2002 Review of the Learning Preference Assessment (LPA)
Most recent comprehensive review of the SDLRS/LPA: published in
Maltby, J., Lewis, C. A., & Hill, A. (2000). The handbook of psychological tests.
Edwin Mellen Press, Wales, U.K.
Reviewers
Brian Delahaye & Sarojni Choy, School of Professional Studies, Queensland University
of Technology, Australia, 4059.
Title: The Learning Preference Assessment (Self-Directed
Learning Readiness Scale)
Authors: Guglielmino, L.M. & Guglielmino, P.J. (1991).
Variable: Level of willingness and ability to engage in self-directed
learning.
Description: The Learning Preference Assessment (LPA) is a new, self-scoring format
of the Self-Directed Learning Readiness Scale (SDLRS). The SDLRS was developed by Lucy
Guglielmino in 1977 and most of the research has been undertaken on the 58-item version of
this instrument.Lucy and Paul Guglielmino collaborated to publish it in a self-scoring
format in 1991. with the LPA being designed for self-scoring by Paul Guglielmino in 1991.
The instrument has 58 five Likert scale (almost always true, usually true, sometimes true,
usually not true, almost never true) items, with 41 of the items positively phrased and 17
negatively phrased. The instrument measures the attitudes, values and abilities of
learners relating to their readiness to engage in self-directed learning at the time of
response. This readiness is assessed as a total score which is then converted into bands
of 'high', 'above average', 'average', 'below average' and 'low ' readiness. The LPA/SDLRS
is the most widely used instrument for the measurement of readiness for
self-directed-learning (Long & Agyekum 1988; McCune 1989; Merriam & Brockett 1997)
and has been translated into French, German, Greek, Spanish, Japanese, Chinese, Korean,
Finnish, Italian, Portuguese, Malay, and Afrikaan.
Sample: The SDLRS was originally designed as a predictive or diagnostic tool for
those preparing for self-directed learning in an academic field at high school, college,
or tertiary institutions (Guglielmino, 1978). The self-scoring format (LPA) has been used
widely in business and industry (eg. Guglielmino, P.J. & Guglielmino, L. M., 1998;
Durr, Guglielmino, L. & Guglielmino, P., 1994; Guglielmino, P.J. & Klatt,
1994;Guglielmino, L. M., 1996) as well as in education for increasing awareness of
self-directed lerning and for self-assessment.
Reliability
Internal consistency: Studies have demonstrated satisfactory to excellent levels
with coefficient alpha and split-half between .67 and .96 (Brockett 1985; Delahaye &
Smith 1995; Finestone 1984; Graeve 1987; Guglielmino 1977, 1989; Hall-Johnsen 1981; Hassan
1981; Skaggs 1981).
Test-retest: Finestone (1984) and Wiley (1981) noted values of .82 and .79
respectively.
Validity
Content: The content validity of the instrument was established by Guglielmino
(1977) by using a modified Delphi technique, with a panel of experts, with three rounds of
surveys. Finestone (1984) found a clear congruence between Guglielmino’s original
Delphi results and an extensive review of available literature on self-directed
learning.
Construct: As only a total score is used in the instrument, convergent validity has
been found with andragogy in the Student's Orientation Questionnaire (Christian 1982) with
a value of 0.35 (p=.01) (Delahaye and Smith 1995). Long and Agyekum (1984) also found
support for divergent validity. Posner (1989) reported convergent validity (p<0.01)
with several constructs, including: preference for challenge (.81), curiosity for
learning (.79), perceived scholastic competence (.69), use of internal criteria for
evaluation (.64), independent mastery (.56), and independent judgement (.54). Russell
(1988) provides support for divergent validity with an inverse linear relationship on
preference for structure (r=.31, p<.03). McCune, Guglielmino and Garcia (1990) also
found support for both convergent and divergent validity.
Criterion-related: Hall-Johnsen (1981) and Hassan (1981) found significant positive
correlation with learning projects undertaken and Graeve (1987) reported a significant
positive relationships with hours spent on self-directed learning. Jones (1989) found a
significant positive relationship with observable student behaviours related to
self-directed learning readiness.
Location: Organization Design and Development Inc. (HRDQ) , King of Prussia,
Pennsylvania, USA.
Results and comments: There has been extensive support for the LPA in the
literature as an accurate and useful instrument for measuring readiness for self-directed
learning (for example, see Adenuga 1989; Brockett & Hiemstra 1991; Caffarella &
O'Donnell 1987; Cunningham 1989; Long 1987; Long & Redding 1991). Delahaye and Smith
(1995) found that the instrument was not affected by gender or by level of tertiary study.
The most ardent criticisms have come from Field (1989) and West & Bentley (1989; 1991)
who incited much debate about the construct validity of the instrument. The construct
validity criticisms are puzzling, as the instrument relies on one total score. Further,
Field's study was itself criticised because of flaws in sampling and statistical analysis
(Guglielmino, Long and McCune (1989). Bonham (1991) and Field both questioned the content
validity of the instrument, contending that it merely measured a 'love of learning' or a
positive attitude to learning. The content validity studies (Delahaye & Smith 1995;
Guglielmino 1977) have thrown doubts on these criticisms. Brockett (1985) and Brookfield
(1985) caution that the instrument is designed more for the 'educationally advantaged' and
Delahaye and Smith (1995) have raised minor concerns over its use with the under 20 age
group. An ABE (Adult Basic Education) form of the Self-Directed Learning Readiness Scale
has been developed (Guglielmino, 1989), but literature about its use is limited.
While bearing these cautions in mind, the LPA can be used with acceptable confidence to
provide an accurate measurement of readiness for self-directed learning.
