Development of the Broad Learning Adult Questionnaire

Abstract

Infants and children experience an intense form of intellectual engagement associated with learning a variety of new skills. A recent theory proposes that such broad learning experiences may be the key to maximal cognitive development not just during infancy and childhood but also during adulthood. To begin investigating this possibility, the present questionnaire on broad learning in adulthood builds on prior research on need for cognition, intellectual engagement, personal growth, and leisure activities. After several rounds with preliminary versions of the questionnaire, the final version consists of 28 items. Responses were gathered from two mTurk samples to measure scale reliability and to assess model fit. In the end, we obtained a satisfactory measure of broad learning that consists of six separate reliable scales. Once this questionnaire is validated in future studies, perhaps it could be used as a predictor for cognitive development during adulthood and for interventions inducing broad learning.

Growth Mindset Predicts Cognitive Gains in an Older Adult Multi-Skill Learning Intervention

“…After the removal of the long version item and addition of the two shorter items, the measure improved its reliability (α = .62 pretest, α = .79 midpoint, α = .71 posttest), and the average inter-item correlations were within acceptable limits for all time points ( r = .24 pretest, r = .41 midpoint, r = .30 posttest). However, it is important to note that these levels were lower than those reported for the growth mindset subscale in Leanos et al (2019) , possibly due to the small sample size. The revised 5-item version was subsequently used for all study analyses.…”

“…As mentioned, variability in the growth mindset scores was limited and was mostly concentrated in the upper range. Although our levels were similar to the mTurk samples recruited by Leanos et al (2019) in the development of the growth mindset scale, which also reported high average growth mindset among its older adults, this indicates that our participants were in general already quite high in their growth mindset endorsement, which may not be representative of growth mindset in the older adult population outside of those who choose to participate in research. Had our samples contained more fixed mindset individuals, it is possible that our results may have been different.…”

“…Future research including a more racially/ethnically diverse sample could expand the generalizability of our findings as well as provide insight on how the intervention may be tailored to different populations to maximize its benefits. Finally, it is possible that self-reported measures of growth mindset, although comparable to the Leanos et al (2019) levels, were inflated prior to the intervention, as anecdotally, participants reported that they only truly understood what was meant to have a growth mindset toward the end of the intervention, after having to challenge themselves and learn so many new difficult skills. Therefore, perhaps our results underestimate the true effect of growth mindset on cognitive growth in older adults.…”

“…Mindset : We adapted the Dweck (2000) mindset questionnaire to better align with older adult experiences (e.g., less emphasis on academic achievement) and to emphasize novel skill learning ( Table 2 ). The growth mindset questionnaire is a subscale of the Broad Learning Adult Questionnaire (BLAQ) ( Leanos et al, 2019 ). This subscale includes six items measured on a 6-point Likert-type scale (1 = Strongly disagree to 6 = Strongly agree ), which aim to capture a variety of socio-motivational and environmental factors that may foster optimal cognitive development in older adults.…”

“… a Item 2 (reverse-coded) removed from final composite. Note. All items from the BLAQ (Leanos et al, 2019). Items rated on a 6-point Likert-type scale, 1 = Strongly disagree to 6 = Strongly agree. …”