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A Meta-Analytic Review of the Motivated Strategies for Learning Questionnaire
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Crede, Marcus; Phillips, L. Alison – Learning and Individual Differences, 2011
The current paper presents a meta-analytic review of the Motivated Strategies for Learning Questionnaire (MSLQ), which consists of fifteen subscales designed from classic social-cognitive learning theories and which is widely used to predict academic performance. Results based on 2158 correlations from 67 independent samples and 19,900 college…
Descriptors: Questionnaires, Meta Analysis, Correlation, College Students
Object-Spatial Imagery and Verbal Cognitive Styles in Children and Adolescents: Developmental Trajectories in Relation to Ability
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Blazhenkova, Olesya; Becker, Michael; Kozhevnikov, Maria – Learning and Individual Differences, 2011
A new self-report instrument, the Children's Object-Spatial Imagery and Verbal Questionnaire (C-OSIVQ), was designed to assess cognitive styles in younger populations (8-17 years old). The questionnaire was based on the previously developed adult version of the Object-Spatial Imagery and Verbal Questionnaire (OSIVQ; Blazhenkova & Kozhevnikov,…
Descriptors: Cognitive Style, Questionnaires, Verbal Communication, Children
Item Response Theory Analysis and Differential Item Functioning across Age, Gender and Country of a Short Form of the Advanced Progressive Matrices
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Chiesi, Francesca; Ciancaleoni, Matteo; Galli, Silvia; Morsanyi, Kinga; Primi, Caterina – Learning and Individual Differences, 2012
Item Response Theory (IRT) models were applied to investigate the psychometric properties of the Arthur and Day's Advanced Progressive Matrices-Short Form (APM-SF; 1994) [Arthur and Day (1994). "Development of a short form for the Raven Advanced Progressive Matrices test." "Educational and Psychological Measurement, 54," 395-403] in order to test…
Descriptors: College Students, Factor Structure, Measures (Individuals), Psychometrics
Assignment Choice, Effort, and Assignment Completion: Does Work Ethic Predict Those Who Choose Higher-Effort Assignments?
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Parkhurst, John T.; Fleisher, Matthew S.; Skinner, Christopher H.; Woehr, David J.; Hawthorn-Embree, Meredith L. – Learning and Individual Differences, 2011
After completing the Multidimensional Work-Ethic Profile (MWEP), 98 college students were given a 20-problem math computation assignment and instructed to stop working on the assignment after completing 10 problems. Next, they were allowed to choose to finish either the partially completed assignment that had 10 problems remaining or a new…
Descriptors: Homework, Educational Research, Work Ethic, Assignments
Assessing Statistics Attitudes among College Students: Psychometric Properties of the Italian Version of the "Survey of Attitudes toward Statistics (SATS)"
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Chiesi, Francesca; Primi, Caterina – Learning and Individual Differences, 2009
The aim of the present research was to test the psychometric properties of the Italian version of the Survey of Attitudes Toward Statistics (SATS) in order to acquire a valid instrument to measure attitudes inside the Italian educational context. The SATS was administered to Italian-speaking undergraduate students enrolled in introductory…
Descriptors: Undergraduate Students, Validity, Factor Structure, Factor Analysis
An Investigation of the Construct Validity of the Personality Trait of Self-Directed Learning
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Lounsbury, John W.; Levy, Levy J.; Park, Soo-Hee; Gibson, Lucy W.; Smith, Ryan – Learning and Individual Differences, 2009
Based on samples of 398 middle school students, 568 high school students, and 1159 college students, self-directed learning was found to be related to cumulative grade-point-average at all levels as well as to Big Five personality traits (Openness, Conscientiousness, Emotional Stability, and Extraversion), narrow personality traits (Optimism,…
Descriptors: Personality Traits, College Students, Vocational Interests, Construct Validity
A Predictive Validity Study of the Learning Style Questionnaire (LSQ) Using Multiple, Specific Learning Criteria
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Kappe, F. R.; Boekholt, L.; den Rooyen, C.; Van der Flier, H. – Learning and Individual Differences, 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,…
Descriptors: Cognitive Style, Academic Achievement, Predictive Validity, Criteria