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«Gadelrab, Hesham F. Estructura Factorial y Validez Predictora del cuestionario Approaches and Study Skills Inventory for Students en Egipto: ...»

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Aproximación por Análisis Factorial Confirmatorio correlation was found, which could be seen within the assessment requirements which might reward students who combine the characteristics of the surface approach with those of the strategic one. The moderately high positive correlation found between both the deep and strategic approaches and academic success might also be seen within the same assessment system. Because many students personally sought academic success, most of them seemed to deliberately combine focusing on understanding the studied material with achieving the highest possible grades. This latter conclusion deserves more extensive qualitative and quantitative research.

Limitations of the current study might include administering to a sample from only one private university thus possibly limiting the variation of students. College students enrolled in private universities like BUE might differ from average Egyptian college students in variables that could influence their approaches to learning such as socioeconomic status.

However, since the formal language of teaching at BUE is English, the administration of ASSIST in its original language without having to adapt the instrument to the Arabic culture was allowed. Although using an English version of the ASSIST on English-competent students was able to sidestep the complexities of changes in lexicon and meaning due to translation and adaptation, it also had its limitation in drawing conclusions. The sample used for this study was a group of Egyptian college students who were receiving their higher education in a British university; therefore caution should be taken with respect to ASSIST score interpretation. Although the obtained sample size was considered acceptable according to the rule of thumb recommendations of Bryant and Yarnold (1995), it might have been relatively small as far as CFA studies go, which might affect the stability of parameter estimates and generalizability of the current study results. Beyond the scope of the current study, it might be interesting to test the measurement invariance of ASSIST underlying structure in its Arabic and English versions.

In conclusion, the findings of this study confirmed the underlying constructs of three distinctive approaches to learning. ASSIST main scales and subscales’ scores showed appropriate internal consistency and predictive validity to academic achievement. Therefore, ASSIST could be used as an valuable instrument to assess students’ approaches to learning with bilingual Egyptian college students.

Gadelrab, H.F.

Acknowledgements The author is grateful to the staff as well as the students of the British University in Egypt (BUE). Their cooperation and efforts are what made the administration process feasible and successful.

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