Assessing Learning Styles of African American College Students With Disabilities: A Factor-Analytic Approach

Abstract

The measurement structure of the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) was examined with a sample of African American college students with disabilities recruited from a Historically Black College and University (HBCU) in a Southern state. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were used to evaluate and confirm the two-factor measurement structure of the R-SPQ-2F. The two learning style factors were labeled as (a) deep learning style and (b) surface learning style. The deep learning style factor was positively associated with goal persistence, whereas the surface learning style factor was not associated with goal persistence. These findings provide support for the construct validity of the R-SPQ-2F. The results indicate that the R-SPQ-2F is a psychometrically sound instrument that can be used to assess learning styles of African American college students with disabilities.