Development and validation of a self-administered test of learning problems for college students

Abstract

The reliability and validity of a new self-assessment questionnaire was evaluated. Fifty-five college freshmen with learning disabilities (SALT) and 55 freshmen with no learning disabilities (Control) rated their abilities using a Likert scale in 15 subscales (Writing, Spelling, Reading, Note Taking, Attention, Memory, Spatial Abilities, Mathematics, Cognitive Abilities, Social Relations, Study Habits, Motor Skills, Language, Processing Time, and Impact). The test-retest stability coefficient and the internal consistency proved the questionnaire to be reliable. Concurrent validity was examined by correlating the 15 subscales with the WAIS-R. Associations were found in the Writing, Attention, Memory, and Mathematics subscales. Construct validity was examined via t-test comparisons of the SALT and Control groups' mean scores on the subscales. The two groups rated themselves significantly different in abilities in 13 of 15 subscales (all but Social Relations and Study Habits), demonstrating that the questionnaire can discriminate between SALT and Control groups in these areas.