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

By Å. Diseth. 2001

126 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/31469efb7075ed1ea2ac975290dea60ded5aa906

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In Developmental and Educational Psychology

1. Ø. Martinsen
2. Ann Swanberg
3. Å. Diseth
4. Pauline Willis *
5. Barbara J. Flood
6. Marann Byrne
7. F. Coffield
8. Ståle Pallesen

In Education

1. Ø. Martinsen
2. Marann Byrne
3. Barbara J. Flood
4. Ann Swanberg
5. Å. Diseth
6. Pauline Willis *
7. Ståle Pallesen
8. Svein Larsen

Citations in the corpus

• Learning styles and pedagogy in post-16 learning: a systematic and critical review (2004, background): “In a study of 573 Norwegian undergraduates following an introductory course in the history of philosophy, logic and philosophy of science, Diseth (2001) evaluated the factor structure of the ASSIST.”
• Personality and approaches to learning as predictors of academic achievement (2003, methodology): “Another study (Diseth & Martinsen, in press) did, however, provide support for such a relationship. Furthermore, there was no relationship between deep approach and achievement among the psychology students, despite all the positive qualities associated with the deep approach. This is in line with a”
• Approaches to learning, course experience and examination grade among undergraduate psychology students: testing of mediator effects and construct validity (2007, methodology): “Previous research on a version of this inventory translated into Norwegian has indicated good validity, but it has been difficult to reproduce the two subscales ‘alertness to assessment demands’ and ‘monitoring effectiveness’, probably because the original items in these subscales are not appropriat”
• Personality, approaches to learning and achievement (2010, methodology): “The Approaches to Study Skills Inventory for Students (ASSIST; Entwistle, 1997; Norwegian translation by Diseth, 2001) was used to measure the students’ preferred ways of learning.”
• Validation of the approaches and study skills inventory for students (assist) using accounting students in the USA and Ireland: a research note (2004, methodology): “In the validation of the ASSIST with Norwegian students on an introductory philosophy module, Diseth (2001) also reported difficulties with the behaviour of the alertness to assessment demands subscale.”
• Students' Evaluation of Teaching, Approaches to Learning, and Academic Achievement (2007, methodology): “This problem also occurred in previous research (Diseth, 2001).”
• Approaches to Learning, Cognitive Style, and Motives as Predictors of Academic Achievement (2003, methodology): “Factor analyses and reliability estimates for the various facets on each of the three approach constructs are reported in Diseth (2001), and only the three major approach variables are reported in the present study.”
• Course experience, approaches to learning and academic achievement (2006, methodology): “Previous research on a Norwegian translated version of this inventory has indicated good structural and predictive validity, although it has been difficult to reproduce the two subscales “alertness to assessment demands” and “monitoring effectiveness” ( Diseth, 2001”