The
aim of the current study was to provide evidence that an abbreviated version of
the Approaches and Study Skills Inventory for Students (ASSIST) was invariant
across different languages and educational contexts in measuring university
students’ learning approaches to statistics.
Data
were collected on samples of university students attending undergraduate
introductory statistics courses in five countries (Argentina, Italy, Australia,
Turkey, and Vietnam).
Using
factor analysis, we confirmed the three-factor (Deep, Surface, and Strategic
approach) model holds across the five samples, and we provided evidence of
configural and measurement invariance.
The
current version of the ASSIST for statistics learners is a suitable scale for
researchers and teachers working in the field of statistics education and
represents promising tool for multinational studies on approaches to learning
statistics.
Title:
| Measuring University Students' Approaches to Learning Statistics: An Invariance Study | |
| Authors: | Chiesi, Francesca Primi, Caterina Bilgin, Ayse Aysin |
| Keywords: | Approaches to learning Statistics education Invariance CFA |
| Issue Date: | 2016 |
| Publisher: | H. : ĐHQGHN |
| Citation: | ISIKNOWLEDGE |
| Abstract: | The aim of the current study was to provide evidence that an abbreviated version of the Approaches and Study Skills Inventory for Students (ASSIST) was invariant across different languages and educational contexts in measuring university students’ learning approaches to statistics. Data were collected on samples of university students attending undergraduate introductory statistics courses in five countries (Argentina, Italy, Australia, Turkey, and Vietnam). Using factor analysis, we confirmed the three-factor (Deep, Surface, and Strategic approach) model holds across the five samples, and we provided evidence of configural and measurement invariance. The current version of the ASSIST for statistics learners is a suitable scale for researchers and teachers working in the field of statistics education and represents promising tool for multinational studies on approaches to learning statistics. |
| Description: | JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT Volume: 34 Issue: 3 Pages: 256-268 ; TNS06460 |
| URI: | http://repository.vnu.edu.vn/handle/VNU_123/27799 |
| Appears in Collections: | Bài báo của ĐHQGHN trong Web of Science |
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