You are here:

Is the Study Process Questionnaire (SPQ) a Good Predictor of Academic Achievement? Examining the Mediating Role of Achievement-Related Classroom Behaviours
ARTICLE

, ,

ISAIJLS Volume 40, Number 1, ISSN 0020-4277

Abstract

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.)

Citation

Choy, J.L.F., O'Grady, G. & Rotgans, J.I. (2012). Is the Study Process Questionnaire (SPQ) a Good Predictor of Academic Achievement? Examining the Mediating Role of Achievement-Related Classroom Behaviours. Instructional Science: An International Journal of the Learning Sciences, 40(1), 159-172. Retrieved January 21, 2020 from .

This record was imported from ERIC on December 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords