ArticleFrontiers in psychology2022
The Types of Learning Approaches Used by Engineering Students in Three Scenarios: An Adaptation of the R-SPQ-2F to China.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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2 citing papers in PubMed, 8 citations in OpenAlex.
- Adaptation and validation of the revised two-factor study process questionnaire (R-SPQ-2F) for tertiary physical education contexts in China.Frontiers in sports and active living · 2025Article
- The mediating role of psychological resilience in the relationship between deep learning approach and mathematical creativity: integrating structural equation model and network analysis.Frontiers in psychology · 2025Article
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3 authors at 3 institutions in 1 country.
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Abstract
Deep learning is a type of high-level learning that has received widespread attention in research on higher education; however, learning scenarios as an important variable have been ignored to some extent in past studies. This study aimed to explore the learning state of engineering students in three learning scenarios: theoretical learning, experimental learning, and engineering practice. Samples of engineering university students in China were recruited online and offline; the students filled in the engineering Education-Study Process Questionnaire, which was revised from the R-SPQ-2F. The results of clustering analysis showed four types of learning approaches in the three scenarios: typical deep learning, typical shallow learning, deep-shallow learning, and free learning. Engineering learners in different learning scenarios tended to adopt different learning approaches and showed gender differences. Due to factors such as differences in culture and choice of learning opportunities, the deep and shallow learners demonstrated excellent learning performance, which is in sharp contrast with the "learning failure" exhibited by such students abroad.
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