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A study was conducted to examine the validity of the Learning-Thinking Style Inventory (LTSI) and to investigate the learning and thinking styles of college students in relation to their major and academic performance. Generated out of the framework of personality model and information processing theory, the 49-item LTSI embraces a broad spectrum of learning-thinking styles including perceptual modality preference, distractibility, metacognition, and analytic-global tendency. The construct validity of the instrument was supported by the congruence between the four subscales and the four-factor structure generated and verified by confirmatory factor analysis using the LISREL computer program. A 3x3 multivariate analysis of variance conducted on the data from 243 college students revealed significant main effects for major and academic performance on students' learning and thinking styles. Further analyses showed that liberal arts students and engineering students differed in their perceptual modalities. Students with higher cumulative grade point averages demonstrated a higher degree of metacognition and lower degree of distractibility in comparison with their peers. Implications for higher education are discussed. (Contains 7 tables and 30 references.) (Author/SLD)

Descriptors: Academic Achievement, Cognitive Style, College Students, Engineering, Factor Structure, Higher Education, Learning, Liberal Arts, Majors (Students), Metacognition, Multivariate Analysis, Performance Factors, Test Use, Test Validity, Thinking Skills











Autor: Zhang, Zhicheng; RiCharde, R. Stephen

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10232&id=ED410264







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