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ERIC Number: EJ960143
Record Type: Journal
Publication Date: 2011
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1696-2095
Factorial Structure and Predictive Validity of Approaches and Study Skills Inventory for Students (ASSIST) in Egypt: A Confirmatory Factor Analysis Approach
Gadelrab, Hesham F.
Electronic Journal of Research in Educational Psychology, v9 n3 p1197-1218 2011
Introduction: The purpose of this study is double. First, to evaluate the factorial structure of Approaches and Study Skills Inventory for Students (ASSIST) as a measure of approaches to learning with bilingual Egyptian higher education students by testing the plausibility of reproducing its intended three-factor structure. Second, the study aimed at testing the predictive validity of ASSIST. Method: The sample of the study consisted of (n=516) college students from one international university in Egypt. To cross-validate the factor structure, the subjects were divided into two equal samples. Confirmatory factor analysis was used to test the structure of ASSIST. Results: The findings of this study confirmed the underlying constructs of three distinctive approaches to learning. ASSIST main scales and subscales' scores showed appropriate internal consistency and predictive validity to academic achievement. Conclusion: It was concluded that ASSIST is a valid research tool for the assessment of approaches to learning, however caution should be taken with respect to the interpretation of particular subscales and possible sample effects. (Contains 5 tables and 2 figures.)
University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Egypt