Resumo

GOMES, Cristiano Mauro Assis; QUADROS, Josiany Soares; ARAUJO, Jhonys de  e  JELIHOVSCHI, Enio Galinkin. Measuring students' learning approaches through achievement: structural validity of SLAT-Thinking. Estud. psicol. (Natal) [online]. 2020, vol.25, n.1, pp. 33-43. ISSN 1413-294X.  http://dx.doi.org/10.22491/1678-4669.20200004.

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.

Palavras-chave : students' learning approach; deep approach; surface approach; structural validity; achievement test.

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