Publication Cover
Educational Research and Evaluation
An International Journal on Theory and Practice
Volume 20, 2014 - Issue 6
561
Views
9
CrossRef citations to date
0
Altmetric
Articles

A Q factor analysis of college undergraduate students' study behaviours

&
Pages 433-453 | Received 03 Feb 2014, Accepted 14 Sep 2014, Published online: 28 Oct 2014

References

  • Addams, H., & Proops, J. (Eds.). (2000). Social discourse and environmental policy: An application of Q methodology. Cheltenham, UK: Edward Elgar.
  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271. doi: 10.1037/0022-0663.84.3.261
  • Anderman, E., & Midgley, C. (1997). Changes in achievement goal orientations, perceived academic competence and grades across the transition to middle-level schools. Contemporary Educational Psychology, 22, 269–298. doi: 10.1006/ceps.1996.0926
  • Balduf, M. (2009). Underachievement among college students. Journal of Advanced Academics, 20, 274–294. doi: 10.1177/1932202X0902000204
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215. doi: 10.1037/0033-295X.84.2.191
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
  • Bliss, L. B., & Mueller, R. J. (1987). Assessing study behaviors of college students: Findings from a new instrument. Journal of Developmental Education, 11(2), 14–18.
  • Bliss, L. B., & Mueller, R. J. (1993). An instrument for the assessment of study behaviors of college students. Reading Research and Instruction, 32(4), 46–52. doi: 10.1080/19388079309558132
  • Bliss, L. B., & Sandiford, J. R. (2004). Linking study behaviors and student culture to academic success among Hispanic students. Community College Journal of Research and Practice, 28, 281–295. doi: 10.1080/10668920490256462
  • Brown, L. D. (1986). Q technique and method: Principles and procedures. In W. D. Berry & M. S. Lewis-Beck (Eds.), New tools for social scientists (pp. 57–76). Beverly Hills, CA: Sage.
  • Brown, L. D. (1991). Bridging organizations and sustainable development. Human Resources, 44, 807–831.
  • Brown, S. R. (1971). The forced-free distinction in Q-technique. Journal of Educational Measurement, 8, 283–287. doi: 10.1111/j.1745-3984.1971.tb00939.x
  • Brown, S. R. (1980). Political subjectivity: Applications of Q methodology in political science. New Haven, CT: Yale University Press.
  • Brown, S. R. (1993). A Primer on Q Methodology. Operant Subjectivity, 16, 91–138.
  • Burt, C. (1972). The reciprocity principle. In S. R. Brown & D. J. Brenner (Eds.), Science, psychology, and communication: Essays honoring William Stephenson (pp. 39–56). New York, NY: Teachers College Press.
  • Carpenter, W. (2012, September). Investigating student preferences of faculty teaching methods in relation to their own learning styles. Paper presented at the annual meeting of the International Society for the Scientific Study of Subjectivity, Pittsburgh, PA.
  • Cattell, R. B. (1978). The scientific use of factor analysis in behavioral and life sciences. New York, NY: Plenum.
  • Chu, A. H. C., & Choi, J. N. (2005). Rethinking procrastination: Positive effects of “active” procrastination behavior on attitudes and performance. The Journal of Social Psychology, 145, 245–263. doi: 10.3200/SOCP.145.3.245-264
  • Coggins, L. A. (2011, September). Ready or not: Remedial education for college students. Paper presented at the annual meeting of the International Society for the Scientific Study of Subjectivity, Birmingham, UK.
  • Collins, J. L. (1982, March). Self-efficacy and ability in achievement behavior. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.
  • Collins, P., Maguire, M., & O'Dell, L. (2002). Smokers’ representations of their own smoking: A Q-methodological study. Journal of Health Psychology, 7, 641–652. doi:10.1177/1359105302007006868
  • Cuesta, Z. M. (2007). The effect of instruction on the study behaviors and academic achievement of community college students. ProQuest ETD Collection for FIU (Paper AAI3268644). Retrieved from http://digitalcommons.fiu.edu/dissertations/AAI3268644
  • Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273. doi: 10.1037/0033-295X.95.2.256
  • Dibenedetto, M. K., & Bembenutty, H. (2011, April). Within the pipeline: Self-regulated learning and academic achievement among college students in science courses. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
  • Eilam, B., & Aharon, I. (2003). Students’ planning in the process of self-regulated learning. Contemporary Educational Psychology, 28, 304–334. doi: 10.1016/S0361-476X(02)00042-5
  • Ferrari, J. R. (2001). Procrastination as self-regulation failure of performance: Effects of cognitive load, self-awareness and time limits on “working best under pressure”. European Journal of Personality, 15, 391–406. doi: 10.1002/per.413
  • Galayda, J. (2006). Community supported agriculture, economic preference theory and subjective well-being (Doctoral dissertation). Rensselaer Polytechnic Institute. Available from Proquest Dissertations and Theses database. (AAT 3232608)
  • Garcia-Ros, R., Perez-Gonzalez, F., & Hinojosa, E. (2004). Assessing time management skills as an important aspect of student learning: The construction and evaluation of a time management scale with Spanish high school students. School Psychology International, 25, 167–183. doi: 10.1177/0143034304043684
  • George, D., Dixon, S., Stansal, E., Gelb, S. L., & Pheri, T. (2008). Time diary and questionnaire assessment of factors associated with academic and personal success among university undergraduates. Journal of American College Health, 56, 706–715. doi: 10.3200/JACH.56.6.706-715
  • Goldfinch, J., & Hughes, M. (2007). Skills, learning styles and success of first-year undergraduates. Active Learning in Higher Education, 8, 259–273. doi: 10.1177/1469787407081881
  • Janson, C. (2009). High school counselors’ views of their leadership behaviors: A Q Methodology Study. Professional School Counseling, 13, 86–97. doi: 10.5330/PSC.n.2010-13.86
  • Johnson, M. A. (2011). Application of Q-methodology and relational leadership to understanding superintendent and board members’ relations using emotional and multiple intelligences theories (Doctoral Dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3413635)
  • Jones, C. H., Slate, J. R., Perez, E., & Marini, I. (1996). Graduate students’ study skills as a function of academic achievement, sex, conceptions of intelligence, and locus of control. New Directions for Education Reform, 3, 61–78.
  • Kanfer, F. H. (1971). The maintenance of behavior by self-generated stimuli and reinforcement. In A. Jacobs & L. B. Sachs (Eds.), The psychology of private events (pp. 398–416). New York, NY: Academic Press.
  • Kerr, G. (2011, September). Can Q enhance the acceptance of market-based instruments for environmental objectives? Paper presented at the annual meeting of the International Society for the Scientific Study of Subjectivity, Birmingham, UK.
  • Kitsantas, A. (2002). Test preparation and performance: A self-regulatory analysis. Journal of Experimental Education, 70, 101–113. doi: 10.1080/00220970209599501
  • Kitsantas, A., Winsler, A., & Huie, F. (2008). Self-regulation and ability predictors of academic success during college: A predictive validity study. Journal of Advanced Academics, 20, 42–68.
  • Lahmers, A. G., & Zulauf, C. R. (2001). Factors associated with academic time use and academic performance of college students: A recursive approach. Journal of College Student Development, 41, 544–556.
  • Mally, M. (2011, September). International regional political organizations as lobbyists in the multilevel governance system of the Baltic Sea area – a Q methodological study. Paper presented at the annual meeting of the International Society for the Scientific Study of Subjectivity, Birmingham, UK.
  • McDermott, M. A. (2004). The validation of an instrument for the assessment of study behaviors of high school students (ProQuest ETD Collection for FIU Paper AAI3165165). Retrieved from http://digitalcommons.fiu.edu/dissertations/AAI3165165
  • McKeown, M., Hinks, M., Stowell-Smith, M., Mercer, D., & Forster, J. (1999). Q methodology, risk management, and quality management. International Journal of Health Care Quality Assurance, 12, 254–266. doi: 10.1108/09526869910291823
  • McKeown, B., & Thomas, D. B. (1988). Q methodology (Quantitative Applications in the Social Sciences, Vol. 66.). Newbury Park, CA: Sage.
  • Middleton, M., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89, 710–718. doi: 10.1037/0022-0663.89.4.710
  • Morf, M. E., Miller, C. M., & Syrotuik, J. M. (1976). A comparison of cluster analysis and Q-factor analysis. Journal of Clinical Psychology, 32, 59–64. doi: 10.1002/1097-4679(197601)32:1<59::AID-JCLP2270320116>3.0.CO;2-L
  • National Center for Education Statistics. (2011a). A closer look at postsecondary education by institution level and control. Washington, DC: Author. Retrieved from http://nces.ed.gov/programs/coe/analysis/2011-section4.asp
  • National Center for Education Statistics. (2011b). Indicator 22: Remediation and degree completion. Washington, DC: Author. Retrieved from nces.ed.gov/pubs2011/2011033_4.pdf
  • National Center for Education Statistics. (2012). Indicator 45: Postsecondary Graduation Rates. Washington, DC: Author. Retrieved from nces.ed.gov/pubs2012/2012045_4.pdf
  • Newman, I., & Newman, C. (2000). A discussion of low R-squares: Concerns and uses. Educational Research Quarterly, 24(2), 3–9.
  • Newman, I., & Ramlo, S. E. (2010). The use of two multivariate techniques, Q methodology and Q factor analysis, to facilitate interpretation of mixed methods research. In C. Teddlie & A. Tashakkori (Eds.), Handbook of mixed methods in social and behavioral research (pp. 505–530). Thousand Oaks, CA: Sage.
  • Nonis, S. A., & Hudson, G. I. (2006). Academic performance of college students: Influence of time spent studying and working. Journal of Education for Business, 81, 151–159. doi: 10.3200/JOEB.81.3.151-159
  • Ogonor, B. O., & Nwadiani, M. (2006). An analysis of non-instructional time management of undergraduates in southern Nigeria. College Student Journal, 40, 204–217.
  • Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543–578. doi: 10.3102/00346543066004543
  • Pajares, F. (2008). Motivational role of self-efficacy beliefs in self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research and applications (pp. 111–139). New York, NY: Lawrence Erlbaum Associates.
  • Pintrich, P. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 452–501). San Diego, CA: Academic Press.
  • Pintrich, P., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33–40. doi: 10.1037/0022-0663.82.1.33
  • Pintrich, P., & Zusho, A. (2007). Student motivation and self-regulated learning in the college classroom. In R. Perry & J. C. Smart (Eds.), The scholarship of teaching and learning in higher education: An evidence-based perspective (pp. 731–810). New York, NY: Springer.
  • Poling, S. J. (2009). Superintendents’ leadership behaviors for DIBELS implementation: A comparative case study of principals’ and superintendents’ perceptions (Doctoral Dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3352601)
  • Ramlo, S. (2008). Student perspectives on learning physics and their relationship with learning force and motion concepts: A study using Q methodology. Human Subjectivity, 2, 73–90.
  • Schmolck, P. (May 13, 2011). QMethod Page. Retrieved from http://schmolck.userweb.mwn.de/qmethod/#PQMethod
  • Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111–139. doi: 10.1007/s11165-005-3917-8
  • Schunk, D. H., & Zimmerman, B. J. (2006). Competence and control beliefs: Distinguishing the means and ends. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 349–367). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Skaalvik, E. (1997). Self-enhancing and self-defeating ego orientation: Relations with task avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89, 71–81. doi: 10.1037/0022-0663.89.1.71
  • Smith, J. (2001). The use of q-methodology to assess the possibility that fear is a barrier preventing the use of mental health services by African American men (Doctoral Dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 9980582)
  • Smith, N. W. (2001). Current systems in psychology: History, theory, research, and applications. Belmont, CA: Wadsworth/Thompson Learning.
  • Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133, 65–94. doi: 10.1037/0033-2909.133.1.65
  • Stephenson, W. (1975). The study of behavior: Q-technique and its methodology. Chicago, IL: University of Chicago Press.
  • Sylvester, J. (2010, October). Public attitudes toward health care reform and the media that drive them. Paper presented at the annual meeting of the International Society for the Scientific Study of Subjectivity, Arkon, OH.
  • Szu, E., Nandagopal, K., Shavelson, R. J., Lopez, E. J, Penn, J. H., Scharberg, M., & Hill, G. W. (2011). Understanding academic performance in organic chemistry. Journal of Chemical Education, 88, 1238–1242. doi: 10.1021/ed900067m
  • Thorman, J., & Howard, M. (2011, September). College choice: Student perceptions regarding the influence of past, present and future. Paper presented at the annual meeting of the International Society for the Scientific Study of Subjectivity, Birmingham, UK.
  • Ward, T. (2011, September). Exploring Chinese medicine's diversity. Paper presented at the annual meeting of the International Society for the Scientific Study of Subjectivity, Birmingham, UK.
  • Whipp, J. L., & Chiarelli, S. (2004). Self-regulation in a web-based course: A case study. Educational Technology Research and Development, 52(4), 5–22. doi: 10.1007/BF02504714
  • White, M. F. (2003). A study of nurse caring behaviors using Q methodology (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3088014)
  • Wilson, N. L. F. (2002). Russian consumer attitudes toward American advertising (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3074456)
  • Wink, B., Henderson, S., Coe, D., & Read, A. (2012, September). It's a shame: Student perspectives on academic misconduct. Paper presented at the annual meeting of the International Society for the Scientific Study of Subjectivity, Pittsburgh, PA.
  • Young, M. R., Klemz, B. R., & Murphy, W. J. (2003). Enhancing learning outcomes: The effects of instructional technology, learning styles, instructional methods, and student behavior. Journal of Marketing Education, 25, 130–142. doi: 10.1177/0273475303254004
  • Yumusak, N., Sungur, S., & Cakiroglu, J. (2007). Turkish high school students’ biology achievement in relation to academic self-regulation. Educational Research and Evaluation, 13, 53–69. doi: 10.1080/13803610600853749
  • Zenor, J., & Kinsey, D. (2011, September). Cool as a carrot? A Q-study on the marketing of carrots as junk food. Paper presented at the annual meeting of the International Society for the Scientific Study of Subjectivity, Birmingham, UK.
  • Zhang, H., Satlykgylyjova, M. S., Almuhajiri, M., & Brown, S. R. (2012, September). Harvesting suggestions: A strategy for promoting policies designed to improve academic life for international students. Paper presented at the annual meeting of the International Society for the Scientific Study of Subjectivity, Pittsburgh, PA.
  • Zimmerman, B. J. (1989). Models of self-regulated learning and academic achievement. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (pp. 1–25). New York, NY: Springer-Verlag.
  • Zimmerman, B. J. (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33, 73–86. doi: 10.1080/00461520.1998.9653292
  • Zimmerman, B. J. (2000a). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation: Theory, research, and applications (pp. 13–39). New York, NY: Academic Press.
  • Zimmerman, B. J. (2000b). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82–91. doi: 10.1006/ceps.1999.1016
  • Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 1–37). Mahwah, NJ: Erlbaum Associates.
  • Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31, 845–862. doi: 10.3102/00028312031004845
  • Zimmerman, B. J., & Kitsantas, A. (1999). Acquiring writing revision skill: Shifting from process to outcome self-regulatory goals. Journal of Educational Psychology, 91, 241–250. doi: 10.1037/0022-0663.91.2.241

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.