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Item-level and subscale-level factoring of Biggs' Learning Process Questionnaire (LPQ) in a mainland Chinese sample.

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The Learning Process Questionnaire (LPQ) has a six-factor structure, but many subscales show low reliability. Revisions are suggested to improve the LPQ

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Area of Science:

  • Educational Psychology
  • Psychometrics
  • Cross-cultural Psychology

Background:

  • The Learning Process Questionnaire (LPQ) is widely used in cross-cultural research.
  • Previous studies have analyzed LPQ items within subscales, not simultaneously at the item level.
  • This study addresses the lack of a comprehensive item-level factor analysis of the LPQ.

Purpose of the Study:

  • To empirically validate the six logically constructed item groups of the LPQ.
  • To compare the reliability and correlational structure of LPQ subscales with prior cross-cultural findings.
  • To assess the psychometric properties of the LPQ in a Chinese student sample.

Main Methods:

  • Confirmatory factor analysis (CFA) was employed.
  • A six-factor item-level model and five subscale-level factor models were fitted.
  • Data were collected from 1070 secondary school students (ages 15-18) in Guangzhou, China.

Main Results:

  • The six-factor item-level model demonstrated a reasonable fit, supporting the LPQ's dimensional structure.
  • However, many LPQ subscales exhibited low internal consistency reliability.
  • Only two subscale-level models showed acceptable fit, with an oblique three-factor model being substantively supported.

Conclusions:

  • The LPQ's subscales often lack sufficient internal consistency reliability.
  • This psychometric limitation may explain disappointing results in studies using LPQ subscales as dependent measures.
  • Revising existing LPQ items and adding new ones is recommended to enhance the inventory's psychometric properties.