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An examination of the factor structure and construct validity of the Gregorc Style Delineator

机译：Gregorc Style Delineator的因子结构和构造效度的检验

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摘要

Cognitive learning style instruments continue to enjoy widespread use in educational and occupational contexts by researchers and practitioners alike, despite widespread questions about the valid measurement of cognitive learning styles. This investigation examines the psychometric properties of one well-known measure of cognitive learning style-the Gregorc Style Delineator (GSD). The GSD was administered to 467 undergraduate and graduate students (49% female) from two major colleges in the mid-Atlantic region of the United States. Using confirmatory and exploratory factor-analytic techniques, Gregorc's channel theory was investigated as deployed and represented by the instrument. The Cronbach's alpha coefficients, ranging from .54 to .68, were appreciably lower than those reported by the instrument's developer. The data disconfirmed both the two- and four-factor confirmatory models. In the post hoe exploratory factor analyses, many of the factor pattern/structure coefficients were ambiguously associated with two or more of the four theoretical channels as well. Overall, there was little support for the GSD's theoretical basis or design and the concomitant accurate portrayal of one's cognitive learning style.
机译：尽管对认知学习风格的有效衡量存在广泛疑问，但研究人员和从业人员仍在教育和职业环境中广泛使用认知学习风格的工具。这项研究调查了一种认知学习风格的著名度量-Gregorc Style Delineator（GSD）的心理测量特性。 GSD管理了来自美国中大西洋地区两所主要学院的467名本科生和研究生（女性占49％）。使用验证性和探索性因素分析技术，对Gregorc的渠道理论进行了研究，并以该仪器为代表。 Cronbach的Alpha系数介于0.54至.68之间，明显低于该仪器开发者的报告。数据证实了两因素和四因素确认模型。在后探索性因子分析中，许多因子模式/结构系数也与四个理论通道中的两个或多个模棱两可地相关。总体而言，对GSD的理论基础或设计以及随之而来的对个人认知学习风格的准确描绘几乎没有支持。

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