The cross-cultural validity of the Approaches to Studying Inventory (ASI) was supported in an investigation of 302 first-year undergraduates enrolled at a Nepalese university. Evidence of a meaningful learning process model underlying ASI responses was found. As predicted, self-esteem correlated significancy with a more versatile approach to learning. Differences were found between the responses of Australian and Nepalese students to the ASI, but these were not easy to interpret.
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