Over the years, research into student learning has evolved in different directions. A large number of studies has been carried out in areas such as cognitive aspects of learning (e.g. Sadler-Smith, 1996), learning conceptions or views on learning and teaching and specific learning strategies (e.g. Säljö, 1979), aspects of self-regulation and meta-cognition (e.g. Flavell, 1987) and motivational aspects (e.g. Biggs, 1987). A shared feature of many of these studies is the attempt to arrive at different learning style constructs (e.g. Jonassen and Grabowski, 1993). In the Netherlands Vermunt (1998) conducted research into the integration of a large number of the research insights mentioned above and incorporated several of these into a broad learning styles model. Vermunt’s model focuses on the relationship between learning strategies (cognitive processing and regulative strategies), learning conceptions and learning orientations (motivational aspects) in learning. He also developed the Inventory of Learning Styles (ILS): a self-report questionnaire to assess individual differences in learning. From a pragmatic point of view and in order to provide quick diagnostic insight, we developed a shortened and modified version of the ILS questionnaire, abbreviated as SILP (Short Inventory of Learning Patterns). Based upon analysis of an extensive database of 1.800 respondents from higher education, 30 ILS items were retained to measure students’ use of three different regulation strategies (self-regulation, external regulation and lack of regulation) and four different processing strategies (critical processing, structuring and relating, memorising and analysing). Revisions in the wording of some items were made in order to be suitable for the Flemish higher education context. We modified the ILS questionnaire by adding five scales measuring differences in study motivation from the perspective of self-determination theory (Ryan and Deci, 2000). Finally, also a scale measuring students’ sense of self efficacy in learning was included (Pintrich et al., 1993). This study aims to assess the psychometric qualities of the SILP questionnaire. Four research questions are central in this study: (1) are the distinguished factors reliable? (2) to what extent can the expected dimensional structure of self-efficacy, study motivation, regulation and processing strategies be replicated? (3) to what extent are the factors measuring self-efficacy, study motivation, regulation and processing strategies interrelated? (4) do the scores on the SILP-scales predict study success in the first year of higher education?

1.388 first year professional bachelor students from 13 different study disciplines filled in the SILP questionnaire. At the end of the academic year, the institution provided the students’ average exam mark across all courses. To answer the first research question 1, the internal consistency of the SILP-scales was calculated by means of Cronbach’s alpha using SPSS 14.0. A set of confirmatory factor analyses using AMOS 7.0 were carried out in order to investigate whether for each learning pattern component the theoretical dimensional structure was present (research question 2). To provide further insight into the construct validity of the instrument, the theoretical assumed interrelatedness between self-efficacy, motivational and learning strategy variables were examined using structural equation modelling (SEM) (research question 3). Future analysis will include structural equation modelling to assess the predictive validity of the instrument (research question 4).

The study shows that the factors and scales of SILP were reliable as reflected by their acceptable to good alpha values. The theoretically expected dimensional structure within each learning pattern component was found and the results of confirmatory factor analysis are in line with expectations derived from self-determination theory, self-efficacy research and Vermunt’s learning style model. Deep, surface and unregulated learning strategies are as hypothesised related to both the quality and quantity of study motivation and self-efficacy. The predictive validity of the SILP is yet to be assessed but the reliability and construct validity indicate that the SILP questionnaire has good psychometric qualities and can be administered to assess and monitor student learning in higher education.