Construct Validity of Kolb's Learning Style Inventory, Using Factor Analysis and Guttman's Smallest Space Analysis

1986 ◽  
Vol 63 (3) ◽  
pp. 1323-1326 ◽  
Author(s):  
Noomi Katz
Keyword(s):  
Factor Analysis ◽  
Construct Validity ◽  
Learning Style ◽  
Undergraduate Students ◽  
Two Dimensions ◽  
Underlying Structure ◽  
Learning Style Inventory ◽  
David Kolb ◽  
Circular Structure ◽  
Hebrew Version

The Learning Style Inventory developed by David Kolb assesses learners' preferences for specific phases of a model of an experiential learning cycle. A Hebrew version of Kolb's inventory was administered to 739 undergraduate students from nine major study areas, after investigating the instrument's cross-cultural equivalence. In accordance with hypothesized underlying structure, two-factor solutions corresponding to the experiential model's two dimensions, clearly emerged in the factor analysis. While the over-all circular structure of the model is presented strongly using Guttman's SSA procedure, both findings provide construct validity for the inventory and support the generalizability to a different culture of the learning process proposed by Kolb.

Construct Validity of the Commitment to Career Choices Scale among South African University Students

1992 ◽  
Vol 70 (3) ◽  
pp. 1005-1006 ◽  
Author(s):  
Graham B. Stead ◽  
Mark B. Watson
Keyword(s):  
Factor Analysis ◽  
University Students ◽  
Construct Validity ◽  
South African ◽  
Career Choices ◽  
Two Dimensions ◽  
Considerable Similarity ◽  
University Undergraduates

Factor analysis of 190 South African university undergraduates' responses to the Commitment to Career Choices Scale showed considerable similarity of factors with those in Blustein, et al.'s 1989 work and supports the construct validity of the scale. However, omission of certain items from the two dimensions is recommended.

scholarly journals The Implementation Concept Of "Learning Style Inventory" David Kolb Based PHP On STMIK Nusa Mandiri

SinkrOn ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 193
Author(s):  
Rino Ramadan
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Programming Language ◽  
Learning Process ◽  
Assessment Process ◽  
Learning From Experience ◽  
Learning Style Inventory ◽  
The Third ◽  
David Kolb ◽  
Final Score

The concept of "Learning Style Inventory" offered David Kolb is a concept for the assessment in detecting a person's learning style. The learning process is based on the experience of having 5 cycles. 5 of them can be used as a reference for the assessment. David Kolb has created 12 questions that can already be used as a reference in making this assessment. Question by David Kolb create an outline already refers to the cycle of learning from experience. After getting answers to 12 questions before, and then we do the calculation based on a formula created by David Kolb. The formula are consists of 4 score. The first score is CE (Concentrate Experience), then the second score is AE (Active Experimentation), then the third score is RO (Reflective Observation), and the final score is AC (Abstract conceptualization). The assessment process will do is add any weighting of each question and divided based on each option. Then we add up to 12 about the nominal weighting. Having obtained in total, we then perform the detection process of learning styles based on the concept of learning styles with the reference calculation by analysis David Kolb's learning style. The concept offered David Kolb has many implemented with a variety of versions, this time the writer will try to implement this concept to the programming language PHP along with  supporters other programming language. By implementing these concepts based on PHP, then the respondent can conduct the assessment process whenever and wherever

scholarly journals Designing a Valid and Reliable Questionnaire for Evaluation of Professional Ethics of Midwives by Parturients

2021 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Soolmaz Zare ◽  
Ali Akbar Faghihi ◽  
Samira Seif ◽  
Ali Asghar Hayat
Keyword(s):  
Factor Analysis ◽  
Construct Validity ◽  
Health Care Providers ◽  
Content Validity ◽  
Professional Ethics ◽  
Two Dimensions ◽  
Critical Element ◽  
Care Providers ◽  
Reliable Tool

Background: Pregnancy and childbirth are sensitive and particular periods in women’s lives. Midwives play an essential role in ensuring mother’s and fetus’s health by the recognition of the needs and complexities of this period. Midwives increase the quality of care, gain the trust of pregnant women, communicate more effectively with them, and increase their satisfaction and cooperation by following the ethical principles and standards that express their professional commitment to society. Therefore, the awareness of the principles of professional ethics and adherence to the Charter of Patients’ Rights is a critical element of the midwife’s success in ensuring mother’s and neonate’s health. Therefore, monitoring the observance of these principles by midwives, similar to other health care providers, is essential to improve the quality of services and ultimately parturients’ satisfaction. For this purpose, it is necessary to have a valid and reliable tool to assess midwives’ professional ethics status. Objectives: In this study, a questionnaire was developed to assess this issue by parturients, who are primary stakeholders in this process. Methods: This qualitative and quantitative study was performed to design a reliable and valid questionnaire evaluating midwives’ professional ethics by parturients. Based on the literature review and consultation with midwifery professors and staff, the initial questionnaire was prepared with 26 items. A survey of 15 experts evaluated the content and face validity ratio. The final questionnaire with 20 items was completed by 200 parturients hospitalized in Valiasr Hospital of Fasa University of Medical Sciences, Fars, Iran, within 2018 - 2019. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) assessed the construct validity. The reliability was confirmed by the determination of internal consistency. Results: The 26 items of the questionnaire defined in the first step were reduced to 20 items with a content validity ratio higher than 0.49 and a content validity index higher than 0.79. Using EFA and CFA, 20 items were included in two dimensions and confirmed. Its reliability was reported as 0.89 using Cronbach’s alpha. Conclusions: This study aimed to design a valid and reliable questionnaire for the assessment of midwifery professional ethics in the delivery process. One strength of the present study, compared to those of mentioned studies, is performing both EFA and CFA. In this study, some goals of EFA consist of determining questionnaire dimensions, standardizing questionnaires, reducing the items (from variables to factors), and assessing homogeneity and discrimination in construct validity. The EFA is often used in the early stages of research to collect information about the interactions in a set of variables. The obtained results revealed that the designed questionnaire is a valid and reliable tool for the evaluation of midwifery professional ethics by parturients, which can be applied in other studies in Iran.

Reliability and Validity of a Turkish Version of the Passionate Love Scale

2014 ◽  
Vol 42 (4) ◽  
pp. 673-684 ◽  
Author(s):  
Filiz Yildirim ◽  
Sengul Hablemitoglu ◽  
Rosemary V. Barnett
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Construct Validity ◽  
Undergraduate Students ◽  
Reliability And Validity ◽  
Turkish Population ◽  
Turkish Version ◽  
Reliable Measure ◽  
Passionate Love ◽  
Confirmatory Factor

Our purpose in this study was to evaluate the reliability and validity of a Turkish version of the Passionate Love Scale (PLS). Participants in the study were 150 undergraduate students. We assessed the construct validity of the PLS using confirmatory factor analysis. To assess the reliability of the PLS we calculated the internal consistency coefficient and found that the Cronbach's alpha was .89. Our results indicated that the PLS was a valid and reliable measure of passionate love with a Turkish population.

Reviewing the Structure of Kolb’s Learning Style Inventory From Factor Analysis and Thurstonian Item Response Theory (IRT) Model Approaches

2021 ◽  
pp. 073428292110037
Author(s):  
Carlos Calderón Carvajal ◽  
Carmen Ximénez Gómez ◽  
Siu Lay-Lisboa ◽  
Mauricio Briceño
Keyword(s):  
Factor Analysis ◽  
Item Response Theory ◽  
Item Response ◽  
Learning Style ◽  
Principal Component ◽  
Theory Model ◽  
Forced Choice ◽  
Short Version ◽  
Response Theory ◽  
Learning Style Inventory

Kolb’s Learning Style Inventory (LSI) continues to generate a great debate among researchers, given the contradictory evidence resulting from its psychometric properties. One primary criticism focuses on the artificiality of the results derived from its internal structure because of the ipsative nature of the forced-choice format. This study seeks to contribute to the resolution of this debate. A short version of Kolb’s LSI with a forced-choice format and an additional inventory scored on a Likert scale was completed by a sample of students of the University Católica del Norte in Antofagasta, Chile. The data obtained from the two forms of the reduced version of the LSI were compared using principal component analysis, confirmatory factor analysis, and the Thurstonian Item Response Theory model. The results support the hypothesis of the existence of four learning mode dimensions. However, they do not support the existence of the learning styles as proposed by Kolb, indicating that said reports are the product of the artificial structure generated by the ipsative forced-choice format .

Learning Style and Intelligence of Reading Disabled Students

1986 ◽  
Vol 63 (3) ◽  
pp. 1243-1250 ◽  
Author(s):  
Richard Sinatra ◽  
Louis Primavera ◽  
William J. Waked
Keyword(s):  
Construct Validity ◽  
Learning Style ◽  
Spatial Domain ◽  
Disabled Students ◽  
Learning Style Inventory ◽  
Visual Spatial ◽  
Verbal Scale ◽  
The Relationship ◽  
Performance Scale ◽  
Reading Disabled

This study examined the relationship between elements of the Learning Style Inventory and various scales of the WISC—R for reading disabled students. Previous research generally suggests that reading disabled students have preferences that tap the visual-spatial domain and have higher WISC—R Performance Scale and subtest scores than Verbal Scale and subtest scores. Subjects with IQs of 90 or better on either the Verbal or Performance Scales of the WISC—R and a consistency score of 75 or better on the inventory were selected. Contrary to what might be expected, data generally showed a nonmeaningful pattern of correlations between scales of the Learning Style Inventory and WISC—R Performance-type functioning. However, as an important part of the validation of the inventory, lack of association between the two can be interpreted as support for its construct validity.

scholarly journals Validation of the Learning and Study Strategies Inventory With a Sample of Students in Nursing

1991 ◽  
Vol 11 (2) ◽  
pp. 5-13 ◽  
Author(s):  
Sandra Beermann Chacko ◽  
Mary E. Huba
Keyword(s):  
Factor Analysis ◽  
Nursing Students ◽  
Construct Validity ◽  
Undergraduate Students ◽  
Study Strategies ◽  
Learning Center ◽  
Academic Advisors ◽  
First Semester ◽  
Learning And Study Strategies

The authors examine the construct validity of the Learning and Study Strategies Inventory (LASSI) using first semester nursing students. Although 10 subscales have been identified by the authors of the instrument, factor analysis of the LASSI data obtained from the current subjects resulted in 4 reliable sub-scales. Results suggest that academic advisors, counselors, and learning center specialists should be cautious in the use of the LASSI with undergraduate students.

scholarly journals Examining Construct Validity of the Student Online Learning Readiness (SOLR) Instrument Using Confirmatory Factor Analysis

2018 ◽  
Vol 22 (4) ◽  
Author(s):  
Taeho Yu
Keyword(s):  
Factor Analysis ◽  
Online Learning ◽  
Confirmatory Factor Analysis ◽  
Construct Validity ◽  
Undergraduate Students ◽  
Learning Readiness ◽  
Social Competencies ◽  
Confirmatory Factor ◽  
Factor Modeling ◽  
Online Learning Readiness

This study examines the construct validity of the Student Online Learning Readiness (SOLR) instrument. The SOLR instrument consists of 20 items to evaluate social competencies, communication competencies, and technical competencies in online learning. A large Midwestern university was selected to test the construct validity of the SOLR instrument. A total of 347 undergraduate students participated in this study. Confirmatory factor modeling approach was used to assess the construct validity of the SOLR instrument for this study. As a result of Confirmatory Factor Analysis (CFA), the hypothesized model of 20-item structure of the SOLR instrument was verified as a good fit for the data (χ2 (164, N=347)=1959.94, p<.001, IFI=.81, CFI=.81, GFI=.55, RMSEA=.016).

Sign in / Sign up

Export Citation Format

Share Document