Student perception of learning experience/Study Process Questionnaire
Biggs , J.B. (1999) Teaching for Quality Learning (Buckingham, Society for Research into Higher Education & Open University Press).
Includes six sub-scales and a total of 42 items
Revised Study Process Questionnaire (R-SPQ, 2001) =
This version was created by P. Zeegers and published in:
- Zeegers, P. (2002). A revision of the Biggs' study process questionnaire (R-SPQ). Higher Education Research & Development, 21(1), 73-92.
It includes 7 dimensions that can be groupe into two dimensions
- M1 Extrinsic motivation (7)
- M2 Intrinsic motivation (7)
- M3 Motivation to succeed (5)
- M4 Test anxiety (2)
- S1 Surface strategy (7)
- S2 Deep strategy (5)
- S3 Strategies to succeed (9)
Deep: M2, M3, S2, S3 Surface: M1, M3, M4, S1
(M3 is both deep and surface)
List of items:
1. I chose my present course largely with a view to securing a good job when I graduate rather than out of its intrinsic interest to me.
2. I find that studying can give me a feeling of deep personal satisfaction.
3. I want top grades in most of my courses so that I will be able to select from amongst the best jobs or positions available when I graduate.
4. I think that spending time looking for further information is a waste of time, so I only study seriously that material covered in class or in the course outlines.
5. When I am studying, I think of real life situations in which the material that I am learning would be useful.
6. I summarise suggested readings and include these as part of my notes on a topic.
7. I am discouraged by a poor mark on a test or exam and worry about how I will do on the next assessment.
8. I want to understand the subject material in my courses, not just pass the exams.
9. I have a strong desire to excel in all my studies.
10. I learn some things by going over them again and again until I know them by heart.
11. When reading new material I find that I am reminded of material I already know and this helps me see what I already know in a new light.
12. I work consistently on my studies throughout the term and review things regularly when the exam times are close.
13. Whether I like it or not, I can see that further study is a possible way to get a well-paid or secure job.
14. I feel that virtually any academic topic can be very interesting once I get into it.
15. I see myself basically as an ambitious person and want to do very well, whatever I do.
16. I tend to choose subjects with more factual content material rather than those that rely more on theories and ideas.
17. I work hard enough on a study topic to enable me to develop my own understanding of it before I am satisfied.
18. I try to do all of my assignments as soon as possible after they are given out.
19. Even when I have studied hard for a test or exam, I worry that I may not be able to do well in it.
20. I find that studying academic topics can at times be as exciting as a good movie, a novel or some activity I really enjoy.
21. I see academic success as the most important factor motivating me in my studies.
22. I generally restrict my study to that specifically set in the course, as I think it is unnecessary to do anything extra.
23. I try to relate what I have learned in one subject to the things that I have learned in another subject.
24. After a lecture, tutorial or lab class I read my notes to make sure they are legible and that I understand them.
25. Lecturers should not expect students to spend a significant amount of time studying material that everyone knows will not be examined or assessed.
26. I usually become increasingly absorbed in my work the more I do.
27. One of the most important considerations in choosing a study course is whether or not I think I will do very well in it.
28. I learn best from lecturers who appear to be well organised and who outline their major points clearly, either during the lecture or in the lecture notes.
29. I find new study topics can be interesting and often spend extra time exploring them by looking for more information.
30. I test myself on important topics until I understand them completely.
31. I sometimes resent having to spend a further three or four years studying after leaving school, but feel that the end results will make it all worthwhile.
32. I believe that study at university will give me a deeper understanding of the important issues in life and of myself.
33. I see getting high academic grades as a kind of competitive game in which I like to do well.
34. I find it best to accept the statements and ideas presented by my lecturers and question them only under special circumstances.
35. I spend my study-free time finding out more about the interesting topics that have been presented in class.
36. I make a point of looking at many of the suggested readings that go with the lectures.
37. I am at university mainly because I feel that I will be able to obtain a better job if I have a tertiary qualification.
38. I find that I come to most of my classes with particular questions in mind that I would like to get answers to.
39. I believe that many aspects of our society are based on competition and that universities should reflect this in their approach to their courses.
40. I am very aware that my lecturers know a lot more than I do and so I concentrate on those things that they say are important, rather than rely on my own judgment.
41. I try to relate new material that I come across when I read, to the things I already know about that particular subject.
42. I keep neat, well-organised notes for most of my subjects.