caa a22 4500 475789032 CHVBK 20180406123706.0 cr unu---uuuuu 170329e20000301xx s 000 0 eng 10.1007/BF03173165 doi (NATIONALLICENCE)springer-10.1007/BF03173165 Patterns of response to an approaches to studying inventory across contrasting groups and contexts [Elektronische Daten] [Noel Entwistle, Hilary Tait, Velda McCune] 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. Instituto Superior de Psicologia Aplicada, Lisbon, Portugal/ Springer Netherlands, 2000 Students nationallicence Student achievement nationallicence Study difficulties nationallicence Study skill nationallicence University nationallicence Entwistle Noel Department of Higher & Further Education, MHIE, University of Edinburgh, Paterson's Land, Holyrood Road, EH8 8AQ, Edinburgh, U.K. aut Tait Hilary Department of Psychology and Sociology, Merchiston, Napier University, 10 Colinton Road, EH10 5DT, Edinburgh, U.K. aut McCune Velda Department of Higher & Further Education, MHIE, University of Edinburgh, Paterson's Land, Holyrood Road, EH8 8AQ, Edinburgh, U.K. aut European Journal of Psychology of Education Springer Netherlands 15/1(2000-03-01), 33-48 0256-2928 15:1<33 2000 15 10212 https://doi.org/10.1007/BF03173165 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF03173165 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Entwistle Noel Department of Higher & Further Education, MHIE, University of Edinburgh, Paterson's Land, Holyrood Road, EH8 8AQ, Edinburgh, U.K aut NATIONALLICENCE 700 1- Tait Hilary Department of Psychology and Sociology, Merchiston, Napier University, 10 Colinton Road, EH10 5DT, Edinburgh, U.K aut NATIONALLICENCE 700 1- McCune Velda Department of Higher & Further Education, MHIE, University of Edinburgh, Paterson's Land, Holyrood Road, EH8 8AQ, Edinburgh, U.K aut NATIONALLICENCE 773 0- European Journal of Psychology of Education Springer Netherlands 15/1(2000-03-01), 33-48 0256-2928 15:1<33 2000 15 10212 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer