Validation of a Norwegian Version of the Approaches and Study Skills Inventory for Students (ASSIST): Application of structural equation modelling

• Published in: Scandinavian journal of educational research Vol. 45; no. 4; pp. 381 - 394
• Main Author: Diseth, Age
• Format: Journal Article
• Language: English
• Published: Abingdon Taylor & Francis Group 01.12.2001; Taylor & Francis
• Subjects: Approaches To Learning; Education and psychology; Educational sciences; Foreign Countries; Learning; Learning Strategies; Norway; Psychology and learning; Structural Equation Models; Study Skills; Study Skills Inventory; Test Analysis; Test Format; Translation; Norway; Learning Strategy; Learning Psychology; Qualitative Analysis; Cognitive Style; Undergraduate
• ISSN: 0031-3831; 1470-1170
• DOI: 10.1080/00313830120096789

The Approaches and Study Skills Inventory for Students (ASSIST) were administered to 573 under-graduate students in order to analyse a Norwegian version of this inventory. To cross-validate the factor structure, the subjects were divided into two equal samples. Principal axis factor analysis of sample 1 reproduced the three main factors of deep, surface and strategic approaches to learning. However, two of the subscales failed to load appropriately on the 'strategic approach'. When omitting these subscales, the principle of simple structure was better supported by the results. A subsequent CFA with comparison of samples 1 and 2 supported the existence of the expected three-factor model. It is concluded that this Norwegian version of ASSIST is valuable as a research tool for the assessment of approaches to learning among Norwegian students, but that caution should be taken with respect to the interpretation of particular subscales and possible sample effects.