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Internal consistency and test-retest reliability are evaluated, and confirmatory factor analysis compares model fit using students’ GPA. 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\nVolume 38, No. 1, 2008, pages 1-19 [www.ingentaconnect.com/content/csshe/cjhe](www.ingentaconnect.com/content/csshe/cjhe)  \nA Model of Approaches to Learning and Academic Achievement of Students from an Inquiry Based Bachelor of Health Sciences Program  \nTyrone Donnon & Kent Hecker University of Calgary  \nABSTRACT  \nThe Biggs’ Study Process Questionnaire (SPQ) was used to test competing models of students’ approaches to learning in a sample of undergraduate students (n = 125) from an inquiry based Bachelor of Health Sciences program. In addition to an internal consistency and test-retest reliability analysis of the SPQ, confirmatory factor analysis was used to evaluate the goodness-of-fit oftwo competing models of approaches to learning with students’ GPA. The results provided support for a threefactor model of approaches to learning (CFI = 1.00, SRMR = .052, RMSEA = .000) and the connection between GPA and an achieving approach to learning (path coefficient = .99) . A three-factor model of the SPQ that recognizes the strong relationship between students’ GPA, achieving motives and strategies for learning warrants further investigation. Other factors such as faculty expectations, heavy workloadsand time commitments may influence the adoption of less desirable approaches to learning.  \nRÉSUMÉ  \nNous avons utilisé le Study Process Questionnaire (SPQ) de Biggpour tester des modèles sur l’approche à l’apprentissage qui sont en concurrence, chez un échantillon d’étudiants sous-gradués (n=125) inscrits dans un Baccalauréat en Sciences de la Santé. Nous avons fait  \n2 CJHE / RCES Volume 38, No. 1, 2008  \nune analyse d’uniformité interne et de fiabilité de test-retest du SPQ, ainsi qu’une analyse de facteur de confirmation, pour évaluer l’exactitude des modèles en concurrence. Le modèle le plus précis incluait trois facteurs dans l’approche à l’apprentissage (CFI = 1.00, SRMR = .052, RMSEA =.000) et nous avons également observé une relation entre la moyenne des notes et le désir de réussite (path coefficient = .99). Le modèle du SPQ qui inclut trois facteurs et qui reconnait la forte relation entre la moyenne des notes des étudiants et leur motivation et stratégies pour réussir, mérite une investigation plus profonde.  \nINTRODUCTION  \nSince the early 1970s the study of students’ approaches to learning in postsecondary education has been based on the idea that students have either intrinsic or extrinsic motives for learning. In particular, Marton and Säljö (1976) investigated student learning from a qualitative perspective. They established the surface (reproduction of content) and deep (intentional comprehension) level processing terminology associated with measurements of students’ approaches to learning. Current research into the longitudinal study of approaches to learning indicates that students use both surface and deep motives and strategies. A third approach to learning, termed “achieving” or “strategic,” was introduced with the development of Biggs’ (1987) Study Process Questionnaire (SPQ) and Entwistle and Ramsden’s (1983) Approaches to Studying Inventory. In particular, the SPQ utilizes three general approaches to learning: surface, deep, and achieving (Table 1) .  \nTable 1. Biggs’ approaches to learning motives and strategies.  \n\n| Approach | Motive | Strategy |\n| --- | --- | --- |\n| Surface (SA) | Surface motive (SM) -to meet requirements minimally; a balancing act between failing and working more than is necessary. | Surface strategy (SS) -to limit target to bare essentials and reproduce them through rote learning. |\n| Achieving (AA) | Achieving motive (AM) -to enhance ego and self-esteem through competition; to obtain highest grades, whether or not material is interesting. | Achieving strategy (AS) -to organize one’s time and working space; to follow up on all suggested readings, schedule time, behave as‘model student’. |\n| Deep\u003Cbr>(D","cbCaimRkRcsSPMoT","https://ap.wps.com/l/cbCaimRkRcsSPMoT","pdf",125652,"English","# Abstract\n# Résumé\n# Introduction\n## Approaches to learning motives and strategies (Table 1)\n## Surface, deep, and achieving orientations","[{\"question\":\"What instrument is used to study students’ learning approaches?\",\"answer\":\"The Biggs’ Study Process Questionnaire (SPQ) is used to test competing models of students’ approaches to learning.\"},{\"question\":\"How is the relationship between learning approaches and academic achievement assessed?\",\"answer\":\"Confirmatory factor analysis evaluates how model fit relates to students’ GPA, including the connection between GPA and an achieving approach to learning.\"},{\"question\":\"What main learning-approach structure is supported by the findings?\",\"answer\":\"The results support a three-factor model of approaches to learning and highlight strong links between GPA, achieving motives, and strategies.\"}]","Approaches to Learning and Academic Achievement - A Model of Approaches to Learning and Academic Achievement of Students from an Inquiry Based Bachelor of Health Sciences Program | PDF",1792084791,48]