A predictive validity study of the Learning Style Questionnaire (LSQ) using multiple, specific learning criteria

F.R. Kappe, L. Boekholt, C. den Rooyen, H. van der Flier

    Research output: Contribution to JournalArticleAcademicpeer-review

    Abstract

    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. © 2009 Elsevier Inc. All rights reserved.
    Original languageEnglish
    Pages (from-to)464-467
    Number of pages4
    JournalLearning and Individual Differences
    Volume19
    DOIs
    Publication statusPublished - 2009

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