Assessing the learning processes of Mexican and Euro-American students

Analysis of the responses of 221 Mexican American and 473 Euro-American sec ondary school students to the Learning Process Questionnaire of Biggs showe d that responses of both groups were of moderate reliability and supported the scales within- and between-construct validity. However, the means indic ated the presence of a response set which raises questions about the validi ty of cross-cultural comparisons of scores with these ethnic groups.