Measuring university students' approaches to learning statistics: an invariance study

Francesca Chiesi*, Caterina Primi, Ayse Aysin Bilgin, Maria Virginia Lopez, Maria del Carmen Fabrizio, Sitki Gozlu, Nguyen Minh Tuan

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    3 Citations (Scopus)


    The aim of the current study was to provide evidence that an abbreviated version of the Approaches and Study Skills Inventory for Students (ASSIST) was invariant across different languages and educational contexts in measuring university students’ learning approaches to statistics. Data were collected on samples of university students attending undergraduate introductory statistics courses in five countries (Argentina, Italy, Australia, Turkey, and Vietnam). Using factor analysis, we confirmed the three-factor (Deep, Surface, and Strategic approach) model holds across the five samples, and we provided evidence of configural and measurement invariance. The current version of the ASSIST for statistics learners is a suitable scale for researchers and teachers working in the field of statistics education and represents promising tool for multinational studies on approaches to learning statistics.

    Original languageEnglish
    Pages (from-to)256-268
    Number of pages13
    JournalJournal of Psychoeducational Assessment
    Issue number3
    Early online date19 Jul 2015
    Publication statusPublished - 2016


    • approaches to learning
    • statistics education
    • invariance
    • CFA


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