The Learning-specific Inner Speech Scale (LISS): Development, predictive validity, and age differences.

Theory and research suggest that inner speech plays a prominent role in students’ learning. To facilitate research on inner speech within learning and academic contexts, we developed a Learning-specific Inner Speech Scale (LISS) used for assessing students spanning a broad range of ages. The LISS takes a functional view of inner speech, assessing the frequency of social-assessing, self-critical, self-reinforcing, and self-managing inner speech in the learning context. Data from three studies based on the child, adolescent, and young adult samples demonstrated that the LISS exhibits acceptable psychometric properties in terms of internal consistency, test-retest reliability, and construct and content validities. In addition, the LISS is age-sensitive and demonstrates a favorably predictive validity for students’ real-life learning performance. The LISS provides researchers and practitioners a useful tool for exploring verbal thinking and its relationships with learning strategies and performance. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
Source: European Journal of Psychological Assessment - Category: Psychiatry & Psychology Source Type: research