The adaptation and validation of the CEQ and the R-SPQ-2F to the Japanese tertiary environment

• Published in: British journal of educational psychology Vol. 82; no. 4; pp. 549 - 563
• Main Authors: Fryer, Luke K., Ginns, Paul, Walker, Richard A., Nakao, Kaori
• Format: Journal Article
• Language: English
• Published: Oxford, UK Blackwell Publishing Ltd 01.12.2012; Wiley-Blackwell; British Psychological Society
• Subjects: Adaptation; Adolescent; Attitude; Biological and medical sciences; College Students; Confirmatory Factor Analysis (CFA); Correlation; Course Experience Questionnaire (CEQ); Cross-Cultural Comparison; Deep learning; Discriminant analysis; Educational Environment; Educational psychology; Exploratory factor analysis; Factor Analysis; Factor Structure; Fundamental and applied biological sciences. Psychology; Generic skills; Higher Education; Humans; Investigations; Japan; Learning; Learning environment; Learning processes; Learning Strategies; Learning Theories; Learning theory; Male; Measures (Individuals); Models, Educational; Orientation. Evaluation; Perceptions; Pilot Projects; Postcompulsory education; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Psychometrics - statistics & numerical data; Questionnaires; Reproducibility of Results; School environment; Social Environment; Student Attitudes; Student workload; Students - psychology; Study Process Questionnaire - Revised (SPQ2F); Surface learning; Surveys and Questionnaires; Teacher effectiveness; Teaching; Teaching effectiveness; Teaching Methods; Translating; Universities; Validation; Workloads; Young Adult; Japan; Human; Test validation; Foreign language version; Acquisition process; Questionnaire; Evaluation scale; Psychometrics; Academic learning; Student; Japanese
• ISSN: 0007-0998; 2044-8279
• DOI: 10.1111/j.2044-8279.2011.02045.x

Student learning theory (SLT) has established associations between students' approaches to learning and their perceptions of the learning environment. SLT may provide a useful framework for researching student learning within the Japanese tertiary sector. The study explores and validate the Course Experience Questionnaire (CEQ) and the Revised Study Process Questionnaire (R-SPQ-2F) in the Japanese four-year tertiary context. Mixed-major students from one Japanese four-year tertiary institution voluntarily completed the CEQ (n= 370). A separate group of students completed the CEQ and R-SPQ-2F (n= 269). CEQ data from the first sample were analysed using exploratory factor analysis (EFA). CEQ and R-SPQ-2F data from the second sample were analysed using confirmatory factor analysis (CFA). EFA of the CEQ resulted in four factors: Good Teaching (GT), Generic Skills (GS), Appropriate Workload (AW), and Appropriate Assessment (AA). CFA confirmed these factors with the second sample. CFA of the R-SPQ-2F resulted in an item parcel-based, two-factor model. Correlations between some CEQ and R-SPQ-2F constructs were consistent with previous results. However, other findings from this research suggest that SLT constructs may be constituted differently in the Japanese context. This study represents an initial investigation of key SLT constructs in the Japanese context. Results suggest some SLT constructs are meaningful in this context, but further scale development may be desirable before more advanced modeling is employed.