Sammenlign metoder

	Spørgeskema om studieprocescer	Critical Thinking Dispositions Scale
Fagområde	Pædagogisk psykologi	Pædagogisk psykologi
Familie	Process / pipeline	Process / pipeline
Oprindelsesår	1987	1992
Ophavsperson	John Biggs	Peter Facione
Type	Self-report learning process inventory	Critical thinking propensity measurement
Oprindelig kilde	Biggs, J. B. (1987). Study Process Questionnaire: A New Instrument for Assessing Ways of Learning. Educational Research and Perspectives, 14(1), 1-8.	Facione, P. A., Facione, N. C., & Giancarlo, C. A. F. (1992). The California Critical Thinking Disposition Inventory. Insight Assessment, Millbrae, CA.
Aliasser	SPQ, Learning Process Questionnaire, LPQ	CTDS, California Critical Thinking Disposition Inventory, CCTDI
Relaterede	4	4
Resumé	The Study Process Questionnaire (SPQ) is a self-report instrument developed by John Biggs to identify the approaches and processes students use when learning. It assesses three dimensions: deep learning approach (seeking understanding and making connections), surface learning approach (memorizing and reproducing), and achieving/strategic approach (aiming for high grades). Understanding students' study processes helps educators identify learning challenges and tailor support.	The Critical Thinking Dispositions Scale (CTDS), exemplified by the California Critical Thinking Disposition Inventory (CCTDI), measures the extent to which individuals exhibit cognitive dispositions conducive to critical thinking. Developed by Facione (1992), it assesses dimensions including truth-seeking, open-mindedness, analytical orientation, self-confidence, systematic approach, and inquisitiveness. Critical thinking dispositions—the habits of mind and values that support rigorous reasoning—are distinct from but complementary to critical thinking skills.