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ERIC Number: EJ860369
Record Type: Journal
Publication Date: 2009-Dec
Pages: 4
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1041-6080
A Predictive Validity Study of the Learning Style Questionnaire (LSQ) Using Multiple, Specific Learning Criteria
Kappe, F. R.; Boekholt, L.; den Rooyen, C.; Van der Flier, H.
Learning and Individual Differences, v19 n4 p464-467 Dec 2009
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.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands