Revised Two-Factor Study Process Questionnaire (R-SPQ-2F): Psychometric Validation among Upper Secondary Students in Uruguay

Authors

DOI:

https://doi.org/10.18050/psiquemag.v15i1.4286

Keywords:

learning approaches, students, validity, psychometric properties, R-SPQ-2F

Abstract

Learning approaches describe different ways students learn. Their choice depends on the student's perception of the teaching-learning context. There are two approaches: surface and deep. The first describes learning based on extrinsic motivation and basic cognitive processes (memorization). The second refers to learning based on intrinsic motivation and complex cognitive processes (conceptual articulation). This paper proposes a linguistic, conceptual, and metric adaptation of the Revised Study Processes Questionnaire, Two Factors (R-SPQ-2F) to secondary school students in Uruguay. A total of 325 secondary school students participated. The instructions and items were linguistically adapted. Evidence of content and face validity was then analyzed, allowing the instrument to be adapted to the local context. Subsequently, a confirmatory factor analysis was used to verify the instrument's bifactorial structure (CFI and TLI indices >.90, RMSEA and SRMR ≤ .08). Furthermore, adequate internal consistency of the dimensions was confirmed for both the deep (.779) and surface (.798) approaches. Finally, evidence of concurrent external validity was obtained. This work provides a tool that would allow education professionals to assess students' learning approaches in a valid and reliable manner.

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2026-06-30

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Vol. 15 No. 1 (2026): Enero-Junio

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Artículos psicométricos

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Pereyra Elordi, L. O., & Freiberg Hoffmann, A. (2026). Revised Two-Factor Study Process Questionnaire (R-SPQ-2F): Psychometric Validation among Upper Secondary Students in Uruguay. PsiqueMag, 15(1), 150-165. https://doi.org/10.18050/psiquemag.v15i1.4286