Approaches to studying for students in higher education: A Rasch measurement model analysis

Abstract

Background. The revised Approaches to Studying Inventory (Entwistle & Tait, 1994) comprises 38 self‐report items designed to measure student approaches to learning in a higher education context. A Rasch analysis (Waugh & Addison, 1998) using data from an Australian university showed that some improvements could be made. The inventory was further revised to include 40 attitude items and 40 corresponding behaviour items based on a Deep Approach, a Surface Approach, a Strategic Approach, Clarity of Direction in Studying and Academic Self‐Confidence towards Studying.Aims. The aims were to create a new interval level scale, analyse its psychometric properties using a modern measurement model, the Extended Logistic Model of Rasch (Andrich, 1988 a, 1988 b; Rasch, 1980), and investigate the conceptual design of the inventory.Sample. The sample consisted of 369 students (mainly first year) from an Australian university and is basically a convenience sample. There are 83 (22.5%) undergraduates studying in Business, Education and Nursing; 161 (43.6%) undergraduates studying Health Science, 84 (22.8%) studying undergraduate Management; and 41 (11.1%) in 2nd year Nursing.Method. The data were analysed initially with the whole sample for the 40 attitude items and for the 40 behavioural items separately. Items not fitting the model were then discarded (12 attitude items and 12 behavioural items). The analysis was repeated using the 56 valid items together and the items of each of the five subscales separately (Deep Approach, Surface Approach, Strategic Approach, Lack of Direction in Studying and Academic Self‐Confidence towards Studying).Results. Fifty‐six of the 80 items form a good scale with satisfactory psychometric properties. Its conceptual design based on attitudes, behaviour and the five learning orientations is confirmed. All the attitude items fall at an easier position on the scale than their corresponding behaviour items. Nineteen of the 20 items of the Strategic Approach subscale, 20 items of the Deep Approach subscale, 4 of the 20 items of the Surface Approach subscale, 4 of the 10 items of the Clarity of Direction in Studying subscale, and 9 of the 10 items of the Academic Self‐Confidence towards Studying subscale, fit the model.Conclusions. The Extended Logistic Model of Rasch was useful in creating an interval level scale of student attitudes and behaviours towards studying, and for analysing its psychometric properties and conceptual design. The scale is confirmed as involving attitudes and behaviours as a measure of a variable based on five orientations to learning. Attitudes are easier than their corresponding behaviours and the Rasch model helps to explain how behaviours are influenced by attitudes.