The aim of this research was to validate the Croatian version of the Revised Study Process Questionnaire (R-SPQ-2F). The inventory was administrated to 414 graduate students of the University of Zadar in order to examine the reliability and two forms of validity. Constrictive validity was tested by confirmatory factor analysis and criterion validity was examined by analyzing correlations between approaches to learning and student satisfaction and performance. Confirmatory factor analysis showed that the results best fit the hierarchical model of approaches to learning which states that the deep approach to learning consists of deep motive and deep strategies, while the surface approach to learning consists of surface motives and surface strategies. Correlations between these approaches and satisfaction and performance were as expected. Deep approach was in a positive relationship with satisfaction and performance while the surface approaches had a negative relationship with performance and satisfaction.

student approaches to learning, performance, satisfaction