Health EducationNCT06297733
Turkish Adaptation, Validity and Reliability of the Approaches and Study Skills Inventory in Physiotherapy Students
An observational study of Health Education, run by Istanbul Bilgi University at 1 site in Turkey (Türkiye).
Trial 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… Read more about this study
- Who is it for?
- Ages 18 to 30 yearsHealthy volunteers can take part
- Conditions the study is for
- Health Education
- What is being tested?
- Translating the Questionnaire into Turkish and Related Processes, Validity and Reliability
- How many people
- 260 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 1 Apr 2024to 1 Jul 2024
- Phase
- Observational
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 to 30 years
- All sexes
- Healthy volunteers accepted
- Adult
Study population: The population of the research consists of undergraduate students of the physiotherapy and rehabilitation department.
Who may be able to join
- Being between the ages of 18-30
- Being a student at the Department of Physiotherapy and Rehabilitation of the Faculty of Health Sciences
Who cannot join
- People with vision problems that would prevent participation in the study
- Participants who have not filled out the forms completely will be excluded from the research.
Trial locations and contacts
1 site in 1 country.
About this study
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.
Read the 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.
- Conditions
- Health Education
- Being tested
- Translating the Questionnaire into Turkish and Related Processes, Validity, Reliability
- Keywords
- study skills, study approaches, reliability, validity
- Medical subject headings
- Health Education
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Translating the Questionnaire into Turkish and Related ProcessesOther
The first step is the translation from the original language to the other language. The ideal target in the translation phase is to use people who are familiar with the structure of the original language and who are familiar with the language. Two forward translation and one reverse translation methods will be applied after obtaining the written permission of the authors. After the completion of this phase, the terminological differences arising from the translators in the translation process from the original language to Turkish will be collected and discussed on the questions. The cultural adaptation study will be terminated by determining the equivalence between the Turkish version of the inventory and the English original. The final version of the questionnaire and the necessary changes will be arranged specific to the investigator's society and the authors of the original questionnaire will be consulted and the questionnaire will be finalized.
ValidityOther
The inventory will be applied by face-to-face technique and convergent validity will be evaluated. Construct validity will be evaluated through exploratory and confirmatory factor analysis. Coefficients of fit will be calculated.
ReliabilityOther
The reliability of the items will be tested with Cronbach alpha. Test-retest reliability will be measured by ICC.
| Study group | Role | What they receive |
|---|---|---|
| Physiotherapy Students | The population of the research consists of undergraduate students of the physiotherapy and rehabilitation department. Receives: Other: Translating the Questionnaire into Turkish and Related Processes; Other: Validity; Other: Reliability |
What is being measured
The primary outcome is the main question the study is designed to answer.
Approaches and Study Skills Inventory for Students
Approaches and Study Skills Inventory for Students, developed by Tait et al. in 1998, is a 52-item survey that evaluates the learning behaviors of higher education students under the subheadings of deep, superficial and strategic learning. For each item, the participant is asked to mark the option that he/she thinks corresponds to the appropriate option between 0=strongly disagree and 5=strongly agree. Deep learning (article 4-7-9-11-13-17-20-21-23-26-30-33-34-36-39-43-46-47-49-52), surface learning (article 3). -6-8-12-16-19-22-25-29-32-35-38-42-45-48-51), and strategic learning (article 1-2-5-10-14-15-18 -24-27-28-31-37-40-41-44-50). There is no reverse coded item. For the original version of the form, the deep learning score varies between 0-100, and the superficial and strategic learning score varies between 0-80. The short version of the 18-item form selected from the 52-item form will also be examined.
Measured: Baseline
Participant Information Form
Participating students will be asked for a nickname they choose, their gender, age, whether they are a physiotherapy and rehabilitation student, what grade they are in, and their current GPA score.
Measured: Baseline
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted7 Mar 2024
- Study start1 Apr 2024
- Primary completion1 Jun 2024
- Study completion1 Jul 2024
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Health EducationStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Observational
- Observational model
- Cohort
- Time perspective
- Cross-sectional
- Enrolment
- 260 participants (actual)
Sponsor and investigators
- Lead sponsor
- Istanbul Bilgi University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Furkan Çakır, Istanbul Bilgi University
- Investigators
- Ilksan Demirbuken, Prof, Study director, Marmara UniversityMine Gulden Polat, Prof, Study director, Marmara University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06297733
- Sponsor's protocol ID
- IstanbulBUFC3
- Status last verified
- Jul 2024
- First submitted
- 29 Feb 2024
- Last updated
- 5 Jul 2024
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Undecided
Study at a glance
From the registry record, last updated by the sponsor on 5 Jul 2024. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Turkish Adaptation, Validity and Reliability of the Approaches and Study Skills Inventory in Physiotherapy Students
- ClinicalTrials.gov ID
- NCT06297733
- Acronym / sponsor ID
- IstanbulBUFC3
- Conditions
- Health Education
- Keywords
- study skills, study approaches, reliability, validity
- Study type
- Observational
- Recruitment status
- Completed
- Enrolment
- 260 participants (actual)
- Lead sponsor
- Istanbul Bilgi UniversityUniversity, hospital or other
- Study start
- 1 Apr 2024 (actual)
- Primary completion
- 1 Jun 2024 (actual)
- Study completion
- 1 Jul 2024 (actual)
- First posted
- 7 Mar 2024 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
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.
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.
Study design
- Observational model
- Cohort
- Time perspective
- Cross-sectional
- Number of arms
- 1
| Arm | Type | Receives |
|---|---|---|
| Physiotherapy Students | – | Other: Translating the Questionnaire into Turkish and Related Processes, Other: Validity, Other: ReliabilityThe population of the research consists of undergraduate students of the physiotherapy and rehabilitation department. |
Who may qualify
- Ages
- 18 to 30 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult
- Study population
- The population of the research consists of undergraduate students of the physiotherapy and rehabilitation department.
Key inclusion criteria (2 listed)
- Being between the ages of 18-30
- Being a student at the Department of Physiotherapy and Rehabilitation of the Faculty of Health Sciences
Key exclusion criteria (2 listed)
- People with vision problems that would prevent participation in the study
- Participants who have not filled out the forms completely will be excluded from the research.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Translating the Questionnaire into Turkish and Related ProcessesThe first step is the translation from the original language to the other language. The ideal target in the translation phase is to use people who are familiar with the structure of the original language and who are familiar with the language. Two forward translation and one reverse translation methods will be applied after obtaining the written permission of the authors. After the completion of this phase, the terminological differences arising from the translators in the translation process from the original language to Turkish will be collected and discussed on the questions. The cultural adaptation study will be terminated by determining the equivalence between the Turkish version of the inventory and the English original. The final version of the questionnaire and the necessary changes will be arranged specific to the investigator's society and the authors of the original questionnaire will be consulted and the questionnaire will be finalized. | Other | Physiotherapy Students |
| ValidityThe inventory will be applied by face-to-face technique and convergent validity will be evaluated. Construct validity will be evaluated through exploratory and confirmatory factor analysis. Coefficients of fit will be calculated. | Other | Physiotherapy Students |
| ReliabilityThe reliability of the items will be tested with Cronbach alpha. Test-retest reliability will be measured by ICC. | Other | Physiotherapy Students |
Primary outcome
Approaches and Study Skills Inventory for Students
Time frame: Baseline
Approaches and Study Skills Inventory for Students, developed by Tait et al. in 1998, is a 52-item survey that evaluates the learning behaviors of higher education students under the subheadings of deep, superficial and strategic learning. For each item, the participant is asked to mark the option that he/she thinks corresponds to the appropriate option between 0=strongly disagree and 5=strongly agree. Deep learning (article 4-7-9-11-13-17-20-21-23-26-30-33-34-36-39-43-46-47-49-52), surface learning (article 3). -6-8-12-16-19-22-25-29-32-35-38-42-45-48-51), and strategic learning (article 1-2-5-10-14-15-18 -24-27-28-31-37-40-41-44-50). There is no reverse coded item. For the original version of the form, the deep learning score varies between 0-100, and the superficial and strategic learning score varies between 0-80. The short version of the 18-item form selected from the 52-item form will also be examined.
Participant Information Form
Time frame: Baseline
Participating students will be asked for a nickname they choose, their gender, age, whether they are a physiotherapy and rehabilitation student, what grade they are in, and their current GPA score.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 5 Jul 2024.
- Individual participant dataSharing planned: Undecided
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Ilksan Demirbuken, Prof study director
Marmara University
Mine Gulden Polat, Prof study director
Marmara University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
An observational study of Health Education, run by Istanbul Bilgi University at 1 site in Turkey (Türkiye).
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 2 inclusion and 2 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 5 Jul 2024. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Turkey (Türkiye). Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Approaches and Study Skills Inventory for Students (time frame: Baseline). The study lists 2 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 5 Jul 2024.