Educational Psychology Review

, Volume 16, Issue 4, pp 347–358

Methodological Issues in Questionnaire-Based Research on Student Learning in Higher Education

Article

DOI: 10.1007/s10648-004-0004-z

Cite this article as:
Richardson, J.T.E. Educational Psychology Review (2004) 16: 347. doi:10.1007/s10648-004-0004-z

Abstract

Students' scores on questionnaires concerning their approaches to studying in higher education exhibit reasonable stability over time, moderate convergent validity with their scores on other questionnaires, and reasonable levels of discriminating power and criterion-related validity. Nevertheless, the internal consistency of the constituent scales and the construct validity of these instruments are variable, their content validity within contemporary higher education is open to question, and their wording may need to be revised when they are used with students from different social or cultural groups. Future research should investigate the possibility of response bias in such instruments and the validity of self-reports concerning study behavior.

approaches to studyinghigher educationmethodologyquestionnairesreliabilitystudent learningvalidity

Copyright information

© Springer Science+Business Media, Inc. 2004

Authors and Affiliations

  1. 1.Institute of Educational TechnologyThe Open University, Milton KeynesUnited Kingdom