Validación del Approaches and Study Skills Inventory for Students (ASSIST) en Universitarios de Buenos Aires, Argentina [Approaches and Study Skills Inventory for Students (ASSIST). Its validation for undergraduates from Buenos Aires, Argentina]
DOI:
https://doi.org/10.5944/ap.16.2.23042Palabras clave:
Adaptación, validez, confiabilidad, ASSIST, estudiantes universitarios [Validity, Reliability, College students, Approaches to learning]Agencias Financiadoras:
Universidad de Buenos AiresResumen
Resumen
Los enfoques de aprendizaje permiten conocer las preferencias que manifiestan las personas para enfrentar una tarea de aprendizaje específica. Una de las herramientas más difundidas para evaluar los enfoques de aprendizaje es el Approaches and Study Skills Inventory for Students (ASSIST), que en su versión abreviada permite valorar mediante 18 ítems tres enfoques de aprendizaje (Profundo, Superficial, Estratégico). Dada la importancia que este instrumento tiene para evaluar los enfoques de aprendizaje en estudiantes universitarios, el objetivo de esta investigación es validar la versión española para el contexto argentino. Para ello se adecuó primero lingüísticamente el inventario a los modismos locales, para luego examinar evidencias de validez de constructo (análisis factorial exploratorio, confirmatorio, e invarianza factorial) y evidencias de validez concurrente. También se estudió la confiabilidad del instrumento mediante el análisis de consistencia interna. Se obtuvo una herramienta compuesta de 14 reactivos que posibilita evaluar los enfoques de aprendizaje Profundo, Superficial y Estratégico propuestos por la teoría. El modelo resultante de los procedimientos exploratorio y confirmatorio exhibió una adecuada invarianza factorial, y las dimensiones del inventario presentaron índices de consistencia interna superiores a .80. Además se obtuvieron evidencias de validez concurrente coherentes con la teoría y con resultados empíricos previos.
Abstract
The study of approaches to learning enables the description of preferences manifested when facing a specific learning task. One of the most widespread instruments for assessing learning approaches is the Approaches and Study Skills Inventory for Students (ASSIST). In its short version of 18 items, the ASSIST measures three learning approaches (Deep, Surface and Strategic). Given that the availability of this instrument would be of great value and needed to research learning approaches in college students, the objective of this research was to develop an Argentinean version. To meet this end, the inventory underwent an initial linguistic adaptation to the local forms of expression and idioms. Then, construct validity was examined (exploratory and confirmatory factorial analysis, and factorial invariance) together with analyses of concurrent validity. Reliability was examined by means of analyses of internal consistency. The resulting 14-item instrument may be used to describe approaches to learning as proposed by the theory: Deep, Superficial and Strategic. The measure obtained by exploratory and confirmatory procedures showed an adequate factorial invariance. The dimensions of the inventory had internal consistency indexes greater than .80. Finally, evidences of concurrent validity were coherent with the theory and with previous empirical results.
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