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ERIC Number: ED521956
Record Type: Non-Journal
Publication Date: 2010-Jan-12
Pages: 30
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: N/A
Construct Validity, Reliability and Cross-Cultural Equivalence of the LSP's Cognitive Dimension: A Rasch Analysis
Hardigan, Patrick C.
Online Submission
The Learning Style Profile (LSP) is one of the first assessment instruments that measures cognitive skills as well as affective and environmental preferences. Developed for use with sixth-through twelfth-grade learners, the LSP consists of 126 questions representing 24 sub-scales These 24 subscales represent four higher-order constructs: (1) Cognitive Style, (2) Perceptual Preferences, (3) Study Preferences, and (4) Instructional Preferences. Although the LSP was not designed for college students, research shows that it is being used with college-aged students. Past studies which looked at the LSP with college students were exploratory in nature and focused on the perceptual preferences, study preferences, and instructional preference subscales. No analysis has explicitly looked at LSP's cognitive dimensions and its cross-cultural equivalence among traditional-aged college students. The purpose of this study was to evaluate the construct validity, reliability and cross-cultural equivalence of the LSP's cognitive dimension among undergraduate college students using Rasch techniques. Results show that in most cases the number of acceptable items is not enough to cover each subscale's content domain. Where we do have enough items, the subscales suffer from content saturation. While we have evidence for unidimensionality and no differential item functioning we conclude that the LSP should not be used with undergraduate college students. (Contains 2 figures and 5 tables.)
Publication Type: Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Learning Style Profile (NASSP)