摘要：Background: The shortening of measurement scales may improve their feasibility, but may also affect the scales’ measurement properties. This study investigated the psychometric properties of the short Norwegian Approaches and Study Skills Inventory for Students (ASSIST) among occupational therapy students. Methods: The students (n = 148) completed the Norwegian ASSIST and provided sociodemographic data. Scale structure was examined with Principal Components Analysis (PCA). Scale consistency was assessed with Cronbach’s α. Bivariate associations between the full and short scales were examined with Pearson’s r. Linear regression analyses were used to assess associations between scale scores and the students’ average exam grade. Results: Three factors were confirmed, but one item did not fit within the deep approach scale. Cronbach’s α for the scales ranged 0.64–0.71. The full-length scales were strongly associated with the corresponding short scales, r ranging 0.85–0.87. For the surface scales, the full-length and short scale scores were both associated with the students’ average exam grade. For the strategic scale, only the full-length scale scores were associated with exam grade. Conclusions: The short scales of the Norwegian ASSIST have satisfactory psychometric properties and represent a feasible way of assessing students’ study approaches in Norwegian higher education.
