Introducing rationality and content validity of slat-thinking
The students' learning approaches theory investigates a significant topic which is the interaction between subject and object of knowledge and its impact on learning. Nevertheless, the exclusive use of self-report instruments for its measures has become a fundamental limitation in that field. In this article, rationality and content validity of SLAT-Thinking (Students' Learning Approach Test) are introduced as the first test to measure learning approaches by means of performance. We also present its conceptual basis, building strategies and structure.