Construct Validation of the Inventory of Learning Processes

Abstract

Two correlational investigations are described which are aimed at establishing the construct validity of the dimensions assessed by the scales of the Inventory of Learning Processes. The Synthesis- Analysis scale is assumed to assess "deep" (e.g., semantic) information-processing habits. It was positively related to critical thinking ability, curiosity, and both independent and conforming achievement-striving behaviors but negatively related to anxiety. The Study Methods scale is assumed to assess the habits of promptly completing all assignments, attending all classes, and generally "studying" a lot. It was positively related to curiosity and conforming types of achievement striving and negatively related to critical thinking ability. The fact that critical thinking ability is related positively to Synthesis- Analysis and negatively to Study Methods suggests that students with low critical thinking ability but high achievement motivation might substitute conventional repetitive study for "deep processing" because they find it difficult to engage in "deep processing." The Fact Retention scale is assumed to assess attention to and proneness to retain detailed, factual information. It was positively related to conforming achievement behaviors and negatively related to anxiety. The Elaborative Processing scale is assumed to assess the habit of restating and reorganizing information so as to relate it to one's own experiences. It was positively related to mental imagery ability and curiosity.

Academic Achievement and Individual Differences in Learning Processes

“…Craik states that &dquo;preliminary or shallow analyses are concerned with physical aspects of the stimulus, whereas subsequent, deeper analyses are concerned more with meanings and associative relationships&dquo; (1977, p. 680). Research employing the ILP has shown that scores on the Synthesis-Analysis scale are related positively to prose and verbal learning, note-taking efficiency, critical thinking ability, and achievement motivation, while relating negatively to anxiety (Ribich, 1976;Schmeck & Ribich, 1978;Schmeck et al, 1977).…”

Relational and Social Aggression and Reflective Processing in a University Sample

“…The internal consistency of deep processing has been measured at α = .84, and at α = .86 for elaborative processing (Schmeck et al, 1991). Studies have found good evidence for construct validity and structural validity of the ILP-R based on factor analysis (Schmeck & Ribich, 1978;Schmeck et al, 1977), as well as cross-validation with international samples (Kozminsky, 1988).…”

SEX DIFFERENCES IN SAT® PREDICTIONS OF COLLEGE GRADES

“…Study methods (Biggs 1970;Goldston et aI. 1977;Holtzman, Brown, and Farquhar 1954;Houston 1987;Ramanaiah, Ribich, and Schmeck, 1975;Schmeck and Ribich 1978;Schmeck, Ribich, and Ramanaiah 1977;Thompson 1976) 4 known reliability and validity were used for the remaining variables, when available. New scales were constructed and existing scales adapted when necessary, so that the scales were balanced in keying and the items were minimally redundant in content and suitable for incoming college students in this country.…”