Discriminant and Convergent Validity of the Problem Solving Style Questionnaire

Abstract

This investigation assesses the validity of the Problem Solving Style Questionnaire's (PSSQ) two subscales (abstractness/concreteness and action/reflection). Confirmatory factor analyses with the PSSQ and Honey and Mumford's (1982) Learning Styles Questionnaire provide support for the convergent and discriminant validity of the PSSQ. Although further examination of the psychometric properties of the PSSQ is warranted, the PSSQ represents an encouraging alternative to other measures of learning style.

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