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Test interpretation style, learning style, and perceptions of session quality: An aptitude x treatment study

Kathleen A Barrett, University of Nebraska - Lincoln

Abstract

Test interpretation (TI) style (the extent to which a counselor actively involves an individual in the interpretation of his or her test results) and learning style (the extent to which an individual uses particular information processing approaches, regardless of the specific requirements of the learning task) were experimentally manipulated in a one-session TI feedback session. After completing the Sixteen Personality Factors Questionnaire, 49 volunteer students had their test results interpreted for them according to a protocol that allowed for the manipulation of TI style. Results did not support the hypothesis that an interaction between treatment (TI style) and aptitude (learning style) existed. Matching TI style and learning style did not lead to improved session outcomes (i.e., perceptions of the session and the counselor, new self-awareness, and satisfaction). However, participants with deeper and more elaborative processing reported significantly greater satisfaction and rated their TI feedback sessions as significantly more helpful. Implications for TI research and practice are discussed. ^

Subject Area

Psychology, Clinical|Psychology, Personality|Psychology, Cognitive

Recommended Citation

Barrett, Kathleen A, "Test interpretation style, learning style, and perceptions of session quality: An aptitude x treatment study" (2003). ETD collection for University of Nebraska - Lincoln. AAI3116561.
http://digitalcommons.unl.edu/dissertations/AAI3116561

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