Approaches to learning: psychometric testing of a study process questionnaire.

Snelgrove S; Slater J

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Approaches to learning: psychometric testing of a study process questionnaire.

机译：学习方法：学习过程问卷的心理测验。

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BACKGROUND: One method of evaluating students' learning is to measure surface, deep and achieving approaches to learning using a questionnaire. In comparison with research on student nurses' learning styles, there has been little examination of their 'approaches to learning'. Much of the 'approaches to learning' research has been conducted with higher education students in Australia and Hong Kong and this kind of measurement is viewed as a valid and reliable way to assess learning. AIM: The aim of study reported here was to establish the validity of an 'approaches to learning' questionnaire, the study process questionnaire, for use with student nurses by undertaking psychometrical testing, including exploratory factor analysis. METHOD: The study process questionnaire is a 42-item questionnaire measuring surface, deep and achieving approaches to learning. It was distributed to 300 student nurses attending a common foundation programme in a higher education establishment in the United Kingdom (UK) in July 2000. Principal components analysis was conducted to determine the validity of the deep, surface and achievement scales in the questionnaire. RESULTS: A new factor structure was identified comprising three main scales which were similar in content but not identical to the original questionnaire. The deep factor correlated positively and significantly with grade performance average and sociology examination results. CONCLUSION: The study process questionnaire is a valid and useful tool for nurse teachers to gain knowledge about student nurses' approaches to learning. Deep learning appears to influence academic performance. More work is required to elucidate the complex nature of deep learning.

机译：背景：评估学生学习情况的一种方法是测量表面，深度并使用问卷调查学习方法。与对学生护士学习风格的研究相比，对他们的“学习方法”的研究很少。许多“学习方法”研究都是在澳大利亚和香港的高等教育学生中进行的，这种测量被认为是评估学习的有效且可靠的方法。目的：此处报告的研究目的是通过进行心理测验（包括探索性因素分析）来确定供学生护士使用的“学习方法”问卷（研究过程问卷）的有效性。方法：研究过程问卷是一个42项问卷，用于衡量表面，深度和实现学习的方法。它于2000年7月分发给300位参加联合王国（英国）高等教育机构共同基础课程的学生护士。进行了主要成分分析，以确定问卷中深层，表层和成就量表的有效性。结果：确定了一个新的因子结构，包括三个主要量表，这些量表的内容相似但与原始问卷不同。深层因素与成绩平均成绩和社会学检查结果呈显着正相关。结论：学习过程问卷是护士老师获得有关学生护士学习方法知识的有效工具。深度学习似乎会影响学习成绩。需要更多的工作来阐明深度学习的复杂性。

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《Journal of advanced nursing》 |2003年第5期|共10页
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Snelgrove S; Slater J;
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正文语种 eng
中图分类护理学;
关键词
Learning; Questionnaires; Students; Testing; Approaches; 学习; 问卷; 学生;

机译：Learning;Questionnaires;Students;Testing;Approaches;学习;问卷;学生;

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1. Approaches to learning: psychometric testing of a study process questionnaire. [J] . Snelgrove S, Slater J Journal of advanced nursing . 2003,第5期

机译：学习方法：学习过程问卷的心理测验。
2. Measuring patients' experiences and views of the emergency and urgent care system: psychometric testing of the urgent care system questionnaire. [J] . OCathain A, Knowles E, Nicholl J BMJ quality & safety . 2011,第2期

机译：评估患者的经验和对急救系统的看法：急救系统问卷的心理测试。
3. Measuring patients' experiences and views of the emergency and urgent care system: psychometric testing of the urgent care system questionnaire. [J] . Alicia OCathain, Emma Knowles, Jon Nicholl Quality & safety in health care . 2011,第2期

机译：评估患者的经验和对急救系统的看法：急救系统问卷的心理测试。
4. Approaches on User experience Assessment: User Tests, Communicability and Psychometrics [C] . Virginia Zaraza Rusu, Daniela Quinones, Cristian Rusu, International conference on human-computer interaction;International conference on social computing and social media . 2018

机译：用户体验评估的方法：用户测试，交流性和心理计量学
5. Psychometric properties of the selective mutism sensory processing questionnaire. [D] . Fernald, Joleen R. 2017

机译：选择性默症感官处理问卷的心理测量特性。
6. Continuous norming of psychometric tests: A simulation study of parametric and semi-parametric approaches [O] . Alexandra Lenhard, Wolfgang Lenhard, Sebastian Gary 2012

机译：心理测验的连续规范：参数和半参数方法的模拟研究
7. Decision-making is the process of analyzing information about a problem situation and comparing it to a specific conclusion in order to solve a specific problematic (Yıkılmaz, 2001; Miller and Byrnes, 2001). Decision-making styles are a mechanism that is influenced by the internal and external conditions that determine the direction of the decisions of the individual, the content of the decision-making process, and the outcome of the decision-making process (Payne, Bettman and Johson, 1993; Bavol’ár and Orosová, 2015). ACT is a contemporary member of the Cognitive Behavioral Therapy family. ACT (Acceptance and commitment therapy) has both similar and different directions with Behavioral Therapies and Cognitive Therapies (Herbet and Forman, 2011; Hayes, 2004). KKT responds to classical behavioral treatments using both existential and cognitive approaches in the analysis of behavior. KKT is a science wing that tries to solve human problems with a wider perspective aimed at solving problematic human behaviors (Plumb, Stewart, Dahl and Lundgren, 2009). It is seen that there is very little research about the new approach of ACT approach when the aiming country of our country is screened and it is thought that our country will contribute to the field of psychological counseling with the work done. In the scope of the research, experimental and control groups and preliminary test, post-test and follow-up measurements of 2x3 experimental design were used. The study's study group consists of a total of 24 (12 experimental and 12 control groups) university students studying in different departments and levels, continuing their education in the academic year of 2015-2016 in Ağrı province and İbrahim Chechen University in 2015-2016 academic year. The average age of participants in the experiment and control group is 20. There were 12 participants in the experimental group, 7 female and 5 male, and 12 participants, 7 female and 5 male in the control group. Personal Information Form and Decision Making Style Scale prepared by the researcher were used in the research. In order to decide on the tests to be used in the course of analyzing the data, the scores of the participant's Decision Styles Scale pre-test, which are placed primarily in the experimental and control groups, it was analyzed whether the basic expectations of parametric tests were answered. As a result of the analysis made, the scores, skewness and kurtosis coefficients obtained from the Decision Making Styles Scale were given to the experimental and control groups. It was determined that the distribution was normal in the result of Shapiro-Wilk test, in which the skewness and kurtosis coefficients of each sub-scale were ranked between -1 and +1. Participants in the experimental and control groups; homogeneity test results for decision-style pre-test measurements indicate that the data are homogeneous. According to the results of the Mauchly Globalness Test, it has been determined that working supports the hypothesis. It was determined that there was no significant difference between the pre-test scores obtained from dependent decision-making style of experiment and control groups, but the test group showed lower mean scores at the significant level within the scores of post-test and follow-up tests. Therefore, it can be said that the ACT-oriented psychoeducation program applied to the experimental group reduces the dependent decision-making style scores from the decision style sub-dimensions and the psychoeducation program has a lasting effect. It was determined that there was no significant difference between pre-test, post-test and follow-up scores obtained from the Spontaneous-Instant Decision Style of experiment and control groups. Thus, it can be said that this situation does not cause a significant difference in the Spontaneous-Decision-Making Style scores from the decision style sub-dimensions of the ACT-oriented psychoeducation program applied to the experimental group. The ACT -oriented psychoeducation program had a decline in the intuitive decision-making styles of the individuals, but this decrease did not create significant differences. Thus, it can be said that this situation does not make a meaningful difference in the intuitive decision style scores from the decision style sub-dimensions of the KKT oriented psychoeducation program applied to the experimental group. The pre-test scores obtained from the rational decision-making style of the experimental and control groups showed that there was a difference between the post-test and the follow-up scores, but this difference was not significant. As a result of the analysis, it was determined that the test group had higher levels of rational decision style than the pre - test scores in the post test and follow - up scores, whereas the post test and follow - up test scores in the control group rational decision style showed a decrease compared to the pre - test scores. the pre - test scores. Decision-making Styles Scale Avoidant Decision Making As a result of the analysis of the mean scores of the subscale scores of pre-test, post-test and follow-up measures, the group effect was found to be insignificant. It was determined that the experimental and control groups differed significantly from the pre-test scores obtained from the avoidant decision-making style but did not show any significant change within the scores of the post-test and follow-up tests. [O] . mustafa ercengiz, ali haydar şar 2018

机译：决策是分析有关问题情况的信息并将其与特定结论进行比较的过程，以解决特定的问题（Yıkılmaz，2001; Miller和Byrnes，2001）。决策风格是一种机制，受到内部和外部条件的影响，确定个人决定的方向，决策过程的内容以及决策过程的结果（PAYNE，BETTMAN和BEDNE） Johson，1993;Bavol'ár和奥萨洛瓦，2015）。法案是认知行为治疗家庭的当代成员。行为（验收和承诺治疗）具有与行为疗法和认知疗法的类似和不同方向（Herbet和Forman，2011; Hayes，2004）。 KKT在分析行为中使用存在性和认知方法来响应古典行为治疗方法。 KKT是一个科学翼，试图解决人类问题，旨在解决有问题的人类行为（铅垂，斯图尔特，Dahl和Lundgren，2009）。有人认为，当我们国家的瞄准国家进行筛选时，有关行动方法的新方法几乎没有研究，并且认为我们的国家将为完成工作做出贡献的心理咨询领域。在研究的范围内，使用实验和对照组和初步测试，使用后测试和后续测量的2x3实验设计。该研究的研究小组包括共24名（12个实验和12个对照组）大学学生在不同的部门和水平上学习，在2015-2016学术上继续进行2015-2016的学术年度2015-2016学年年。实验和对照组参与者的平均年龄是20.实验组中有12名参与者，7名女性和5名男性，12名参与者，7名女性和5名男性。研究人员准备的个人信息表格和决策制定风格规模在研究中使用。为了决定在分析数据的过程中使用的测试，参与者的决策风格刻度预测的分数主要在实验和对照组中进行，分析了参数的基本期望吗？测试得到了回答。由于对实验和对照组给出了从决策曲调标度获得的分数，偏移和峰度分子系数。确定该分布是正常的在成熟的-WILK试验结果中，其中每亚级的偏差和刚度系数在-1到+1之间排名。实验和对照组的参与者;决策式预测测量的同质性测试结果表明数据是均匀的。根据毛毛环保试验的结果，已确定工作支持假设。据确定，从依赖决策风格的实验和对照组获得的预测分数之间没有显着差异，但测试组在测试后的分数内显示出较低的平均分数和后续的分数 - 测试。因此，可以说，应用于实验组的面向活动的心理教育程序减少了决策风格子维度的依赖决策风格分数，并且心理教育程序具有持久的效果。据确定，从实验和对照组自发决策风格获得的预测试，测试后和后续评分之间没有显着差异。因此，可以说这种情况不会导致从应用于实验组的活动导向的心理教育程序的决策风格分数的自发决策风格分数显着差异。行为的心理教育计划在个人直观的决策风格下降，但这种减少并没有产生显着的差异。因此，可以说，这种情况不会在从应用于实验组的KKT导向的心理教育程序的决策风格分数中产生有意义的决策风格分数。从实验和对照组的理性决策风格获得的预测分数显示后检验后和随访评分之间存在差异，但这种差异并不重要。由于分析，确定测试组的理性决策风格较高，而不是后测试和后续分数的预测分数，而对照组合理决策风格的后测试和后续测试分数显示出与预测试分数相比的减少。预测分数。决策款式扩展避免决策由于分析了预测试，测试后和后续措施的班次评分的平均分数，发现群体效应是微不足道的。确定实验和对照组从避免决策风格获得的预测评分中显着不同，但在测试后和后续测试的分数内没有显示出任何重大变化。
8. Development and Psychometric Testing of the Strategy Inventory for Language Learning (SILL). Appendix [R] . Oxford, R. L. 1986

机译：语言学习策略清单（sILL）的开发和心理测试。附录

Approaches to learning: psychometric testing of a study process questionnaire.

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