Validity & reliability of the Persian version of Grasha-Richmann student learning styles scale

ALI REZA BANESHI, NOROUZ ALI KARAMDOUST, REZVAN HAKIMZADEH

Abstract


Introduction: The present study aimed to investigate the psychometric
properties of Grasha-Riechmann Student Learning Styles Scale.
Method: The participants included 1039 students (421 students in human and 618 students in technical sciences), selected through the stratified sampling method from Tehran University. They answered the Grasha-Riechmann student learning style scale and the data was analyzed with exploratory and confirmatory factor analyses.
Results: The findings acquired from exploratory factor analysis (n=561), using principal components analysis with varimax rotation showed that Grasha- Riechmann Student Learning Styles Scale includes six factors: Avoidant, Collaborative, Participative, Dependent, Competitive, and Independent. The factors acquired from confirmatory factor analysis (n=478), as model fit indices indicated, was confirmed by indices in exploratory factor analysis. The internal consistency of each subscale, ranging from 0.58 to 0.80, was at an acceptable level.
Conclusion: According to the findings, it seems that Participative Styles Scale to be an instrument qualifying validity and reliability for measuring learning interactive styles.

Keywords: Validity, Reliability, Grasha-Richmann scale, Learning styles


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