Instructional Science

, Volume 40, Issue 1, pp 159–172 | Cite as

Is the Study Process Questionnaire (SPQ) a good predictor of academic achievement? Examining the mediating role of achievement-related classroom behaviours

  • Jeanette Lyn Fung ChoyEmail author
  • Glen O’Grady
  • Jerome I. Rotgans


Studies have shown that the Study Process Questionnaire (SPQ)—which provides a measure of student approaches to learning—is a relatively weak predictor of academic achievement. The present study sought to explore whether students’ achievement-related classroom behaviours, as observed by teachers, can be used as a mediator between student approaches to learning and academic achievement. The SPQ was administered to 1,608 students enrolled in six different diploma programmes offered by a polytechnic in Singapore. Data were analysed by means of correlation and path analysis. In line with existing studies, the results revealed that student approaches to learning was a weak predictor of academic achievement. However, achievement-related classroom behaviours turned out to be a significant mediator between student approaches to learning and academic achievement, effectively doubling the explained variance in academic achievement. Implications of these findings for using the SPQ are discussed.


Approaches to learning Study process questionnaire Achievement-related classroom behaviours Student achievement Structural equation modelling 


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Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  • Jeanette Lyn Fung Choy
    • 1
    Email author
  • Glen O’Grady
    • 1
  • Jerome I. Rotgans
    • 2
  1. 1.Centre for Educational DevelopmentRepublic PolytechnicWoodlandsSingapore
  2. 2.Centre for Research in Pedagogy and PracticeNational Institute of EducationSingaporeSingapore

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