The quality and quantity of learning are determined by the learning approach adopted by the student. When learning and studying approaches are mentioned, individual differences between learners' learning intentions during a learning situation or while studying and what types of strategies are used to achieve these intentions come to mind. These learning approaches are thought to determine the quality of learning outcomes. Many measurement tools have been developed to quantitatively measure learning and studying approaches. These developed tools are mostly applied at the higher education level. Among the purposes of using measurement tools; These include identifying low-performing students through screening, evaluating and identifying areas of difficulty that require prediction or improvement plans, evaluating before and after academic improvement programs, and raising awareness and advising students on their academic strengths and weaknesses.

When multidimensional measurement tools that evaluate students' study approaches and skills are examined, it is seen that the use of the Approaches and Study Skills Inventory for Students (ASSIST) tool has become widespread in recent years. This vehicle; It has been reported that it measures learning strategies and skills for different students and is sensitive enough to distinguish between learning types.

The Portuguese, Norwegian and Danish versions of the survey, which was developed in English and intended to be translated into Turkish as the Study Skills and Approaches Scale, have also been translated, its psychometric properties have been demonstrated and it has been observed that it is becoming widespread in the literature.

The quality and quantity of learning are determined by the learning approach adopted by the student. When learning and studying approaches are mentioned, individual differences between learners' learning intentions during a learning situation or while studying and what kind of strategies are used to achieve these intentions come to mind. Many measurement tools have been developed to quantitatively measure learning and studying approaches. These developed tools are mostly applied at the higher education level. Among the purposes of using measurement tools; These include identifying low-performing students through screening, evaluating and identifying areas of difficulty that require prediction or improvement plans, evaluating before and after academic improvement programs, and raising awareness and advising students on their academic strengths and weaknesses.

When multidimensional measurement tools that evaluate students' study approaches and skills are examined, it is seen that the use of the Approaches and Study Skills Inventory for Students (ASSIST) tool has become widespread in recent years. This vehicle; It has been reported that it measures learning strategies and skills for different students and is sensitive enough to distinguish between learning types.

The Portuguese, Norwegian and Danish versions of the survey, which was developed in English and intended to be translated into Turkish as the Study Skills and Approaches Scale, have also been translated, its psychometric properties have been demonstrated and it has been observed that it is becoming widespread in the literature.

It is aimed to ensure the validity and reliability of this tool, which evaluates superficial, deep and strategic learning approaches on students in various undergraduate departments, and to use it as an objective scale.

The first comprehensive ASSIST assessment tool was first developed in 1998 and was structured as 64 items and 16 subheadings. The first and third sections of the form are small subsections in which the individual describes his or her learning and indicates learning preferences regarding different course types. The second part of the form, which distinguishes learning types and constitutes the focus of this study, took its final form as a 52-item, 5-point Likert form and three factors were identified as its psychometric properties were examined over time (Tait et al., 1998).

It is scored as 5=strongly agree, 4=agree, 3=not sure, 2=disagree, 1=strongly disagree. There are no reverse coded items.

There are 20 items assessing deep learning, 16 items measuring surface learning, and 16 items measuring strategic learning. Items measuring learning types are in mixed order.

Inclusion Criteria:

• Being between the ages of 18-30
• Being a student at the Department of Physiotherapy and Rehabilitation of the Faculty of Health Sciences

Exclusion Criteria:

• People with vision problems that would prevent participation in the study
• Participants who have not filled out the forms completely will be excluded from the research.

The population of the research consists of undergraduate students of the physiotherapy and rehabilitation department.