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The role of response biases in the relationship between students’ perceptions of their courses and their approaches to studying in higher education

Richardson, John T. E. (2012). The role of response biases in the relationship between students’ perceptions of their courses and their approaches to studying in higher education. British Educational Research Journal, 38(3) pp. 399–418.

DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/01411926.2010.548857
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Abstract

Questionnaire surveys have found a strong relationship between students' perceptions of their courses and their approaches to studying, but this might result from the operation of response biases. Responses to the Course Experience Questionnaire and the Revised Approaches to Studying Inventory from 2137 students taking seven courses by distance learning were reanalysed. Both acquiescent responding and extreme responding were found to be consistent traits within individual students between the two instruments. When these were statistically controlled, the overlap in variance between the students' scores on the two instruments was reduced from 45.3% to 31.9%, and the variation in the students' course marks explained by their scores on the two instruments was reduced from 21.8% to 18.9%. Nevertheless, the relationship between the two sets of scores remained the same: students who rated their course positively were more likely to show desirable approaches to studying and less likely to show undesirable approaches.

Item Type: Journal Article
Copyright Holders: 2012 British Educational Research Association
ISSN: 1469-3518
Academic Unit/Department: Institute of Educational Technology
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 25789
Depositing User: John T. E. Richardson
Date Deposited: 05 May 2011 12:46
Last Modified: 24 Oct 2012 08:54
URI: http://oro.open.ac.uk/id/eprint/25789
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