A Rasch analysis of the Revised Study Process Questionnaire in an Australian osteopathy student cohort

Vaughan, B

A Rasch analysis of the Revised Study Process Questionnaire in an Australian osteopathy student cohort

Vaughan, B

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Publisher:: ELSEVIER SCIENCE BV
Publication Type:: Journal Article
Citation:: Studies in Educational Evaluation, 2018, 56, pp. 144-153
Issue Date:: 2018-03-01

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Field	Value	Language
dc.contributor.author	Vaughan, B https://orcid.org/0000-0002-8623-4558
dc.date.accessioned	2022-09-13T22:12:09Z
dc.date.available	2022-09-13T22:12:09Z
dc.date.issued	2018-03-01
dc.identifier.citation	Studies in Educational Evaluation, 2018, 56, pp. 144-153
dc.identifier.issn	0191-491X
dc.identifier.uri	http://hdl.handle.net/10453/161793
dc.description.abstract	There are a number of questionnaires designed to capture a students’ self-reported learning approach. One example is the Study Process Questionnaire and its modified version, the 2-factor revised Study Process Questionnaire (R-SPQ-2F). Students in the first year of the 2014 and 2015 cohorts in the osteopathy program at (institution) completed the R-SPQ-2F at the commencement of their course. Rasch analysis was employed to evaluate the R-SPQ-2F internal structure. Reliability estimations were calculated for both subscales using Cronbach's alpha and McDonald's omega. Both the Deep and Surface subscales failed to fit the Rasch model at initial analysis. Modifications included item rescoring, removal of misfitting responses, and removal of one item from both subscales. After modification, both subscales fit the Rasch model and demonstrated unidimensionality. Reliability estimations were acceptable and consistent with previous literature. The study has provided evidence for the internal structure of the R-SPQ-2F in this cohort.
dc.language	English
dc.publisher	ELSEVIER SCIENCE BV
dc.relation.ispartof	Studies in Educational Evaluation
dc.relation.isbasedon	10.1016/j.stueduc.2017.12.003
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1303 Specialist Studies in Education
dc.subject.classification	Education
dc.title	A Rasch analysis of the Revised Study Process Questionnaire in an Australian osteopathy student cohort
dc.type	Journal Article
utslib.citation.volume	56
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Faculty of Health/Public Health
utslib.copyright.status	closed_access	*
dc.date.updated	2022-09-13T22:12:08Z
pubs.publication-status	Published
pubs.volume	56

Abstract:

There are a number of questionnaires designed to capture a students’ self-reported learning approach. One example is the Study Process Questionnaire and its modified version, the 2-factor revised Study Process Questionnaire (R-SPQ-2F). Students in the first year of the 2014 and 2015 cohorts in the osteopathy program at (institution) completed the R-SPQ-2F at the commencement of their course. Rasch analysis was employed to evaluate the R-SPQ-2F internal structure. Reliability estimations were calculated for both subscales using Cronbach's alpha and McDonald's omega. Both the Deep and Surface subscales failed to fit the Rasch model at initial analysis. Modifications included item rescoring, removal of misfitting responses, and removal of one item from both subscales. After modification, both subscales fit the Rasch model and demonstrated unidimensionality. Reliability estimations were acceptable and consistent with previous literature. The study has provided evidence for the internal structure of the R-SPQ-2F in this cohort.

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http://hdl.handle.net/10453/161793