A Q factor analysis of college undergraduate students’ study behaviors

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dc.contributor.author Yang, Yang
dc.contributor.author Bliss, Leonard B.
dc.date.accessioned 2015-05-14T14:25:13Z
dc.date.available 2015-05-14T14:25:13Z
dc.date.issued 2015-05-14
dc.identifier.uri http://hdl.handle.net/2097/19246
dc.description.abstract This study attempted to better understand the study behaviors of undergraduate students by categorizing students into distinctive typologies based on their self-reported study behaviors through an exploratory approach -- Q factor analysis. A sample of 152 undergraduate students completed a survey instrument, the Study Behavior Inventory. The Q factor analysis yielded a two-factor structure. Participants exhibiting the first behavioral type demonstrated reflective, well-organized study behaviors and favored high-level thinking; thus were described as “Organized Holistic Learners”. Those exhibiting the second behavioral type were found to manage time poorly and primarily focus on memorizing facts; thus were labeled “Disorganized Procrastinators”. Type 1 students had significantly higher average GPAs than Type 2 students. Student type was a significant predictor of academic achievement, as measured by self-reported GPA above and beyond students’ attribute variables including sex, age, major, and enrollment status. Theoretical and practical implications were discussed. en_US
dc.language.iso en_US en_US
dc.relation.uri http://www.tandfonline.com/doi/abs/10.1080/13803611.2014.971817 en_US
dc.rights This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Research and Evaluation in 2014, available online: http://www.tandfonline.com/doi/abs/10.1080/13803611.2014.971817 en_US
dc.title A Q factor analysis of college undergraduate students’ study behaviors en_US
dc.type Article (author version) en_US
dc.date.published 2014 en_US
dc.citation.doi doi:10.1080/13803611.2014.971817 en_US
dc.citation.epage 453 en_US
dc.citation.issue 6 en_US
dc.citation.jtitle Educational Research and Evaluation en_US
dc.citation.spage 433 en_US
dc.citation.volume 20 en_US
dc.contributor.authoreid yyang001 en_US


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