hrcak mascot   Srce   HID

Izvorni znanstveni članak

Psychometric properties of the Revised Study Process Questionnaire, R-SPQ-2F

Luka Marinović ; Department of Psychology, University of Zadar, Zadar, Croatia

Puni tekst: hrvatski, pdf (519 KB) str. 191-209 preuzimanja: 297* citiraj
APA 6th Edition
Marinović, L. (2015). Psihometrijske osobine revidiranog upitnika procesa učenja, R-SPQ-2F. Suvremena psihologija, 18 (2), 191-209. Preuzeto s https://hrcak.srce.hr/169820
MLA 8th Edition
Marinović, Luka. "Psihometrijske osobine revidiranog upitnika procesa učenja, R-SPQ-2F." Suvremena psihologija, vol. 18, br. 2, 2015, str. 191-209. https://hrcak.srce.hr/169820. Citirano 29.07.2021.
Chicago 17th Edition
Marinović, Luka. "Psihometrijske osobine revidiranog upitnika procesa učenja, R-SPQ-2F." Suvremena psihologija 18, br. 2 (2015): 191-209. https://hrcak.srce.hr/169820
Harvard
Marinović, L. (2015). 'Psihometrijske osobine revidiranog upitnika procesa učenja, R-SPQ-2F', Suvremena psihologija, 18(2), str. 191-209. Preuzeto s: https://hrcak.srce.hr/169820 (Datum pristupa: 29.07.2021.)
Vancouver
Marinović L. Psihometrijske osobine revidiranog upitnika procesa učenja, R-SPQ-2F. Suvremena psihologija [Internet]. 2015 [pristupljeno 29.07.2021.];18(2):191-209. Dostupno na: https://hrcak.srce.hr/169820
IEEE
L. Marinović, "Psihometrijske osobine revidiranog upitnika procesa učenja, R-SPQ-2F", Suvremena psihologija, vol.18, br. 2, str. 191-209, 2015. [Online]. Dostupno na: https://hrcak.srce.hr/169820. [Citirano: 29.07.2021.]

Sažetak
The aim of this research was to validate the Croatian version of the Revised Study Process Questionnaire (R-SPQ-2F). The inventory was administrated to 414 graduate students of the University of Zadar in order to examine the reliability and two forms of validity. Constrictive validity was tested by confirmatory factor analysis and criterion
validity was examined by analyzing correlations between approaches to learning and student satisfaction and performance. Confirmatory factor analysis showed that the results best fit the hierarchical model of approaches to learning which states that the deep approach to learning consists of deep motive and deep strategies, while the
surface approach to learning consists of surface motives and surface strategies. Correlations between these approaches and satisfaction and performance were as expected. Deep approach was in a positive relationship with satisfaction and performance while the surface approaches had a negative relationship with performance and satisfaction.

Ključne riječi
student approaches to learning; performance; satisfaction

Hrčak ID: 169820

URI
https://hrcak.srce.hr/169820

[hrvatski]

Posjeta: 531 *