A Predictive Validity Study of the Learning Style Questionnaire (LSQ) Using Multiple, Specific Learning Criteria

Autor/inn/en	Kappe, F. R.; Boekholt, L.; den Rooyen, C.; Van der Flier, H.
Titel	A Predictive Validity Study of the Learning Style Questionnaire (LSQ) Using Multiple, Specific Learning Criteria
Quelle	In: Learning and Individual Differences, 19 (2009) 4, S.464-467 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2009.04.001
Schlagwörter	Cognitive Style; Academic Achievement; Predictive Validity; Criteria; On the Job Training; Measures (Individuals); Foreign Countries; Questionnaires; College Students; Classification; Test Reliability; Lecture Method; Skill Development; Student Evaluation; Theses; Evaluation Methods; Netherlands + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Schulleistung; Training-on-the-Job; Messdaten; Ausland; Fragebogen; Collegestudent; Classification system; Klassifikation; Klassifikationssystem; Testreliabilität; Kompetenzentwicklung; Qualifikationsentwicklung; Schulnote; Studentische Bewertung; These; Niederlande
Abstract	Multiple and specific learning criteria were used to examine the predictive validity of the Learning Style Questionnaire (LSQ). Ninety-nine students in a college of higher learning in The Netherlands participated in a naturally occurring field study. The students were categorized into one of four LSQ dimensions, namely, Activists, Theorists, Pragmatists, and Reflectors, and they were also graded on five different learning criteria throughout their four year education: classroom lectures, skills training, group projects, on-the-job training, and a written thesis. Although learning styles were matched to correspondingly suitable learning criteria, the LSQ revealed no predictive validity, however we can report good test-retest reliabilities over a two year time period. Given the lack of positive findings, using the LSQ to stimulate learning in college students is debatable. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10