Learning strategies scale: adaptation to Portuguese and factor structure

Psicologia: Reflexão e Crítica

Lara Barros Martins¹  Thaís Zerbini²  Francisco J. Medina³ 

[1] Health School (Psychology), IMED – Faculdade Meridional;Psychology Department, Laboratório de Psicologia Organizacional e do Trabalho – LabPOT, FFCLRP/Universidade de São Paulo, University of Sao Paulo;Social Psychology Department, University of Seville;

关键词: E-learning;    Assessment;    Learning strategies;    Scale;    Training transfer;    Job performance;   

DOI  :  10.1186/s41155-018-0092-1

来源: DOAJ

【 摘 要 】

Abstract Since learning strategies seem to be an important set of variables to explain the effectiveness of training and e-learning in organizations is here to stay, this paper aimed to analyze the factor structure and psychometric properties of a Learning Strategies Scale (LSS) and its relationship with the training transfer in an e-learning corporate context. A total of 3600 employees of a Brazilian bank participated in this study by responding to the LSS after taking part in an online course. We measured training transfer with self-evaluation and hetero-evaluation scales. Internal consistency, confirmatory factor analysis, and multiple regressions were conducted. A four-factor structure and an acceptable level of fit for the model were found. All types of learning strategies were related to training transfer in self-evaluation, and the cognitive and help-seeking strategies contributed to explain training transfer in hetero-evaluation. As a reliable and valid measure that predicts the effectiveness of training and job performance, participants should be advised about the learning strategies that produce better performance results at the workplace. Future research should use it in different contexts and samples, analyzing its relationships with other workplace variables.

【 授权许可】

Unknown