Schmeck, Ronald R.Ribich, Fred2011-01-282011-01-281978Schmeck, R. R & Ribich, F. D. (1978). Construct validation of the Inventory of Learning Processes. Applied Psychological Measurement, 2, 551-562. doi:10.1177/014662167800200410doi:10.1177/014662167800200410https://hdl.handle.net/11299/99453Two 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.enArticle