Gabriel Lins de Holanda Coelho:<br />
Just a gentle reminder of our request for your review of the submission, &quot;Predictive and incremental validity of Students’ Learning Approach Test (SLAT-Thinking),&quot; for Revista Interamericana de Psicología/Interamerican Journal of Psychology. We were hoping to have your response by 2021-03-07, and this email has been automatically generated and sent with the passing of that date.
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I believe that you would serve as an excellent reviewer of the manuscript. The submission's abstract is inserted below, and I hope that you will consider undertaking this important task for us.<br />
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Please log into the journal web site to indicate whether you will undertake the review or not, as well as to access the submission and to record your review and recommendation.<br />
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The review itself is due 2021-03-21.<br />
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Submission URL: <a href='https://www.journal.sipsych.org/index.php/IJP/reviewer/submission?submissionId=1514&reviewId=1000&key=59Wszx' class='submissionReviewUrl-style-class'>https://www.journal.sipsych.org/index.php/IJP/reviewer/submission?submissionId=1514&reviewId=1000&key=59Wszx</a><br />
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Thank you for considering this request.<br />
<br />
Fernando Andres Polanco
Revista Interamericana de Psicología/Interamerican Journal of Psychology<br />
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&quot;Predictive and incremental validity of Students’ Learning Approach Test (SLAT-Thinking)&quot;<br />
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<p>SLAT-Thinking is the only test that evaluates and distinguishes stages of approaches through performance. Although SLAT-Thinking shows evidence of internal validity, its external validity has not yet been examined. In this paper we study the predictive and incremental validities of SLAT-Thinking. Two models were tested. The predictors were inductive reasoning, SLAT-Thinking approaches and Learning Approaches Scale (EABAP) approaches. The outcome was the Brazilian large-scale exam that evaluates the students that finish secondary education. In both models, the superficial approach of SLAT-Thinking was the main predictor, followed by inductive reasoning. The inductive reasoning and both the deep and superficial approaches of SLAT-Thinking were positively associated with academic achievement. while the deep intermediate approach was negatively associated to outcome. Non-linear relationships (positive and negative associations) were found in the two EABAP approaches with the outcome. This study shows evidence of predictive and incremental validity of SLAT-Thinking.</p><br/><p>The following message is being delivered on behalf of Revista Interamericana de Psicología/Interamerican Journal of Psychology. ______________________________________</p>
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<div><strong><span class="size">Dr. Fernando Andres Polanco</span></strong></div>
<div><em>Editor</em></div>
<div><a href="mailto:fernando.polanco@sipsych.org" target="_blank" rel="noopener">fernando.polanco@sipsych.org</a>&nbsp;</div>
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<div>Sociedad Interamericana de Psicología</div>
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