The Learning Styles Profiler (LSP) measures the hybrid model of learning in personality. The model starts from sensation seeking, a biologically based drive to explore. The drive is neither good nor bad. What matters is what learning and thinking do with it.
The LSP has five scales. Sensation Seeking measures the drive. Four socio-cognitive scales measure how the drive is redirected: Goal Oriented Achiever (setting and pursuing difficult goals), Conscientious Achiever (planning and perseverance), Deep Learning Achiever (understanding problems in depth) and Emotionally Intelligent Achiever (rational, emotionally independent thinking). High sensation seeking combined with high scores on the other scales predicts functional outcomes. High sensation seeking without them predicts dysfunctional outcomes.
Peter O’Connor and I reported the factor structure and validity of the LSP in the European Journal of Psychological Assessment (2008). Later studies used it to predict work, leadership and university outcomes, and grade point average in Australian and Ugandan students.
Despite its name, the LSP is not a guide to matching teaching to a learner’s “style”. It measures personality processes that shape how people learn.
Scales
- Sensation Seeking
- The drive to explore and seek out new experience
- Goal Oriented Achiever
- Setting and pursuing difficult goals (mastery orientation)
- Conscientious Achiever
- Responsibility, planning and perseverance
- Deep Learning Achiever
- Understanding problems in depth rather than surface issues
- Emotionally Intelligent Achiever
- Rational, emotionally independent thinking
Key references
- O'Connor, P. J., & Jackson, C. J. (2008). The factor structure and validity of the Learning Styles Profiler (LSP). European Journal of Psychological Assessment, 24, 117–123. doi:10.1027/1015-5759.24.2.117
- O'Connor, P. J., & Jackson, C. J. (2008). Learning to be saints or sinners: The indirect pathway from sensation seeking to behavior through mastery orientation. Journal of Personality, 76, 733–752. doi:10.1111/j.1467-6494.2008.00502.x
- Jackson, C. J., Hobman, E. V., Jimmieson, N. L., & Martin, R. (2009). Comparing different approach and avoidance models of learning and personality in the prediction of work, university, and leadership outcomes. British Journal of Psychology, 100, 283–312. doi:10.1348/000712608X322900
- Jackson, C. J., Baguma, P., & Furnham, A. (2009). Predicting grade point average from the hybrid model of learning in personality. Educational Psychology, 29, 747–760. doi:10.1080/01443410903254583
- Mustika, M. D., & Jackson, C. J. (2020). How rationality predicts individual perception of safety climate: An application of the hybrid model of learning in personality. Psikohumaniora, 5, 45–56. doi:10.21580/pjpp.v5i1.5274