Learning Orientation Questionnaire correlation with the Herrmann Brain Dominance Instrument: A validity study
Joanne Pamela Hall Bentley, Brigham Young University, United States
Brigham Young University . Awarded
The purpose of this study was to discover how the Learning Orientation Questionnaire (LOQ) and the Herrmann Brain Dominance Instrument (HBDI) are related in an attempt to sharpen and elaborate their respective score meanings and theoretical interpretations in accounting for individual learning differences.
Based on expert judgment, items on the HBDI are primarily cognitive and the LOQ is primarily cognitive, confirming that the HBDI is more cognitively oriented and the LOQ more cognitive and affective. As experts sharpen distinctions between constructs, the clarity of their substantive processes increases, leading to improvements in the construct validity of the instruments. Of practical importance is that experts found the LOQ to measure different constructs from the HBDI.
The correlations between the LOQ and the HBDI have significance in the story of similar substantive process operating for both instruments. The HBDI and the LOQ converge around measures of high intentionality. Intentionality appears to include HBDI scores in upper right, right mode, cerebral, whole-brainedness, CLWB, and CRWB. LOQ scores were more likely to correlate with multiple quadrant combinations (or whole-brainedness) than with single quadrant scores. The Upper Right was the most likely score to correlate with the LOQ scores. However, LOQ scores are also highly likely to correlate with multiple quadrant combinations (or whole-brainedness) such as CRWB.
Convergent and discriminant validation studies have been lacking in the past for both instruments. This study has begun to address issues of overlap and redundancy among individual difference instruments important in teaching and learning situations. Common areas in accounting for individual learning differences have been highlighted while drawing attention to distinctly different concepts for further consideration by authors of both instruments. As a result of this study, we have deepened our understanding of the content and substantive processes of construct validity for both instruments.
Bentley, J.P.H. Learning Orientation Questionnaire correlation with the Herrmann Brain Dominance Instrument: A validity study. Ph.D. thesis, Brigham Young University.
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