Resumo

FREIBERG-HOFFMANN, Agustín  e  FERNANDEZ-LIPORACE, Mercedes. Learning Styles Type Indicator: its adaptation for Argentinian high school and college students. Acad. (Asunción) [online]. 2023, vol.10, n.1, pp.1-12. ISSN 2414-8938.  https://doi.org/10.30545/academo.2023.ene-jun.1.

An instrumental article is presented that seeks to adapt a tool to assess learning styles linked to personality, in high school and university students. Learning approaches’ multi-focused assessment encompasses three groups of styles regarding personality, information processing, and the environment. Scales measuring the information processing and the environment-related styles are currently available in the local market. The Learning Styles Type Indicator (LSTI) is a brief scale that assesses learning approaches related to students’ personality (Extraversion-Introversion, Sensing-Intuition, Thinking-Feeling, Judging-Perceiving). The study aimed at developing a linguistic, conceptual, and psychometric adaptation of the scale in order to use it in high school and college Argentinian students. To do so, the scale’s translation from English to Spanish was completed followed by a content validity evidences study. An exploratory factor analysis was carried out in order to analyse the scale’s internal structure. Eight items, grouped into two factors (Extraversion-Introversion, Sensing-Intuition, Thinking-Feeling, Judging-Perceiving), were retained. A confirmatory factor analysis verified the model extracted in the previous step. Moreover, the model’s metric equivalence was tested and verified by gender and educational level. Thereby, the resulting version enables the brief assessment of two learning approaches linked to high school and college students’ personality.

Palavras-chave : Learning styles; personality; students; psychometrics; assessment.

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