Self‐Concept and Learning: the revised inventory of learning processes

Abstract

The Inventory of Learning Processes is a unique measure of learning style in that it was developed within the context of cognitive psychology, and derived from laboratory research concerned with information processing and memory. The present paper describes some of the early research examining the validity of the original Inventory of Learning Processes, and then presents a revised version of the inventory along with reliability and validity data. More than 15 years of research with the same assessment instrument have lead to the development of a model of student learning. The two major routes to academic achievement are reflective processing and agentic processing. Reflective processing is somewhat free‐associative and ultimately dialectical, deriving personal meaning by contrasting opposing perspectives on one's experience. Reflective processing includes deep and elaborative processing, and a determination to express one's self. The other approach to achievement, agentic processing, is highly directed, purposive and responsive to external contingencies. Agentic processing includes conventional serial processing and fact retention. Ultimately, the smooth flow of cognition (and thus integration and versatility with regard to functions) is limited by one's self‐concept. It appears that one's concept of self‐as‐student includes intrinsic motivation, self‐efficacy, a reluctance to blindly memorise the words of authority figures and self‐esteem. Difficulties on any of these dimensions tend to short‐circuit the total involvement of self and limit the extent to which cognitive activity can flow smoothly during academic studying.

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