Patterns of response to an approaches to studying inventory across contrasting groups and contexts |
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| Authors: | Noel Entwistle Hilary Tait Velda McCune |
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| Institution: | 1. Department of Higher & Further Education, MHIE, University of Edinburgh, Paterson’s Land, Holyrood Road, EH8 8AQ, Edinburgh, U.K.
2. Department of Psychology and Sociology, Merchiston, Napier University, 10 Colinton Road, EH10 5DT, Edinburgh, U.K.
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| Abstract: | The development of the Approaches and Study Skills Inventory for Students (ASSIST) is reported, which incorporates a revised
version of the Approaches to Studying Inventory. This questionnaire was completed by three separate samples; 1284 mainly first-year
students from six British universities, 466 first-year students from a Scottish technological university; and 219 students
from a ‘historically disadvantaged” South African university. Analyses of these data were designed to explore the patterns
of response found in sub-groups which varied in terms of their levels of attainment and contexts. Maximum likelihood analysis
of the largest sample confirmed the expected three factors of deep, surface apathetic, and strategic approaches to studying,
and almost identical patterns were also found in the other two samples, and in students having contrasting levels of attainment.
There were, however, some interesting minor differences in the South African sample. K-means relocation cluster analysis was
then carried out on the largest sample and produced clusters with generally coherent patterns of response. However, one persistent
low attainment cluster showed unexpected, dissonant patterns of response, combining moderately high scores on the sub-scales
of both deep and surface apathetic approaches, associated with low scores on the strategic approach. |
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