A Psychometric Analysis of Kolb’s Revised Learning Style-Inventory

Abstract

This study investigated the psychometric properties of Kolb’s 1985 revision of the Learning-Style Inventory (LSI). The LSI was revised to overcome some of the psychometric limitations of the original instrument. Results from this study suggest that the internal consistency of the LSI has been improved but some of this gain may be due to a response set. Despite gains in internal consistency, factor analysis failed to support the bi-polar assumptions of the LSI. Additional studies are recommended to clarify the validity of the LSI and the bi-polar view of experiential learning, which provides the rationale for the LSI.