Cross-cultural validation of models of approaches to learning: An application of confirmatory factor analysis

Abstract

Six structural equation models were tested by analysing responses to the Learning Process Questionnaire of 10 samples of primary and secondary school students from Nigeria, Zimbabwe, Malaysia, Beijing, Hong Kong and Canada. Confirmatory factor analyses provided general support for the cross-cultural within-construct validity of the questionnaire. As predicted, the dimensions of deep and surface approaches to learning received cross-cultural support, but the positioning of the achieving dimension varied across cultures. This is in line with the notion that students who adopt an achieving approach will adopt different strategies which will be likely to maximise their achievement according to particular course and teacher characteristics.