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Psychometric Properties of the Revised Grasha-Riechmann Student Learning Style Scales

DePaul University

Joseph C. Wesley

State University of New York, College at Geneseo

Raymond N. Wolfe

State University of New York, College at Geneseo

Carrie N. Erwin

State University of New York, College at Geneseo

Suzanne M. Bamonto

University of Oregon

Brett L. Beck

Bloomsburg University

The 60-item version of Grasha and Riechmann's Student Learning Style Scales (six scales, 10 items per scale) was administered to a large sample of college freshmen on each of three campuses (total N = 870) in the northeast. The Participative, Avoidant, and Collaborative scales showed acceptable internal consistency, but the Dependent, Independent, and Competitive scales did not. Factor analyses of items and scales produced no solution approximating simple structure in any sample. Neither items nor scales yielded a factor pattern resembling the theoretical structure postulated by Grasha and Riechmann in any sample, although scale scores in two samples yielded a Participative-Avoidant factor that is one of the theoretical dimensions. Properties of the 60-item version are thus very similar to those reported for an earlier 90-item version.

Educational and Psychological Measurement, Vol. 56, No. 1, 166-172 (1996)
DOI: 10.1177/0013164496056001013


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