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.
Schmeck, R. R & Ribich, F. D. (1978). Construct validation of the Inventory of Learning Processes. Applied Psychological Measurement, 2, 551-562. doi:10.1177/014662167800200410
Schmeck, Ronald R.; Ribich, Fred.
Construct validation of the Inventory of Learning Processes.
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