Simon Cassidy

Learning Styles: An overview of theories, models, and measures

Although its origins have been traced back much further, research in the area of learning style has been active for—at a conservative estimate—around four decades. During that period the intensity of activity has varied, with recent years seeing a particularly marked upturn in the number of researchers working in the area. Also of note is the variety of disciplines from which the research is emerging. Increasingly, research in the area of learning style is being conducted in domains outside psychology—the discipline from which many of the central concepts and theories originate. These domains include medical and health care training, management, industry, vocational training and a vast range of settings and levels in the field of education. It is of little wonder that applications of these concepts are so wide ranging given the centrality of learning—and how best to do it—to almost every aspect of life. As a consequence of the quantity of research, the diversity of the disciplines and domains in which the...Although its origins have been traced back much further, research in the area of learning style has been active for—at a conservative estimate—around four decades. During that period the intensity of activity has varied, with recent years seeing a particularly marked upturn in the number of researchers working in the area. Also of note is the variety of disciplines from which the research is emerging. Increasingly, research in the area of learning style is being conducted in domains outside psychology—the discipline from which many of the central concepts and theories originate. These domains include medical and health care training, management, industry, vocational training and a vast range of settings and levels in the field of education. It is of little wonder that applications of these concepts are so wide ranging given the centrality of learning—and how best to do it—to almost every aspect of life. As a consequence of the quantity of research, the diversity of the disciplines and domains in which the research is conducted, and the varied aims of the research, the topic has become fragmented and disparate. This is almost certainly how it must appear to practitioners and researchers new to the area, with its complexities and convolutions difficult to comprehend and assimilate. As such, it is perhaps timely to present an account of the central themes and issues surrounding learning style and to consider the instruments available for the measurement of style. This paper aims to provide such an account, attempting to clarify common areas of ambiguity and in particular issues surrounding measurement and appropriate instruments. It aims to bring together necessary components of the area in such a way as to allow for a broader appreciation of learning style and to inform regarding possible tools for measurement. It is anticipated that such an account will promote research in the field by presenting it as more accessible and by developing a greater appreciation for the area across disciplines and in researchers and practitioners new to the area.

Developing the Computer User Self-Efficacy (Cuse) Scale: Investigating the Relationship between Computer Self-Efficacy, Gender and Experience with Computers

The article describes the development and validation of the 30-item Computer User Self-efficacy (CUSE) Scale. Self-efficacy beliefs have been identified as a factor which may contribute to the success with which a task is completed. Because of the increasing reliance on computer technologies in all aspects of life, it is important that the construct is measured accurately and appropriately. In particular, the article focuses on the measurement of computer self-efficacy in student computer users and its relevance to learning in higher education. The scale was found to have high levels of internal and external reliability and construct validity. Results also showed there to be significant positive correlations between CSE and computer experience, familiarity with computer software packages (which were significant predictors of CSE) and that owning a computer and computer training increased CSE. In addition, males showed significantly higher CSE than females. It is suggested that the scale may be used to identify individuals, in particular students, who will find it difficult to exploit a learning environment which relies heavily on computer technologies. Once identified, motivational and personal control issues can be addressed with these individuals.

Exploring individual differences as determining factors in student academic achievement in higher education

The study investigated the association and relative influence of cognitive/motivational and demographic factors on final degree grade point average (GPA) in a single undergraduate cohort. Although academic self-efficacy, approaches to learning, prior achievement and age all produced significant correlations with GPA, regression analysis identified prior achievement (R 2 change  = .288), age (R 2 change  = .201) and academic self-efficacy (R 2 change  = .062) as the only significant predictors of GPA. Significant increases in academic self-efficacy (d = .46), deep (d = .43) and strategic (d = .37) approaches to learning, and self-confidence (d = .33), and a significant decrease in internal academic locus of control (d = .50), were also reported when comparing first and final year scores. Conclusions suggested that prior academic achievement, age and academic self-efficacy provide a partial explanation for academic achievement in higher education, that any measure of prior achievement must be relevant, that self-efficacy appears to be the most relevant perceived control construct in a learning context, and that further work focusing on age in the context of academic achievement in higher education is both necessary and warranted.

Self-regulated learning in higher education : identifying key component processes

The concept of self-regulated learning is becoming increasingly relevant in the study of learning and academic achievement, especially in higher education, where quite distinctive demands are placed on students. Though several key theoretical perspectives have been advanced for self-regulated learning, there is consensus regarding the central role played by student perceptions of themselves as learners. There are two general aims of this positional article. The first is to emphasise self-regulated learning as a relevant and valuable concept in higher education. The second is to promote the study of those constituent elements considered most likely to develop our understanding beyond a mere description of those processes thought to be involved in self-regulated learning. A case is presented for learning style, academic control beliefs and student self-evaluation as key constructs which contribute to an increased understanding of student self-regulated learning, and which facilitate the application of self-regulated learning in pedagogy by enhancing its tangibility and utility.

Development of the Web Users Self-Efficacy Scale (WUSE)

The aim of this research was to develop a scale that could evaluate an individuals confidence in using the Internet. Web-based resources are becoming increasingly important within higher education and it is therefore vital that students and staff feel confident and competent in the access, provision, and utilisation of these resources. The scale developed here represents an extension of previous research (Cassidy & Eachus, 2002) that developed a measure of self-efficacy in the context of computer use. An iterative approach was used in the development of the Web User Self-Efficacy scale (WUSE) and the participants were recruited from the student body of a large University in the North West of the United Kingdom, and globally via a web site set up for this purpose. Initial findings suggest that the scale has acceptable standards of reliability and validity though work is continuing to refine the scale and improve the psychometric properties of the tool.

Using social identity to explore the link between a decline in adolescent smoking and an increase in mobile phone use

– The study seeks to further explore the hypothesised link between the increase in mobile phone ownership and use and the reported decline in adolescent smoking. Evidence for the link was gathered by examining perceptions of mobile phone use in the context of social identity and adolescent smoking., – The study developed and employed a questionnaire‐based survey design asking a sample of student participants to characterise mobile phone users using a semantic differential scale. Data were also collected in relation to individual levels and patterns of mobile phone usage. The sample consisted of 172 undergraduate students studying in the Faculty of Health based in a UK university., – Findings show first that mobile phone use is associated with a number of positive, desirable personal and social attributes relating to concepts of social identity and image formation, and that many of the attributes associated with mobile phone use are those commonly associated with smoking behaviour., – The association between mobile phone use and social identity theory provides a theoretical framework which helps explain the prolific rise in mobile phone use and can be used to support the viability of a link between a decline in levels of adolescent smoking and a rise in mobile phone ownership. Further evidence needs to be gathered which examines both behaviours in a single cohort of adolescents to establish the direct impact of mobile phone use on smoking behaviour in this particular group., – Mobile phone use may serve as a displacement behaviour for smoking in adolescents and may provide an example of a positive – as opposed to a negative – addiction, given that it is a potential alternative to smoking in adolescents., – The paper provides an examination of the health implications of a modern‐day social phenomenon. It draws on and draws together established theory and empirical work to further advance a previously proposed link between smoking and mobile phone use. Establishing such a link has important implications for health education and promotion activities.

Resilience Building in Students: The Role of Academic Self-Efficacy

Self-efficacy relates to an individuals perception of their capabilities. It has a clear self-evaluative dimension leading to high or low perceived self-efficacy. Individual differences in perceived self-efficacy have been shown to be better predictors of performance than previous achievement or ability and seem particularly important when individuals face adversity. The study investigated the nature of the association between academic self-efficacy (ASE) and academic resilience. Undergraduate student participants (N = 435) were exposed to an adverse situation case vignette describing either personal or vicarious academic adversity. ASE was measured pre-exposure and academic resilience was measured post-exposure. ASE was correlated with, and a significant predictor of, academic resilience and students exhibited greater academic resilience when responding to vicarious adversity compared to personal adversity. Identifying constructs that are related to resilience and establishing the precise nature of how such constructs influence academic resilience will assist the development of interventions aimed at promoting resilience in students.

The Health Student Academic Locus of Control Scale.

The Health Student Academic Locus of Contro] Scale is a 20-item context-specific scale, developed to measure Internal and External control beliefs of students in courses allied to medicine. Psychometric properties are acceptable (N = 164) so the scale can be used to measure control beliefs in a longitudinal study.

Development and validation of a visual grading scale for assessing image quality of AP pelvis radiographic images

OBJECTIVE The aim of this article was to apply psychometric theory to develop and validate a visual grading scale for assessing the visual perception of digital image quality anteroposterior (AP) pelvis. METHODS Psychometric theory was used to guide scale development. Seven phantom and seven cadaver images of visually and objectively predetermined quality were used to help assess scale reliability and validity. 151 volunteers scored phantom images, and 184 volunteers scored cadaver images. Factor analysis and Cronbachs alpha were used to assess scale validity and reliability. RESULTS A 24-item scale was produced. Aggregated mean volunteer scores for each image correlated with the rank order of the visually and objectively predetermined image qualities. Scale items had good interitem correlation (≥0.2) and high factor loadings (≥0.3). Cronbachs alpha (reliability) revealed that the scale has acceptable levels of internal reliability for both phantom and cadaver images (α = 0.8 and 0.9, respectively). Factor analysis suggested that the scale is multidimensional (assessing multiple quality themes). CONCLUSION This study represents the first full development and validation of a visual image quality scale using psychometric theory. It is likely that this scale will have clinical, training and research applications. ADVANCES IN KNOWLEDGE This article presents data to create and validate visual grading scales for radiographic examinations. The visual grading scale, for AP pelvis examinations, can act as a validated tool for future research, teaching and clinical evaluations of image quality.

How revealing are eye-movements for understanding web engagement in young children

This paper presents a critical review of eye tracking as a research approach and evaluates its potential for usability testing in pre-school children. We argue that eye-tracking data is useful for assessing web engagement in this age-group, but only if triangulated against other usability methods. Recommendations for potential usability methods to use in tandem with eye-tracking are presented as part of a work in progress within a joint partner project between the University of Salford (UK) and the British Broadcasting Corporation (BBC) exploring best-fit methodologies for understanding web engagement in young children.