Ignite Creation Date:
2025-12-25 @ 2:43 AM
Ignite Modification Date:
2025-12-26 @ 1:23 AM
Study NCT ID:
NCT06297733
Status:
COMPLETED
Last Update Posted:
2024-07-05
First Post:
2024-02-29
Is NOT Gene Therapy:
False
Has Adverse Events:
False
Brief Title:
Turkish Adaptation, Validity and Reliability of the Approaches and Study Skills Inventory in Physiotherapy Students
Sponsor:
Istanbul Bilgi University
Organization:
Study Overview
Official Title:
Turkish Adaptation, Validity and Reliability of the Approaches and Study Skills Inventory in Physiotherapy Students
Status:
COMPLETED
Status Verified Date:
2024-07
Last Known Status:
None
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
False
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
None
Brief Summary:
The quality and quantity of learning are determined by the learning approach adopted by the student. When learning and studying approaches are mentioned, individual differences between learners' learning intentions during a learning situation or while studying and what types of strategies are used to achieve these intentions come to mind. These learning approaches are thought to determine the quality of learning outcomes. Many measurement tools have been developed to quantitatively measure learning and studying approaches. These developed tools are mostly applied at the higher education level. Among the purposes of using measurement tools; These include identifying low-performing students through screening, evaluating and identifying areas of difficulty that require prediction or improvement plans, evaluating before and after academic improvement programs, and raising awareness and advising students on their academic strengths and weaknesses.
When multidimensional measurement tools that evaluate students' study approaches and skills are examined, it is seen that the use of the Approaches and Study Skills Inventory for Students (ASSIST) tool has become widespread in recent years. This vehicle; It has been reported that it measures learning strategies and skills for different students and is sensitive enough to distinguish between learning types.
The Portuguese, Norwegian and Danish versions of the survey, which was developed in English and intended to be translated into Turkish as the Study Skills and Approaches Scale, have also been translated, its psychometric properties have been demonstrated and it has been observed that it is becoming widespread in the literature.
When multidimensional measurement tools that evaluate students' study approaches and skills are examined, it is seen that the use of the Approaches and Study Skills Inventory for Students (ASSIST) tool has become widespread in recent years. This vehicle; It has been reported that it measures learning strategies and skills for different students and is sensitive enough to distinguish between learning types.
The Portuguese, Norwegian and Danish versions of the survey, which was developed in English and intended to be translated into Turkish as the Study Skills and Approaches Scale, have also been translated, its psychometric properties have been demonstrated and it has been observed that it is becoming widespread in the literature.
Detailed Description:
The quality and quantity of learning are determined by the learning approach adopted by the student. When learning and studying approaches are mentioned, individual differences between learners' learning intentions during a learning situation or while studying and what kind of strategies are used to achieve these intentions come to mind. Many measurement tools have been developed to quantitatively measure learning and studying approaches. These developed tools are mostly applied at the higher education level. Among the purposes of using measurement tools; These include identifying low-performing students through screening, evaluating and identifying areas of difficulty that require prediction or improvement plans, evaluating before and after academic improvement programs, and raising awareness and advising students on their academic strengths and weaknesses.
When multidimensional measurement tools that evaluate students' study approaches and skills are examined, it is seen that the use of the Approaches and Study Skills Inventory for Students (ASSIST) tool has become widespread in recent years. This vehicle; It has been reported that it measures learning strategies and skills for different students and is sensitive enough to distinguish between learning types.
The Portuguese, Norwegian and Danish versions of the survey, which was developed in English and intended to be translated into Turkish as the Study Skills and Approaches Scale, have also been translated, its psychometric properties have been demonstrated and it has been observed that it is becoming widespread in the literature.
It is aimed to ensure the validity and reliability of this tool, which evaluates superficial, deep and strategic learning approaches on students in various undergraduate departments, and to use it as an objective scale.
The first comprehensive ASSIST assessment tool was first developed in 1998 and was structured as 64 items and 16 subheadings. The first and third sections of the form are small subsections in which the individual describes his or her learning and indicates learning preferences regarding different course types. The second part of the form, which distinguishes learning types and constitutes the focus of this study, took its final form as a 52-item, 5-point Likert form and three factors were identified as its psychometric properties were examined over time (Tait et al., 1998).
It is scored as 5=strongly agree, 4=agree, 3=not sure, 2=disagree, 1=strongly disagree. There are no reverse coded items.
There are 20 items assessing deep learning, 16 items measuring surface learning, and 16 items measuring strategic learning. Items measuring learning types are in mixed order.
When multidimensional measurement tools that evaluate students' study approaches and skills are examined, it is seen that the use of the Approaches and Study Skills Inventory for Students (ASSIST) tool has become widespread in recent years. This vehicle; It has been reported that it measures learning strategies and skills for different students and is sensitive enough to distinguish between learning types.
The Portuguese, Norwegian and Danish versions of the survey, which was developed in English and intended to be translated into Turkish as the Study Skills and Approaches Scale, have also been translated, its psychometric properties have been demonstrated and it has been observed that it is becoming widespread in the literature.
It is aimed to ensure the validity and reliability of this tool, which evaluates superficial, deep and strategic learning approaches on students in various undergraduate departments, and to use it as an objective scale.
The first comprehensive ASSIST assessment tool was first developed in 1998 and was structured as 64 items and 16 subheadings. The first and third sections of the form are small subsections in which the individual describes his or her learning and indicates learning preferences regarding different course types. The second part of the form, which distinguishes learning types and constitutes the focus of this study, took its final form as a 52-item, 5-point Likert form and three factors were identified as its psychometric properties were examined over time (Tait et al., 1998).
It is scored as 5=strongly agree, 4=agree, 3=not sure, 2=disagree, 1=strongly disagree. There are no reverse coded items.
There are 20 items assessing deep learning, 16 items measuring surface learning, and 16 items measuring strategic learning. Items measuring learning types are in mixed order.
Study Oversight
Has Oversight DMC:
False
Is a FDA Regulated Drug?:
False
Is a FDA Regulated Device?:
False
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
None
Is an FDA AA801 Violation?: