controlling for a range of self-report variables, it is possible to conclude that the following related negatively:
Numeracy Skills with Organization and Concerns over Mistakes and Doubts; and Speaking with Organization.
Construct/Factor Analytic
The domains assessed by the ILP were identified via principal components analysis with oblique rotation, rather
than predetermined sets, with a sample of 3003 first-year undergraduate students. The six components accounted for
54.06% of the variance. However, a pattern of significant correlations between these components emerged. To clarify
these relationships, the authors performed a second-order principal components analysis with oblique rotation. At
the second-order level, Hard and Easy IT skills converged on one component, and the remaining first-order compo-
nents converged on another. These two higher-order components correlated r5.17 with each other. The authors
interpreted these components as level of experience with computers, and a general sense of academic confidence.
Criterion/Predictive
Each factor, along with gender and age, was entered into a regression analysis as simultaneous predictors of
the four first year psychology module grades, and first year Grade Point Average (GPA). Hard IT skills signifi-
cantly and negatively predicted Introduction to Psychology grades; Numeracy Skills significantly and positively
predicted the Introduction grades and Methods in Psychology grades; and Time management significantly and
positively predicted Introduction grades, Psychology Practicals, and overall GPA. However, no significant predic-
tions were made when running these same analyses with the second year cohort.
Pulford and Sohal (2006) regressed each factor simultaneously on gender, the big five personality dimensions,
perfectionism, and self-esteem scales. After controlling for the effect of each independent variable, Reading and
Writing confidence was significantly and positively predicted by Openness and Conscientiousness ( β5.24 and
.34 respectively); Numeracy Skills confidence by Agreeableness ( β5.22) and three perfectionism subscales of
Organization ( β5/C0.36), Personal Standards ( β5.29) and Concerns Over Mistakes and Doubts ( β5/C0.36); and
Time Management and Speaking by Conscientiousness, Extraversion, and Organization ( β5.43, .27 and .25; and
β5.31, .47 and /C0.28 respectively).
Location
Pulford, B.D., & Sohal, H. (2006). The influence of personality on HE students’ confidence in their academic
abilities. Personality and Individual Differences, 41(8) , 1409/C01419.
Results and Comments
The ILP has undergone adequate scale refinement and appears internally robust. The authors note, however, that
larger samples of male students will be required for adequate validation. This scale has promising utility for identify-
ing students self-perceived strengths and weaknesses for assessment and development purposes. The results of the
convergent and discriminant validity examinations described above are synonymous with the other cognitive self-
report scales. Specifically, confidence measured with the ILP was positively correlated with desirable personality
dimensions and subscales intercorrelated to the degree that a more general confidence factor may emerge.
INDIVIDUAL LEARNING PROFILE
This is not a test. It is confidential and will be seen by a restricted number of people. Please answer honestly. Do
not worry if any section does not seem to apply to you. Please complete it anyway. Please cross the appropriate box.
Each Question is accompanied by the following rating scale:
Always Mostly Sometimes Never
&& & &
Section 1: Speaking
Are you confident about talking* to people you don’t know?
Do you join in class or group discussions?
Do you ask questions when you don’t understand something?
Do you feel comfortable giving a ‘talk’ or presentation to a group?165 SELF-REPORT COGNITIVE CONFIDENCE SCALES
II. EMOTIONAL DISPOSITIONS