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]

Resumen Los enfoques de aprendizaje permiten conocer las preferencias que manifiestan las personas para enfrentar una tarea de aprendizaje especifica. Una de las herramientas mas difundidas para evaluar los enfoques de aprendizaje es el Approaches and Study Skills Inventory for Students (ASSIST), que en su version abreviada permite valorar mediante 18 items tres enfoques de aprendizaje (Profundo, Superficial, Estrategico). Dada la importancia que este instrumento tiene para evaluar los enfoques de aprendizaje en estudiantes universitarios, el objetivo de esta investigacion es validar la version espanola para el contexto argentino. Para ello se adecuo primero linguisticamente el inventario a los modismos locales, para luego examinar evidencias de validez de constructo (analisis factorial exploratorio, confirmatorio, e invarianza factorial) y evidencias de validez concurrente. Tambien se estudio la confiabilidad del instrumento mediante el analisis de consistencia interna. Se obtuvo una herramienta compuesta de 14 reactivos que posibilita evaluar los enfoques de aprendizaje Profundo, Superficial y Estrategico propuestos por la teoria. El modelo resultante de los procedimientos exploratorio y confirmatorio exhibio una adecuada invarianza factorial, y las dimensiones del inventario presentaron indices de consistencia interna superiores a .80. Ademas se obtuvieron evidencias de validez concurrente coherentes con la teoria y con resultados empiricos 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.