Factorial Structure of the Study Process Questionnaire

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Abstract
The current study assessed the factorial structure of the Study Process Questionnaire with 532 American university students. The questionnaire, developed in Australia by J. B. Biggs, measures three approaches to learning and studying identified as Surface, Deep, and Achieving. Each approach is comprised of a motive and a strategy subscale. Factor analysis for the American sample supported Biggs' three primary approaches to learning (accounting for almost 70% of the distributed variance). The motive and strategy subcomponents, however, were not as clearly differentiated. Implications for further research with the questionnaire are discussed.