Confirmatory factor analyses of Kolb's Learning Style Inventory (LSI-1985)

Abstract

Background. There has been mixed factor-analytic support for Kolb's original Learning Style Inventory (LSI) and the later refined version (LSI-1985) in terms of the two proposed dimensions and four learning styles. Aims. The present study used confirmatory factor analysis (CFA) to determine if the two proposed dimensions and four learning styles are clearly identified. Samples. Two hundred undergraduates in management courses completed the LSI-1985. Methods. The appropriateness of the two dimensions and four styles were evaluated through CFAs of the covariance matrices using AMOS (Arbuckle, 1997) and several fit indexes. Results. The CFAs fail to support Kolb's (1985) efforts to improve the original LSI with the LSI-1985 and underscore concerns about factoring ipsative measures. On the other hand, an exploratory factor analysis using the four style scores supports the two bipolar dimensions. Conclusions. While factor-analytic and measurement issues persist with the LSI, there is support for the LSI as a pedagogical tool.