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Criterion-related validity of the Ka...

Platt, Bradley Davis.

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Criterion-related validity of the Kaleidoscope Profile: A learning/working style instrument.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Criterion-related validity of the Kaleidoscope Profile: A learning/working style instrument./
作者:	Platt, Bradley Davis.
面頁冊數:	158 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1618.
Contained By:	Dissertation Abstracts International64-05A.
標題:	Education, Tests and Measurements. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3090723

Criterion-related validity of the Kaleidoscope Profile: A learning/working style instrument.
Platt, Bradley Davis.

Criterion-related validity of the Kaleidoscope Profile: A learning/working style instrument. - 158 p.

Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1618.

Thesis (Ph.D.)--George Mason University, 2003.

In an effort to find a unique, multi-faceted, and valid approach for identifying learning/working style in adults, Kaleidoscope Profile (KP) (Haggart, 1998b) results were compared to parent instruments and to self-estimates of style. Fifty-six MBA students and forty-six counseling students at George Mason University completed the KP, the Myers Briggs Type Indicator, and the modality portion of the Productivity Environmental Preference Survey (PEPS) in random order. A sample of these students reported their style preferences before they obtained their results. Additionally, another 13 graduate students completed the KP twice within a two-week period.Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

Criterion-related validity of the Kaleidoscope Profile: A learning/working style instrument.
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245 1 0 $a Criterion-related validity of the Kaleidoscope Profile: A learning/working style instrument.
300 $a 158 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1618.
500 $a Chair: Barbara K. Given.
502 $a Thesis (Ph.D.)--George Mason University, 2003.
520 $a In an effort to find a unique, multi-faceted, and valid approach for identifying learning/working style in adults, Kaleidoscope Profile (KP) (Haggart, 1998b) results were compared to parent instruments and to self-estimates of style. Fifty-six MBA students and forty-six counseling students at George Mason University completed the KP, the Myers Briggs Type Indicator, and the modality portion of the Productivity Environmental Preference Survey (PEPS) in random order. A sample of these students reported their style preferences before they obtained their results. Additionally, another 13 graduate students completed the KP twice within a two-week period.
520 $a Significant but weak relationships were found between KP temperaments and corresponding MBTI preferences. Students with KP iNtuitive Feeling temperaments tended to have MBTI Feeling preferences; students with KP Sensing Judging temperaments tended to have MBTI Sensing preferences, and students with KP SP temperaments tended to have MBTI Perceiving preferences. In addition, students with MBTI Feeling preferences were slightly more likely to be counseling majors while those with MBTI Thinking preferences were slightly more likely to be MBA majors. Similar to the MBTI Feeling scale, students with KP NF preferences were slightly more likely to be counseling majors than MBA majors.
520 $a A significant but weak relationship was also found between KP kinesthetic preferences and PEPS Kinesthetic preferences. None of the other KP modalities corresponded with PEPS modality preferences. Based on discriminate analysis, mean KP preference scores were not significantly different among groups. Predicted and actual classifications among self-identified preference categories did not coincide significantly given the .05 alpha level. Acceptable test retest correlations (r = .60s to .80s) were found for visual preferences, kinesthetic preferences, global preferences, sequential preferences, NF temperament, SJ temperament, and SP temperament.
520 $a Conclusions are that while the KP offers a unique and varied format and the opportunity to observe a manifest style preference, further development of the instrument is warranted. Suggestions for modification include independent modality scales, building upon temperament items, and providing more specificity within individual items. Once modified, further studies of the KP should focus on reliability, factor analysis, and the contribution of student/interpreter interactions in the identification of style.
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710 2 0 $a George Mason University. $3 1019450
773 0 $t Dissertation Abstracts International $g 64-05A.
790 1 0 $a Given, Barbara K., $e advisor
790 $a 0883
791 $a Ph.D.
792 $a 2003
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