Development and validation of a self-administered test of learning problems for college students

Persistent Link:
http://hdl.handle.net/10150/278468
Title:
Development and validation of a self-administered test of learning problems for college students
Author:
Patterson, Margaret Ann, 1952-
Issue Date:
1994
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The reliability and validity of a new self-assessment questionnaire was evaluated. Fifty-five college freshmen with learning disabilities (SALT) and 55 freshmen with no learning disabilities (Control) rated their abilities using a Likert scale in 15 subscales (Writing, Spelling, Reading, Note Taking, Attention, Memory, Spatial Abilities, Mathematics, Cognitive Abilities, Social Relations, Study Habits, Motor Skills, Language, Processing Time, and Impact). The test-retest stability coefficient and the internal consistency proved the questionnaire to be reliable. Concurrent validity was examined by correlating the 15 subscales with the WAIS-R. Associations were found in the Writing, Attention, Memory, and Mathematics subscales. Construct validity was examined via t-test comparisons of the SALT and Control groups' mean scores on the subscales. The two groups rated themselves significantly different in abilities in 13 of 15 subscales (all but Social Relations and Study Habits), demonstrating that the questionnaire can discriminate between SALT and Control groups in these areas.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Education, Tests and Measurements.; Education, Educational Psychology.; Education, Special.; Education, Higher.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Educational psychology
Degree Grantor:
University of Arizona
Advisor:
Mishra, Shitala P.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleDevelopment and validation of a self-administered test of learning problems for college studentsen_US
dc.creatorPatterson, Margaret Ann, 1952-en_US
dc.contributor.authorPatterson, Margaret Ann, 1952-en_US
dc.date.issued1994en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe reliability and validity of a new self-assessment questionnaire was evaluated. Fifty-five college freshmen with learning disabilities (SALT) and 55 freshmen with no learning disabilities (Control) rated their abilities using a Likert scale in 15 subscales (Writing, Spelling, Reading, Note Taking, Attention, Memory, Spatial Abilities, Mathematics, Cognitive Abilities, Social Relations, Study Habits, Motor Skills, Language, Processing Time, and Impact). The test-retest stability coefficient and the internal consistency proved the questionnaire to be reliable. Concurrent validity was examined by correlating the 15 subscales with the WAIS-R. Associations were found in the Writing, Attention, Memory, and Mathematics subscales. Construct validity was examined via t-test comparisons of the SALT and Control groups' mean scores on the subscales. The two groups rated themselves significantly different in abilities in 13 of 15 subscales (all but Social Relations and Study Habits), demonstrating that the questionnaire can discriminate between SALT and Control groups in these areas.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEducation, Tests and Measurements.en_US
dc.subjectEducation, Educational Psychology.en_US
dc.subjectEducation, Special.en_US
dc.subjectEducation, Higher.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMishra, Shitala P.en_US
dc.identifier.proquest1361576en_US
dc.identifier.bibrecord.b33045306en_US
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