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The study of approaches to learning enables the description of preferences manifested when facing a specific learning task. One of the most widespread instruments for assessing learning approaches is the Approaches and Study Skills Inventory for Students (ASSIST). In its short version of 18 items, the ASSIST measures three learning approaches (Deep, Surface and Strategic). Given that the availability of this instrument would be of great value and needed to research learning approaches in college students, the objective of this research was to develop an Argentinean version. To meet this end, the inventory underwent an initial linguistic adaptation to the local forms of expression and idioms. Then, construct validity was examined (exploratory and confirmatory factorial analysis, and factorial invariance) together with analyses of concurrent validity. Reliability was examined by means of analyses of internal consistency. The resulting 14-item instrument may be used to describe approaches to learning as proposed by the theory: Deep, Superficial and Strategic. The measure obtained by exploratory and confirmatory procedures showed an adequate factorial invariance. The dimensions of the inventory had internal consistency indexes greater than .80. Finally, evidences of concurrent validity were coherent with the theory and with previous empirical results. [ABSTRACT FROM AUTHOR]