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Confirmatory factor analyses of Kolb's Learning Style Inventory (LSI‐1985)
Author(s) -
Loo Robert
Publication year - 1999
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1348/000709999157680
Subject(s) - psychology , factoring , confirmatory factor analysis , learning styles , exploratory factor analysis , style (visual arts) , factor (programming language) , psychometrics , mathematics education , developmental psychology , statistics , structural equation modeling , mathematics , computer science , archaeology , history , programming language , finance , economics
Background. There has been mixed factor‐analytic support for Kolb's original Learning Style Inventory (LSI) and the later refined version (LSI‐1985) in terms of the two proposed dimensions and four learning styles. Aims. The present study used confirmatory factor analysis (CFA) to determine if the two proposed dimensions and four learning styles are clearly identified. Samples. Two hundred undergraduates in management courses completed the LSI‐1985. Methods. The appropriateness of the two dimensions and four styles were evaluated through CFAs of the covariance matrices using AMOS (Arbuckle, 1997) and several fit indexes. Results. The CFAs fail to support Kolb's (1985) efforts to improve the original LSI with the LSI‐1985 and underscore concerns about factoring ipsative measures. On the other hand, an exploratory factor analysis using the four style scores supports the two bipolar dimensions. Conclusions. While factor‐analytic and measurement issues persist with the LSI, there is support for the LSI as a pedagogical tool.