A Psychometric Reexamination of Kolb'S Experiential Learning Cycle Construct: A Separation of Level, Style, and Process

Steven M. De Ciantis · M. J. Kirton

85 citations0/0 files storedEducational and Psychological Measurement

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Learning Styles and Cognitive Differences Personality Traits and Psychology Ego Development and Educational Practices

Abstract

The study examined Kolb's Experiential Learning Theory through a psychometric analysis and revision of Honey and Mumford's Learning Style Questionnaire (LSQ) using a sample of 185 middle/senior managers in the UK and Eire. Kolb's theoretical two bipolar-dimension orthogonal structure emerges, although it is made up of pairs that are not Kolb's configurative opposites but ones suggested by other scholars. The authors' principal finding is that no single measure can bear the weight of all of Kolb's constructs. The revision of the LSQ supports two psychometrically sound, orthogonally related, bipolar-style dimensions. Indirectly, this construct can give rise to four descriptions, based on their quadrants, that Kolb usefully treats as types. Unrelated to any measure is a four-stage process that the authors define as an ideal dynamic schema.

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2003The role of cognitive learning styles in accounting education: developing learning competencies 2005Do gender and learning style play a role in how online courses should be designed 2014The twin-cycle experiential learning model: reconceptualising Kolb's theory 2002Kolb’s Learning Style Instrument: Sensitive to Gender 2001Translating Learning Style Theory into University Teaching Practices: An Article Based on Kolb's Experiential Learning Model 2009Validity and Reliability Issues of Two Learning Style Inventories in a Greek Sample: Kolb's Learning Style Inventory and Felder & Soloman's Index of Learning Styles

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