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

Introduction: 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. Purpose: 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). Methods: 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 and discussion: 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.