Factor analysis of the Approaches and Study Skills Inventory for Students in a cross‐cultural occupational therapy undergraduate student sample

Bonsaksen, Tore; Småstuen, Milada Cvancarova; Thørrisen, Mikkel Magnus; Fong, Kenneth N. K.; Lim, Hua Beng; Brown, Ted

doi:10.1111/1440-1630.12504

Cited by 24 publications

(22 citation statements)

References 36 publications

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“…The ASSIST consists of 52 statements to which the respondent is asked to rate his or her level of agreement (1 = disagree, 2 = disagree somewhat, 3 = unsure, 4 = agree somewhat, 5 = agree). The instrument has a three-factor structure, a structure recently replicated in a cross-cultural study of undergraduate occupational therapy students [33]. The items are organized accordingly into three main scales (the deep, strategic, and surface approaches to studying).…”

Section: Approaches To Studyingmentioning

confidence: 99%

Associations between learning environment variables and students’ approaches to studying: a cross-sectional study

et al. 2020

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Background: Aspects of the learning environment may be related to students`approaches to studying, but few studies have investigated these relationships in the context of occupational therapy education. Objective: To examine associations between occupational therapy students' perceptions of the learning environment and their approaches to studying. Method: One hundred eighty-seven first-year occupational therapy students in Norway (response rate 61.3%) participated in this study. Aside from sociodemographic information, the students completed the Course Experience Questionnaire and the Approaches and Study Skills Inventory for Students. Associations between learning environment variables and study approaches were investigated with hierarchical linear regression analyses. Results: Higher scores on Generic skills were associated with higher scores on the deep and strategic approach scales (β ranging 0.18-0.51), while lower scores were associated with higher surface approach scale scores (β = − 0.24). Lower scores on Clear goals and standards and Appropriate workload were associated with higher surface approach scores (β ranging − 0.16-0.42). Conclusion: By improving aspects of the learning environment, there may be a potential for influencing occupational therapy students' approaches to studying. Based on this study, emphasizing how generic skills developed in the study program may become useful in practising a profession, ensuring clarity of goals and standards, and maintaining an appropriate workload on students appear to be important.

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Section: Approaches To Studyingmentioning

confidence: 99%

Associations between learning environment variables and students’ approaches to studying: a cross-sectional study

et al. 2020

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“…Principal components analysis (PCA) was performed to assess latent factors in the ASSIST. In line with previous studies (Bonsaksen, Gramstad et al, 2019;Bonsaksen, Småstuen et al, 2019;Byrne et al, 2004;Diseth, 2001;Valadas, Goncalves, & Faísca, 2010), the authors treated the 13 subscales as separate items in the analysis. The Kaiser-Meyer-Olkin (KMO) measure was used to indicate whether the data set was eligible for factorization.…”

Section: Discussionmentioning

confidence: 97%

“…Some ambiguity exists regarding the "monitoring effectiveness" subscale, with some researchers suggesting this subscale is more strongly related to the deep approach (Entwistle et al, 2013). The Norwegian language ASSIST, examined with factor analysis (Bonsaksen, Småstuen, et al, 2019) and structural equation modeling (Diseth, 2001), has found the same three latent factors (deep, strategic, and surface approaches).…”

Section: Approaches To Studyingmentioning

confidence: 89%

“…Studies of one the most frequently used study approach assessments, the Approaches and Study Skills Inventory for Students (ASSIST; Tait, Entwistle, & McCune, 1998), have largely confirmed a three-factor structure with subscales for the most part loading on the main scales in line with theory (e.g., Entwistle, McCune, & Tait, 2013;Entwistle, Tait, & McCune, 2000;Richardson, 2005). Nonetheless, scale validity and reliability of the ASSIST have been found to vary between samples and contexts (Bonsaksen, Småstuen, et al, 2019), confirming the need to establish and report the measurement properties of research instruments when used in new samples and cultural contexts (Downing & Haladyna, 2006;Streiner & Norman, 2008).…”

Section: The Need To Investigate Measurement Propertiesmentioning

confidence: 96%

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Psychometric properties and associations between subscales of a study approach measure

DaLomba

Stigen

Johnson

et al. 2020

Nursing & Health Sciences

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The purpose of the current study was to (i) confirm the factor structure of the Approaches and Study Skills Inventory for Students (ASSIST) in the current sample of undergraduate occupational therapy students, and (ii) to explore the pattern of associations between the 13 ASSIST subscales. Occupational therapy students (n= 171) across Norway completed the ASSIST. A three-factor structure was confirmed. Several positive associations were found between the deep and strategic approach subscales, whereas several surface approach subscales were negatively associated with the deep and strategic approach subscales. In conclusion, the study showed that the Norwegian ASSIST has a wellfunctioning three-factor structure in line with its theoretical underpinnings, and it can therefore readily be adopted as a study process measure in Norwegian occupational therapy education programs. In view of the associations between subscales, there is support for a higher-order concept of 'productive' study approaches that encompasses both deep and strategic behaviors. The analysis of associations also suggests that students demonstrating unproductive study behaviors may need guidance and intervention that extends beyond the first detected problematic behavior.

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“…Part II of the ASSIST, the approaches to studying measure, has been extensively investigated in terms of measurement properties, and the deep, strategic, and surface dimensions have been well established across a range of settings (e.g., Bonsaksen et al, 2019;Byrne, Flood, & Willis, 2004;Diseth & Martinsen, 2003;Entwistle, Tait, & McCune, 2000;Kreber, 2003). However, the 'Conceptions of learning' and 'Preferences for teaching' measures, representing Parts I and III of the ASSIST, have been far less investigated (Bonsaksen & Thørrisen, 2017;Entwistle, personal communication, September 29, 2016).…”

Section: Introductionmentioning

confidence: 99%

An Evaluation of the Factor Structure and Internal Consistency of the ‘Conceptions of Learning’ and ‘Preferences for Teaching’ Measures in American Occupational Therapy Students

Bonsaksen

Breen-Franklin

2020

JOTE

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When planning to use measurement scales in new samples and contexts, examining the scales' psychometric properties is an important initial step. This study examined the factor structure and internal consistency of two measures that are part of the Approaches and Study Skills Inventory for Students (ASSIST)-the Conceptions of learning and Preferences for teaching and courses-in a sample of American occupational therapy students. The students (n = 115) completed the measures and provided basic sociodemographic information. Scale structure was examined with Principal Components Analysis (PCA), while consistency between scale items was assessed with mean inter-item correlations. For the Conceptions of learning measure, one item was removed due to cross-loading between factors. The subsequent analysis revealed two factors, representing deep and surface conceptions of learning, on which the items-with one exception-loaded in line with theory. For the Preferences for teaching and courses measure, two factors were found, representing preferences denoted in theory as supporting understanding and transmitting information, respectively. The items showed good fit with the two theoretically proposed factors. The scales' mean inter-item correlations were satisfactory, ranging 0.27-0.36. One item on the Conceptions of learning measure appears to be problematic due to crossloading, and another may be interpreted in a different way than originally proposed. After removing the problematic item, all scales showed satisfactory psychometric properties for assessing conceptions of learning and preferences for teaching.

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Factor analysis of the Approaches and Study Skills Inventory for Students in a cross‐cultural occupational therapy undergraduate student sample

Cited by 24 publications

References 36 publications

Associations between learning environment variables and students’ approaches to studying: a cross-sectional study

Associations between learning environment variables and students’ approaches to studying: a cross-sectional study

Psychometric properties and associations between subscales of a study approach measure

An Evaluation of the Factor Structure and Internal Consistency of the ‘Conceptions of Learning’ and ‘Preferences for Teaching’ Measures in American Occupational Therapy Students

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