Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information on Research and Evaluation in Education and Psychology, 3e

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Educational and Psychological Measurement
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Goldstein, M. B.
Right arrow Articles by Bokoros, M. A.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Tilting at Windmills: Comparing the Learning Style Inventory and the Learning Style Questionnaire

Marc B. Goldstein

Central Connecticut State University

Michael A. Bokoros

Central Connecticut State University

Previous research has compared the Learning Style Inventory (Kolb, 1976; 1985) and Learning Style Questionnaire (Honey and Mumford, 1982; 1986) by correlating composite scores related to the axes of the two measures. In this paper, it is argued that such a comparison is not appropriate as the axes are not conceptually aligned, and that the more accurate comparison involves the degree of similar classification of learning styles. Preliminary data from 44 subjects suggest that the scales show a modest but significant degree of classification into equivalent styles.

Educational and Psychological Measurement, Vol. 52, No. 3, 701-708 (1992)
DOI: 10.1177/0013164492052003020
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Journal of Psychoeducational AssessmentHome page
I. Isemonger
Scores on a Japanese-Language Version of the Learning Channel Preference Checklist: A Questionable Instrument Within a Questionable Line of Instrumentation
Journal of Psychoeducational Assessment, June 1, 2008; 26(2): 148 - 155.
[Abstract] [PDF]

Home page
 Educational and Psychological MeasurementHome page
J. R. Ferrari, J. C. Wesley, R. N. Wolfe, C. N. Erwin, S. M. Bamonto, and B. L. Beck
Psychometric Properties of the Revised Grasha-Riechmann Student Learning Style Scales
Educational and Psychological Measurement, February 1, 1996; 56(1): 166 - 172.
[Abstract]