# Adaptation and validation of the revised two-factor study process questionnaire (R-SPQ-2F) for tertiary physical education contexts in China

## TL;DR

This study validated a questionnaire to measure learning approaches in physical education among Chinese undergraduates, supporting efforts to promote active lifestyles.

## Contribution

The study adapted and validated the R-SPQ-2F questionnaire for physical education contexts in China.

## Key findings

- An 18-item R-SPQ-2F model showed good fit and reliability for measuring learning approaches in PE.
- The questionnaire demonstrated strong internal consistency with high reliability coefficients.
- The validated tool can support interventions to improve PE learning and promote active lifestyles.

## Abstract

Improving the quality of physical education (PE) is vital for countering global physical inactivity and establishing lifelong active lifestyles. Research indicates that students' approaches to learning (SAL) are a key determinant of educational quality. However, a validated, psychometrically sound instrument to measure these approaches specifically within the unique context of non-PE tertiary students is currently lacking.

This study aimed to validate the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F), an instrument developed by Biggs and widely utilized across various academic disciplines to measure tertiary students' learning approaches, within the specific context of physical education (PE).

Data were collected from 492 Chinese undergraduates spanning multiple academic fields. Confirmatory factor analysis was performed on six competing models using two estimators, WLSMV and MLMV.

Results indicated that a first-order two-factor model comprising ten items measuring the deep approach (DA) subscale and eight items measuring the surface approach (SA) subscale exhibited good fit to the data. Reliability analyses further confirmed strong internal consistency, with coefficients of 0.947 for the overall structural model, 0.928 for the DA subscale, and 0.855 for the SA subscale. These findings provided evidence that the adapted 18-item R-SPQ-2F was a valid and reliable tool for measuring Chinese undergraduates' learning approaches in PE contexts. By establishing a valid measure of PE learning approaches, this study provided a foundation for designing targeted interventions that bridge the improvement of PE learning approaches with active lifestyle promotion. Future validation in diverse PE settings and student populations is recommended to strengthen its utility for such health-promotion initiatives.