessment factors contributing to students' study strategies: Literature review. Medical Teacher, 34(sup1), S42–S50. https://doi.org/https://doi.org/10.3109/0142159X.2012.656756
- Arterberry, B. J., Martens, M. P., Cadigan, J. M., & Rohrer, D. (2014). Application of generalizability theory to the big five inventory. Personality and Individual Differences, 69, 98–103. https://doi.org/https://doi.org/10.1016/j.paid.2014.05.015
- Asikainen, H., & Gijbels, D. (2017). Do students develop towards more deep approaches to learning during studies? A systematic review on the development of students’ deep and surface approaches to learning in higher education. Educational Psychology Review, 29(2), 205–234. https://doi.org/https://doi.org/10.1007/s10648-017-9406-6
- Biggs, J. (1987). The study process questionnaire:(SPQ): Manual. Australian Council for Educational Research.
- Biggs, J. (1993a). From theory to practice: A cognitive systems approach. Higher Education Research and Development, 12(1), 73–85. https://doi.org/https://doi.org/10.1080/0729436930120107
- Biggs, J. (1993b). What do inventories of students’ learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology, 63(1), 3–19. https://doi.org/https://doi.org/10.1111/j.2044-8279.1993.tb01038.x
- Biggs, J., Kember, D., & Leung, D. Y. P. (2001). The revised two-factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71(1), 133–149. https://doi.org/https://doi.org/10.1348/000709901158433
- Bloch, R., & Norman, G. (2012). Generalizability theory for the perplexed: A practical introduction and guide: AMEE Guide No. 68. Medical Teacher, 34(11), 960–992. https://doi.org/https://doi.org/10.3109/0142159X.2012.703791
- Brennan, R. L. (2001). Generalizability theory. New York: Springer.
- Busato, V. V., Prins, F. J., Elshout, J. J., & Hamaker, C. (1998). Learning styles: A cross-sectional and longitudinal study in higher education. British Journal of Educational Psychology, 68(3), 427–441. https://doi.org/https://doi.org/10.1111/j.2044-8279.1998.tb01302.x
- Cardinet, J., Pini, G., & Johnson, S. (2011). Applying generalizability theory using EduG. Routledge Academic.
- Chen, Y., Henning, M., Yielder, J., Jones, R., Wearn, A., & Weller, J. (2015). Progress testing in the medical curriculum: Students’ approaches to learning and perceived stress. BMC Medical Education, 15(1), 147. https://doi.org/https://doi.org/10.1186/s12909-015-0426-y
- Cook, C. J., & Crewther, B. T. (2019). The impact of a competitive learning environment on hormonal and emotional stress responses and skill acquisition and expression in a medical student domain. Physiology & Behavior, 199, 252–257. https://doi.org/https://doi.org/10.1016/j.physbeh.2018.11.027
- Cronbach, L. J., Rajaratnam, N., & Gleser, G. C. (1963). Theory of generalizability: Aliberation of reliability theory. The British Journal of Statistical Psychology, 16(2), 137–163. https://doi.org/https://doi.org/10.1111/j.2044-8317.1963.tb00206.x
- Gijbels, D., & Dochy, F. (2006). Students’ assessment preferences and approaches to learning: Can formative assessment make a difference? Educational Studies, 32(4), 399–409. https://doi.org/https://doi.org/10.1080/03055690600850354
- Gijbels, D., Segers, M., & Struyf, E. (2008). Constructivist learning environments and the (im) possibility to change students’ perceptions of assessment demands and approaches to learning. Instructional Science, 36(5-6), 431–443. https://doi.org/https://doi.org/10.1007/s11251-008-9064-7
- Hall, M., Ramsay, A., & Raven, J. (2004). Changing the learning environment to promote deep learning approaches in first-year accounting students. Accounting Education, 13(4), 489–505. https://doi.org/https://doi.org/10.1080/0963928042000306837
- Howie, P., & Bagnall, R. (2013). A critique of the deep and surface approaches to learning model. Teaching in Higher Education, 18(4), 389–400. https://doi.org/https://doi.org/10.1080/13562517.2012.733689
- Huisman, M. (2000). Imputation of missing item responses: Some simple techniques. Quality & Quantity, 34(4), 331–351. https://doi.org/https://doi.org/10.1023/A:1004782230065
- Justicia, F., Pichardo, M. C., Cano, F., Berbén, A. B. G., & De la Fuente, J. (2008). The revised two-factor study process questionnaire (R-SPQ-2F): Exploratory and confirmatory factor analyses at item level. European Journal of Psychology of Education, 23(3), 355–372. https://doi.org/https://doi.org/10.1007/BF03173004
- Khine, M. S., & Afari, E. (2018). Cross-cultural adaptation of R-SPQ-2F: Validation and psychometric properties. International Journal of Quantitative Research in Education, 4(3), 255–268. https://doi.org/https://doi.org/10.1504/IJQRE.2018.092333
- Laird, T. F. N., Shoup, R., Kuh, G. D., & Schwarz, M. J. (2008). The effects of discipline on deep approaches to student learning and college outcomes. Research in Higher Education, 49(6), 469–494. https://doi.org/https://doi.org/10.1007/s11162-008-9088-5
- Lake, W., Boyd, W., & Boyd, W. (2017). Understanding how students study: The genealogy and conceptual basis of a widely used pedagogical research tool, Biggs’ study process questionnaire. International Education Studies, 10(5), 100–108. https://doi.org/https://doi.org/10.5539/ies.v10n5p100
- Lyndon, M. P., Medvedev, O. N., Chen, Y., & Henning, M. A. (2020). Investigating stable and dynamic aspects of student motivation using generalizability theory. Australian Journal of Psychology, 72(2), 199–210. https://doi.org/https://doi.org/10.1111/ajpy.12276
- McLaughlin, J., & Durrant, P. (2017). Student learning approaches in the UAE: The case for the achieving domain. Higher Education Research & Development, 36(1), 158–170. https://doi.org/https://doi.org/10.1080/07294360.2016.1176998
- Medvedev, O. N., Krägeloh, C. U., Narayanan, A., & Siegert, R. J. (2017). Measuring mindfulness: Applying generalizability theory to distinguish between state and trait. Mindfulness, 8(4), 1036–1046. https://doi.org/https://doi.org/10.1007/s12671-017-0679-0
- Mogol, V., Chen, Y., Henning, M., Wearn, A., Weller, J., Yielder, J., & Bagg, W. (2018). Rasch analysis of the revised two-factor study process questionnaire: A validation study. Journal of Applied Measurement, 19(4), 428–441.
- Muthén, B., & Kaplan, D. (1985). A comparison of some methodologies for the factor analysis of non-normal Likert variables. British Journal of Mathematical and Statistical Psychology, 38(2), 171–189. https://doi.org/https://doi.org/10.1111/j.2044-8317.1985.tb00832.x
- Snelgrove, S., & Slater, J. (2003). Approaches to learning: Psychometric testing of a study process questionnaire. Journal of Advanced Nursing, 43(5), 496–505. https://doi.org/https://doi.org/10.1046/j.1365-2648.2003.02747.x
- Spielberger, C. D. (2010). State-trait anxiety inventory. In The corsini encyclopedia of psychology (pp. 1–1). Hoboken: John Wiley & Sons, Inc.
- Stes, A., De Maeyer, S., Van Petegem, P., & García, O. (2013). Examining the cross-cultural sensitivity of the revised two-factor study process questionnaire (R-SPQ-2F) and validation of a Dutch version. PloS One, 8(1), e54099. https://doi.org/https://doi.org/10.1371/journal.pone.0054099
- Swiss Society for Research in Education Working Group. (2006). EDUG user guide. IRDP.
- Truong, Q. C., Krägeloh, C. U., Siegert, R. J., Landon, J., & Medvedev, O. N. (2020). Applying generalizability theory to differentiate between trait and state in the five facet mindfulness questionnaire (FFMQ). Mindfulness, 11, 953–963. https://doi.org/https://doi.org/10.1007/s12671-020-01324-7
- Vanthournout, G., Noyens, D., Gijbels, D., & Van den Bossche, P. (2014). The relationship between workplace climate, motivation and learning approaches for knowledge workers. Vocations and Learning, 7(2), 191–214. https://doi.org/https://doi.org/10.1007/s12186-014-9112-1
- Volet, S. E., Renshaw, P. D., & Tietzel, K. (1994). A short term longitudinal investigation of cross-cultural differences in study approaches using Biggs’ SPQ questionnaire. British Journal of Educational Psychology, 64(2), 301–318. https://doi.org/https://doi.org/10.1111/j.2044-8279.1994.tb01104.x
- Zakariya, Y. F., Bjørkestøl, K., Nilsen, H. K., Goodchild, S., & Lorås, M. (2020). University students’ learning approaches: An adaptation of the revised two-factor study process questionnaire to Norwegian. Studies in Educational Evaluation, 64, 100816. https://doi.org/https://doi.org/10.1016/j.stueduc.2019.100816
- Zeegers, P. (2001). Approaches to learning in science: A longitudinal study. British Journal of Educational Psychology, 71(1), 115–132. https://doi.org/https://doi.org/10.1348/000709901158424