Unraveling motives: identifying the impact of university attendance motives on learning behaviors among dental students.

PURPOSE: Students report various motives for attending university (MAU) grouped under five categories, namely, personal-intellectual development (PER), humanitarian (HUM), careerist-materialist (CAR), expectation-driven (EXP), and uncertain motives. Although the literature demonstrates that these motives exert an influence on learning and achievement, relatively less attention is given to this issue in the context of dental students. This study aimed to examine the relationship among the mindsets, MAU, academic engagement (AE), and DAL of dental students and to test the mediating effect of AE on the relationship between MAU and deep approach to learning (DAL). METHODS: The study recruited 226 dental students at various levels of the curriculum, who responded to four questionnaires for measuring MAU, DAL, mindsets, and AE. The study employed structural equation modeling to analyze the mediation effects of AE on the relationship between MAU and DAL and to determine the influence of mindsets on MAU. RESULTS: This model reveals the significant relationships of a growth mindset with CAR, PER, and HUM. Moreover, the study finds that a fixed mindset was associated with CAR, EXP, and uncertain motives. Furthermore, AE only fully mediated the significant positive relationship between PER and DAL, whereas CAR negatively predicted DAL without a mediator. CONCLUSIONS: These findings suggest that administering the inventories in a dental school setting can facilitate a more comprehensive understanding of students' mindsets toward learning and effective processes related to learning. This understanding can inform instructors' pedagogical practices, enabling them to provide more effective guidance to students navigating the complexities of academic coursework.

Students' approaches to learning (SALs): Validation and psychometric properties of a tool measurement.

BACKGROUND: Deep learning is an important outcome of the higher education and is mostly determined by students' approaches to learning (SALs). The latest version of the Study Process Questionnaire (SPQ) is one of the most used instruments assessing SALs. Many studies from various contexts have either validated or used this famous tool. But none of them-to the best of our knowledge-stem from the Moroccan tertiary context. The current study fills this gap by first: Getting a local translation of the questionnaire following the standardized methodological process and secondly to update the validity and psychometric properties of the construct. MATERIALS AND METHODS: Arabic back translation was performed. Data were collected among tertiary scientific students. Descriptive statistics, Cronbach's coefficient alpha, and confirmatory factor analysis were carried out under SPSS version 22. RESULTS: A strong fit of the dichotomic construct (deep and surface) was found, whereas the hierarchical models were disappointing. CONCLUSIONS: Following the standards of the psychometrics' validation, this Arabic version could be used only in first-order factor model to evaluate the deep and surface approach within tertiary education in Moroccan context.

Visuospatial ability and student approach to learning as predictors of academic performance on written versus laboratory-based assessments in human anatomy.

As hours devoted to human anatomy curricula fall under threat and curricular delivery methods remain in flux, many new teaching innovations are emerging, which require comprehensive evaluation to ensure evidence-based teaching is maintained. Although grades are the predominant measure of 'learning', alternative metrics can assess more nuanced and meaningful outcomes. Two common predictors of students' three-dimensional understanding of the body and depth of learning are visuospatial abilities and approaches to learning, respectively. This study evaluated and compared the relative predictive power of these metrics on written and laboratory-based assessments in a human anatomy course. Deep approaches to learning and visuospatial abilities were expected to positively correlate with overall performance, with visuospatial abilities being the more salient predictor, especially on laboratory-based assessments. Additionally, visuospatial abilities were expected to positively correlate with deep learning approaches and negatively correlate with surface learning approaches. Multiple linear regression models controlling for covariates found that both visuospatial abilities (p = 0.049; p = 0.014) and deep learning approaches (p = 0.001; p = 0.001) were independent significant predictors of final and laboratory-based grades, while only deep learning approaches were significantly predictive of written grades (p = 0.007). There was no significant relationship between visuospatial abilities and approaches to learning. Given these findings and the increased reliance on visuospatially demanding digital learning activities in anatomy, both metrics should be considered when evaluating the impact of teaching innovations. Further, educators should design learning resources and environments that train visuospatial abilities and promote deeper learning approaches to maximize students' success.

Relationship between learning approach, Bloom's taxonomy, and student performance in an undergraduate Human Anatomy course.

Researchers have long been interested in understanding how different learning approaches impact learning outcomes. Learning approaches are often conceptualized as a dichotomy of superficial and deep, and learning outcomes are typically viewed on a cognitive scale that ranges from lower- to higher-order. While there appears to be an inherent relationship between learning approach and outcomes where superficial approaches lead to lower-order learning and deep approaches result in higher-order learning, this concept is not well documented. The purpose of this study is to better understand this relationship by evaluating whether student performance on higher- and lower-order examination questions is influenced by the approach a student takes when studying. To investigate this, survey and examination data were collected from an upper-level undergraduate Human Anatomy course at the University of Cincinnati. Results indicate that, on average, students in the course favored a deep approach to learning. The impact that learning approach had on examination performance was investigated using a series of analytical approaches, which revealed that students who took a deep approach to learning performed marginally better on both higher- and lower-order examination questions in lecture and practical examination settings. These results are contextualized within the literature, which highlights the need for more research surrounding the interrelatedness and dependency of categories within both learning approaches and cognitive levels.

Enhancing Career Decision Status of Socioeconomically Disadvantaged Students Through Learning Engagement: Perspective of SOR Model.

Higher education plays the role of cultivating talents in national development and meets the talent sources needed by the development of the state, industries and enterprises. Besides, for students, higher education can provide stimuli to improve the development of family and personal career. Especially for socioeconomically disadvantaged Students, higher education means the main factor for turning over the Socio- Economic Status. Universities endow students with abundant employment skills, so as to make them more confident in contending with the challenges in the job market. However, innate pessimism or negative attitudes and cognition may exist in socioeconomically disadvantaged Students, thereby providing effective learning context to improve their learning engagement. This study explores the influence on students' career decision status from deep approach to learning, problem-based learning, self-efficacy and employability. A total of 627 valid questionnaires are collected in this study. PLS-SEM was adopted to verify the structural relationship in data analysis via SmartPLS. The results indicate that deep approach to learning and problem-based learning have significant impacts on students' self-efficacy and employability; self-efficacy has significant impacts on employability and career decision status; employability has significant impact on career decision status; and that self-efficacy and employability play significant mediating roles in the research framework.

Development and Preliminary Validation of the Physical Education-Study Process Questionnaire : Insights for Physical Education University Students.

Background: The Revised Two Factor Study Process Questionnaire (R-SPQ-2F) is used to examine students' study approaches in higher education. The questionnaire is designed to measure two factors: deep and surface approaches. In order to measure these approaches for students in physical education and sport, a new measurement instrument should take into consideration the practical context of this field of education that makes it specific to other fields. Objective: The present study aims (a) to develop and empirical test of a new instrument for measuring the study process in physical education and sports students, and (b) to test psychometric properties of the tool. Methods: Two exploratory and confirmatory samples of physical education students enrolled in a bachelor's degree program in physical education at the High Institute of Physical Education and Sports of Kef-Tunisia, aged 19-26 years, were recruited online among female students (n = 414) and male students (n = 393). The participants filled in Google Form survey including Physical Education-Study Process Questionnaire (PE-SPQ) and the Arabic version of the Revised Study Process Questionnaire-2 Factors (R-SPQ-2F). Results: Exploratory factor analysis showed a suitable four factors solution, which is approved by confirmatory factor analysis indices [χ2 = 466.47, TLI = 0.94, CFI = 0.95; RMSEA = 0.56 IC 90% (0.050-0.062)]. Internal consistency of the PE-SPQ simultaneously checked by McDonald's ω, Cronbach's α and Gutmann's λ6 showed good reliability of the PE-SPQ. Convergent validity examined by Average variance extracted (AVE) was good. The comparison between the AVE root mean square and Pearson correlation coefficients of each factor with his indicators reveals the discriminant validity of the PE-SPQ. Furthermore, Pearson's correlation between the PE-SPQ factors and the R-SPQ-2F establishes the concurrent validity of the new scale. Conclusion: The PE-SPQ scale is valid and reliable and can be used to assess study process factors in physical education students.

Cross-Cultural Differences in Adopting Social Cognitive Career Theory at Student Employability in PLS-SEM: The Mediating Roles of Self-Efficacy and Deep Approach to Learning.

Unable to keep pace with the expectations of employers and societies that are constantly changing around the world, higher education policy and talent training have given rise to a gap between university education and employment. However, the higher education and industrial needs derived from technological progress have changed the development in country. This study aims to verify the learning method of Taiwanese vs. Malaysian university students and examines the relationship between teacher knowledge transfer and student employability from the perspective of a social cognitive career theory. In this study, 619 copies of questionnaires from the Taiwanese sample group and 443 copies of questionnaires from the Malaysian sample group were collected in total to compare the two sample groups in the development of student employability. The results indicate that teacher knowledge transfer has significant positive correlations with self-efficacy and a deep approach to learning and student employability, and the self-efficacy and a deep approach to learning have significant positive correlations with student employability in the Taiwanese sample. In Malaysia, except for the path between teacher knowledge transfer and student employability, all paths were significant and positively related. Finally, according to our results and findings, this study proposes several insights with practical and theoretical implications for future study.

Video learning strategies affecting achievement, learning approach, and lifelong learning in a flipped periodontology course.

OBJECTIVE: To explore how video learning strategies influence students' Flipped learning (FL) achievement, deep approach to learning (DAL) and lifelong learning (LL) orientations and how DAL and LL can be promoted. METHODS: Data were collected from 65 dental students enrolled in a 21-week clinical periodontology course. Partial least squares structural equation modeling was conducted to investigate factors and pathways affecting FL achievement, DAL, and LL. RESULTS: FL achievement was predicted by repeated and in-advance video learning strategies. In-advance, meticulous, and expanded video learning strategies directly influenced DAL, and indirectly influenced LL via DAL. LL was not affected by any of the video learning strategies but by the DAL. CONCLUSION: This study implies that mere implementation of FL may not guarantee more developed DAL and enhanced LL. Redesigning a course with FL should entail revisiting and revising student assessment. LL is an inclusive approach that requires the long-term cultivation of meaning, experience, insight, learning, and practice.

Investigating the learning approaches of students in nursing education.

OBJECTIVES: This study investigates the differences between nursing students' surface and deep approaches to learning across their demographic profiles. Further, this study explores the association between the participants' ages, year levels, and learning approaches. METHODS: From December 2019 to February 2020, we used a quantitative-comparative- correlational study design at the University of Hail KSA. A survey-based questionnaire was used to collect data from 349 randomly selected nursing students. One-way analysis of variance (ANOVA) and t-tests were used to examine the difference between the surface learning and the deep learning approaches of the participants across their profiles. Pearson's correlation coefficient was used to determine the relationship between participants' learning approaches, ages, and year levels. RESULTS: A significant difference in the deep learning approach was noted for age (F (3, 345) = 35.71; p = 0.01] and program type (bridging/regular) [t (347) = -8.81, p = 0.01]. A moderately positive significant correlation was found between age and both deep (r = 0.47, n = 349, p = 0.01) and surface (r = 0.45, n = 349, p = 0.01) learning approaches. CONCLUSION: This study shows that nursing students use both surface and deep learning approaches alike and are able to capitalise on either learning style. Both learning approaches are important and valuable in nursing education. The age of the student is correlated with the learning approach. Older students have higher scores for both deep and surface learning approaches. Academia must develop creative learning environments that can encourage students to use both approaches and to advance the transition to deep learning.

Longitudinal Changes of Deep and Surface Learning in a Constructivist Pharmacy Curriculum.

In the undergraduate Pharmacy program at the department of Pharmaceutical Sciences, Utrecht University, an educational model is used that is aimed at the development of deep and self-regulating learning. It is, however, unknown whether these objectives are realized. The aim of this study was to assess longitudinal changes in processing and regulation strategies of student learning during their progression in the curriculum, that is explicitly based on constructivist principles. Processing strategies (deep vs. stepwise), regulation strategies (self- vs. external), conceptions of learning and orientations to learning were measured with the Inventory of Learning patterns of Students (ILS). Longitudinal data are reported here for students, of which data are available for year 1/2 and year 4/5 (n = 90). The results demonstrate that the use of deep processing (critical thinking in particular, effect size = 0.94), stepwise processing (analyzing in particular, effect size = 0.55) and concrete processing strategies (effect size = 0.78) increases between the bachelor phase (year 1/2) and the master phase (year 4/5). This change is based on the students having a constructivist view about the nature of learning and is mediated through a relatively large increase in the use of self-regulating strategies (effect size = 0.75). We conclude that this six-year undergraduate Pharmacy program effectively stimulates the development of deep and self-regulated learning strategies in pharmacy students.

Measuring students learning approaches through achievement: structural validity of SLAT-Thinking / Medindo Abordagens de Aprendizagem pelo Desempenho: Validade Estrutural do TAP-Pensamento / Midiendo los Enfoques de Aprendizaje mediante el Desempeño: Validez Estructural del TAP-Pensamiento

The field of learning approach studies measures its constructs exclusively using self-report instruments. Recently created, SLAT-Thinking is the first test to measure performance approaches in a task that requires the respondent to identify the author's thinking in a given text. This paper presents the first evidence on the structural validity of SLAT-Thinking. A sample of 622 higher education students was randomly divided into training sample and test sample. Two models were tested in the training sample through confirmatory factor analysis of items, resulting in a final model. This model presented configural, metric, and scalar invariance when comparing the training and test sample. The results indicate that SLAT-Thinking reliably measures three levels of learning approaches: superficial, intermediate-deep, deep. The measurement of levels generates information not previously identified by the area, bringing conceptual implications for the construct.

O campo de estudos em abordagens de aprendizagem mensura exclusivamente seus construtos usando instrumentos de autorrelato. Criado recentemente, o TAP-Pensamento é o primeiro teste a mensurar abordagens via o desempenho em uma tarefa que demanda ao respondente identificar o pensamento do autor em determinado texto. O presente artigo apresenta as primeiras evidências sobre a validade estrutural do TAP-Pensamento. Uma amostra de 622 estudantes do ensino superior foi dividida aleatoriamente em amostra-treino e amostra-teste. Dois modelos foram testados na amostra-treino, via análise fatorial confirmatória de itens, resultando em um modelo final. Este modelo apresentou invariância configural, métrica, e escalar, ao se comparar a amostra treino e teste. Os resultados indicam que o TAP-Pensamento mensura de forma confiável três níveis de abordagens de aprendizagem: superficial, intermediária-profunda, profunda. A mensuração de níveis gera informações anteriormente não identificadas pela área, trazendo implicações conceituais para o construto.

El campo de estudios sobre los enfoques de aprendizaje mide sus constructos exclusivamente utilizando instrumentos de autorreporte. Recientemente creado, el TAP-Pensamiento es el primer test que mide los enfoques a través del desempeño de una tarea que demanda que la persona identifique el pensamiento del autor en un texto determinado. Este artículo presenta las primeras evidencias sobre la validez estructural del TAP-Pensamiento. Una muestra de 622 estudiantes de educación superior fue dividida aleatoriamente en muestra-entrenamiento y muestra-prueba. Dos modelos fueron testados en la muestra de entrenamiento a través del análisis factorial confirmatorio de ítems, lo que resultó en un modelo final. Este modelo presentó invarianza configural, métrica y escalar al comparar las muestras de entrenamiento y prueba. Los resultados indican que el TAP-Pensamiento mide de manera confiable tres niveles de enfoques de aprendizaje: superficial, intermedio-profundo y profundo. La medición por niveles genera información no identificada previamente por el área, trayendo implicaciones conceptuales para el constructo.

Problematic Smartphone Use, Deep and Surface Approaches to Learning, and Social Media Use in Lectures.

Several studies have shown that problematic smartphone use (PSU) is related to detrimental outcomes, such as worse psychological well-being, higher cognitive distraction, and poorer academic outcomes. In addition, many studies have shown that PSU is strongly related to social media use. Despite this, the relationships between PSU, as well as the frequency of social media use in lectures, and different approaches to learning have not been previously studied. In our study, we hypothesized that both PSU and the frequency of social media use in lectures are negatively correlated with a deep approach to learning (defined as learning for understanding) and positively correlated with a surface approach to learning (defined as superficial learning). The study participants were 415 Estonian university students aged 19-46 years (78.8% females; age M = 23.37, SD = 4.19); the effective sample comprised 405 participants aged 19-46 years (79.0% females; age M = 23.33, SD = 4.21). In addition to basic socio-demographics, participants were asked about the frequency of their social media use in lectures, and they filled out the Estonian Smartphone Addiction Proneness Scale and the Estonian Revised Study Process Questionnaire. Bivariate correlation analysis showed that PSU and the frequency of social media use in lectures were negatively correlated with a deep approach to learning and positively correlated with a surface approach to learning. Mediation analysis showed that social media use in lectures completely mediates the relationship between PSU and approaches to learning. These results indicate that the frequency of social media use in lectures might explain the relationships between poorer academic outcomes and PSU.

Endoscopic Plantar Fasciotomy; Deep Fascial Versus Superficial Fascial Approach: A Prospective Randomized Study.

In the present randomized prospective study, 2 different surgical techniques of endoscopic plantar fascia release were compared. Of 547 patients with a diagnosis of plantar fasciitis, 46 with no response to conservative treatment for ≥6 months were included. Of the 46 patients, 5 were lost to follow-up. In group 1 (n = 21), plantar fascia release was performed using a deep fascial approach (DFA), and in group 2 (n = 20), the superficial fascial approach (SFA) with a slotted cannula technique was used. Patients were evaluated using the American Orthopaedic Foot and Ankle Society Ankle Hindfoot scale and visual analog scale at baseline and 3 weeks and 3, 6, and 12 months after the initial surgery. At the final follow-up appointment, the Roles-Maudsley score was used to determine patient satisfaction. At the final follow-up examination, the mean American Orthopaedic Foot and Ankle Society Ankle-Hindfoot scale scores had increased from 53.12 to 83.68, with a decrease in the mean visual analog scale score from 7.95 to 1.65 noted. According to the Roles-Maudsley score, the success rate after 1 year was 90.47% for DFA group, 95% for the SFA group, and 92.68% for all patients. Although no significant difference was found between the final functional scores, better early postoperative scores were found in the SFA group. The mean duration of the procedure was measured as 27.22 ± 9.41 minutes overall, 35 ± 5.62 minutes in the DFA group, and 19.05 ± 4.01 minutes in the SFA group. Two early and two late complications occurred in the DFA group with none reported in the SFA group. In conclusion, the SFA is a faster and safer method of endoscopic plantar fascia release with better early postoperative scores.

Self-regulatory Behaviors and Approaches to Learning of Arts Students: A Comparison Between Professional Training and English Learning.

This study investigated the self-regulatory behaviors of arts students, namely memory strategy, goal-setting, self-evaluation, seeking assistance, environmental structuring, learning responsibility, and planning and organizing. We also explored approaches to learning, including deep approach (DA) and surface approach (SA), in a comparison between students' professional training and English learning. The participants consisted of 344 arts majors. The Academic Self-Regulation Questionnaire and the Revised Learning Process Questionnaire were adopted to examine students' self-regulatory behaviors and their approaches to learning. The results show that a positive and significant correlation was found in students' self-regulatory behaviors between professional training and English learning. The results indicated that increases in using self-regulatory behaviors in professional training were associated with increases in applying self-regulatory behaviors in learning English. Seeking assistance, self-evaluation, and planning and organizing were significant predictors for learning English. In addition, arts students used the deep approach more often than the surface approach in both their professional training and English learning. A positive correlation was found in DA, whereas a negative correlation was shown in SA between students' self-regulatory behaviors and their approaches to learning. Students with high self-regulation adopted a deep approach, and they applied the surface approach less in professional training and English learning. In addition, a SEM model confirmed that DA had a positive influence; however, SA had a negative influence on self-regulatory behaviors.

Deep and surface learning in problem-based learning: a review of the literature.

In problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested and try to understand what is being studied. This review investigates: (1) the effects of PBL on students' deep and surface approaches to learning, (2) whether and why these effects do differ across (a) the context of the learning environment (single vs. curriculum wide implementation), and (b) study quality. Studies were searched dealing with PBL and students' approaches to learning. Twenty-one studies were included. The results indicate that PBL does enhance deep learning with a small positive average effect size of .11 and a positive effect in eleven of the 21 studies. Four studies show a decrease in deep learning and six studies show no effect. PBL does not seem to have an effect on surface learning as indicated by a very small average effect size (.08) and eleven studies showing no increase in the surface approach. Six studies demonstrate a decrease and four an increase in surface learning. It is concluded that PBL does seem to enhance deep learning and has little effect on surface learning, although more longitudinal research using high quality measurement instruments is needed to support this conclusion with stronger evidence. Differences cannot be explained by the study quality but a curriculum wide implementation of PBL has a more positive impact on the deep approach (effect size .18) compared to an implementation within a single course (effect size of -.05). PBL is assumed to enhance active learning and students' intrinsic motivation, which enhances deep learning. A high perceived workload and assessment that is perceived as not rewarding deep learning are assumed to enhance surface learning.

Delivery of a urology online course using Moodle versus didactic lectures methods.

PURPOSE: To subjectively and objectively compare an accessible interactive electronic library using Moodle with lectures for urology teaching of medical students. METHODS: Forty consecutive fourth-year medical students and one urology teacher were exposed to two teaching methods (4 weeks each) in the form of problem-based learning: - lectures and - student-centered group discussion based on Moodle (modular object-oriented dynamic learning environment) full time online delivered (24/7) with video surgeries, electronic urology cases and additional basic principles of the disease process. RESULTS: All 40 students completed the study. While 30% were moderately dissatisfied with their current knowledge base, online learning course delivery using Moodle was considered superior to the lectures by 86% of the students. The study found the following observations: (1) the increment in learning grades ranged from 7.0 to 9.7 for students in the online Moodle course compared to 4.0-9.6 to didactic lectures; (2) the self-reported student involvement in the online course was characterized as large by over 60%; (3) the teacher-student interaction was described as very frequent (50%) and moderately frequent (50%); and (4) more inquiries and requisitions by students as well as peer assisting were observed from the students using the Moodle platform. CONCLUSIONS: The Moodle platform is feasible and effective, enthusing medical students to learn, improving immersion in the urology clinical rotation and encouraging the spontaneous peer assisted learning. Future studies should expand objective evaluations of knowledge acquisition and retention.

Validade incremental da Escala de Abordagens de Aprendizagem (EABAP) / Incremental validity of the Learning Approaches Scale

Este trabalho investiga a validade incremental da abordagem à aprendizagem (AbA) sobre o desempenho escolar, além da inteligência. São analisados dados de 684 estudantes da sexta série ao terceiro ano do ensino médio de uma escola particular de Belo Horizonte, Minas Gerais, Brasil. A inteligência é mensurada por itens marcadores da inteligência fluida da Bateria de Fatores Cognitivos de Alta-Ordem. AbA é medida através da Escala de Abordagens de Aprendizagem. O desempenho acadêmico é medido através das notas escolares em Matemática, Português, Geografia e História. Três hipóteses sobre a relação entre inteligência, abordagem à aprendizagem e proficiência acadêmica são testadas através da modelagem por equação estrutural. O modelo da relação direta foi o mais adequado aos dados e apresentou bom grau de ajuste. Inteligência e AbA apresentam efeito direto sobre o desempenho escolar. AbA possui validade incremental independente da inteligência sobre as diferenças individuais do rendimento acadêmico...

This paper investigates the incremental validity of learning approach in academic achievement. Participants were 684 junior and high school students from a private school in Belo Horizonte, Minas Gerais, Brazil. Intelligence is measured by fluid intelligence items of the Higher-Order Cognitive Factors Kit. Learning approach is measured by the Learning Approaches Scale. Academic achievement is measured by annual grades in Mathematics, Portuguese (native language), Geography, and History. Three hypotheses about the relation among intelligence, learning approach and academic achievement are tested through structural equation modeling. The direct relation model was the most adequate and showed good fit. Intelligence and learning approach show direct effect in academic achievement. Learning approach has incremental validity of individual differences in academic achievement, independently of intelligence...

Validade incremental da Escala de Abordagens de Aprendizagem (EABAP) / Incremental validity of the Learning Approaches Scale

Este trabalho investiga a validade incremental da abordagem à aprendizagem (AbA) sobre o desempenho escolar, além da inteligência. São analisados dados de 684 estudantes da sexta série ao terceiro ano do ensino médio de uma escola particular de Belo Horizonte, Minas Gerais, Brasil. A inteligência é mensurada por itens marcadores da inteligência fluida da Bateria de Fatores Cognitivos de Alta-Ordem. AbA é medida através da Escala de Abordagens de Aprendizagem. O desempenho acadêmico é medido através das notas escolares em Matemática, Português, Geografia e História. Três hipóteses sobre a relação entre inteligência, abordagem à aprendizagem e proficiência acadêmica são testadas através da modelagem por equação estrutural. O modelo da relação direta foi o mais adequado aos dados e apresentou bom grau de ajuste. Inteligência e AbA apresentam efeito direto sobre o desempenho escolar. AbA possui validade incremental independente da inteligência sobre as diferenças individuais do rendimento acadêmico.(AU)

This paper investigates the incremental validity of learning approach in academic achievement. Participants were 684 junior and high school students from a private school in Belo Horizonte, Minas Gerais, Brazil. Intelligence is measured by fluid intelligence items of the Higher-Order Cognitive Factors Kit. Learning approach is measured by the Learning Approaches Scale. Academic achievement is measured by annual grades in Mathematics, Portuguese (native language), Geography, and History. Three hypotheses about the relation among intelligence, learning approach and academic achievement are tested through structural equation modeling. The direct relation model was the most adequate and showed good fit. Intelligence and learning approach show direct effect in academic achievement. Learning approach has incremental validity of individual differences in academic achievement, independently of intelligence.(AU)

Validação da Escala de Abordagens de Aprendizagem (EABAP) em uma amostra Brasileira / Validation of the Learning Approach Scale (LAS) in a Brazilian sample

O presente estudo teve como objetivo validar a Escala de Abordagens de Aprendizagem (EABAP), construída para mensurar a dimensão Superficial e Profunda, em uma amostra brasileira. Fizeram parte da pesquisa 716 estudantes do ensino fundamental e médio de uma escola de Belo Horizonte. A análise fatorial exploratória foi utilizada para a identificação das dimensões e seleção dos melhores itens. Dos 27 itens estipulados, foram mantidos 17. A Análise Fatorial Confirmatória indicou a adequação da solução de um fator geral e de dois fatores específicos que representam a Abordagem Superficial e a Profunda (χ2=281,50; gl=116; CFI=0,94; GFI=0,95 e RMSEA=0,05). São discutidas implicações dos resultados para a teoria das abordagens, assim como algumas potencialidades do EABAP para a Psicologia Educacional. (AU)

The main objective of the current study is to build and validate the Learning Approach Scale (LAS), which was developed to assess the deep and surface dimensions in a Brazilian sample. Seven hundred sixteen participants from junior and high schools in the city of Belo Horizonte took part in the research. The exploratory factor analysis was used to identify those dimensions and to select the best items. Only 17 items were kept from the 27 original ones. By the Confirmatory Factor Analysis it was possible to identify the adequacy of one general and two specific factors, the latter representing the deep and surface approaches (χ2=281.50; gl=116; CFI=0.94; GFI=0.95 and RMSEA=0.05). The implications of the results for the theory of approaches and the application of the scale in the Educational Psychology field are discussed. (AU)