{"id":582,"date":"2018-07-17T15:06:47","date_gmt":"2018-07-17T06:06:47","guid":{"rendered":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/?p=582"},"modified":"2018-07-18T09:44:02","modified_gmt":"2018-07-18T00:44:02","slug":"learner-autonomy-profile-lap","status":"publish","type":"post","link":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/learner-autonomy-profile-lap\/","title":{"rendered":"Learner Autonomy Profile (LAP)"},"content":{"rendered":"<p><strong>Purpose:\u00a0<span style=\"font-weight: 400;\">To better understand an individual\u2019s level of autonomy as a learner. <\/span><\/strong><\/p>\n<p><strong>Source:\u00a0<\/strong><a href=\"http:\/\/www.hrdenterprises.com\/inventory.html\">http:\/\/www.hrdenterprises.com\/inventory.html<\/a><\/p>\n<p><!--more--><\/p>\n<p><strong>Short description:\u00a0<\/strong><\/p>\n<p><span style=\"font-weight: 400;\">Inventories designed to produce precise understanding of an individual\u2019s level of autonomy as a learner. Completion of the five inventory battery yields a Learner Autonomy Profile (LAP). The individual\u2019s LAP provides specific information that can be utilized to increase reliance upon strengths and overcome weaknesses related to learner autonomy.<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">The Inventory of Learner Desire (ILD) \u2014 33 items, est. 5 mins.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">The Inventory of Learner Resourcefulness (ILR) \u2014 53 items, est. 9 mins.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">The Inventory of Learner Initiative (ILI) \u2014 44 items, est. 7 mins.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">The Inventory of Learner Persistence (ILP) \u2014 34 items, est. 6 mins.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">The Appraisal of Learner Autonomy (ALA) \u2014 9 items, est. 2 mins.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Respondents need not complete more than one inventory at a time, but once each is started it must be completed in a single session. A Learner Autonomy Profile is produced for each inventory, but all five inventories must be completed before profiles can be produced.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The Inventory of Learner Desire (ILD): t<\/span><span style=\"font-weight: 400;\">he Inventory of Learner Desire assesses seven dimensions of the respondent\u2019s world-view and view of self. The profile produced identifies issues and attitudes that contribute or detract from the individual\u2019s capacity to form intentions related to learning.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The Inventory of Learner Resourcefulness (ILR): t<\/span><span style=\"font-weight: 400;\">he Inventory of Learner Resourcefulness assesses seven dimensions of the respondent\u2019s intention to engage in behaviors that constitute essential resources in learning. The profile produced identifies issues and attitudes that contribute or detract from the individual\u2019s intention to mobilize both the internal and external resources associated with learning processes.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The Inventory of Learner Initiative (ILI): t<\/span><span style=\"font-weight: 400;\">he Inventory of Learner Initiative assesses five dimensions of the respondent\u2019s intention to engage in behaviors associated with initiation of learning processes. The profile produced identifies issues and attitudes that contribute or detract from the individual\u2019s intention to take appropriate initiatives associated with learning processes.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The Inventory of Learner Persistence (ILP): t<\/span><span style=\"font-weight: 400;\">he Inventory of Learner Persistence assesses three dimensions of the respondent\u2019s intention to engage in behaviors associated with persistence in learning processes. The profile produced identifies issues and attitudes that contribute or detract from the individual\u2019s intention to persist in learning processes until appropriate personal satisfaction is reached.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The Appraisal of Learner Autonomy (ALA): t<\/span><span style=\"font-weight: 400;\">he Appraisal of Learner Autonomy assesses the respondent\u2019s general beliefs concerning the ability to act intentionally with reference to learning activities. The scale was derived from Professor Albert Bandura\u2019s (Stanford University) exercise self-efficacy scale with his permission.<\/span><\/p>\n<p><strong>Sample questions:\u00a0<\/strong>Not available.<\/p>\n<p><strong>Paid or free:\u00a0<\/strong>Paid.<\/p>\n<p><strong>Reliability\/validity measures:\u00a0<\/strong>Not available.<\/p>\n<p><strong>Setting:\u00a0<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Independent<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Workplace<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Education<\/span><\/li>\n<\/ul>\n<p><strong>Stakeholder(s):\u00a0<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Individuals<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Coworkers and supervisors<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Students and instructors <\/span><\/li>\n<\/ul>\n<p><strong>Type of measurement:\u00a0<\/strong>Questionnaire<\/p>\n<p><strong>Possible uses:\u00a0<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Designing interventions<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Research projects <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Individual growth <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Workplace professional development<\/span><\/li>\n<\/ul>\n<p><strong>Ease of implementation:\u00a0<\/strong><\/p>\n<p><span style=\"font-weight: 400;\">Respondents need not complete more than one inventory at a time, but once each is started it must be completed in a single session. A Learner Autonomy Profile is produced for each inventory, but all five inventories must be completed before profiles can be produced. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">Each inventory is 5-9 questions. All five inventories will take about 29 minutes in total.<\/span><\/p>\n<p><strong>Advantages:<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Available in English and Spanish, as well as short and long forms. <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Develops a learning profile for individuals that identifies strengths and weaknesses and future directions. <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Do not need to complete all 5 inventories at one time. <\/span><\/li>\n<\/ul>\n<p><strong>Drawbacks:\u00a0<\/strong>Self-report.<\/p>\n<p><strong>Studies this has been used in:\u00a0<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Purpose:\u00a0To better understand an individual\u2019s level of autonomy as a learner. Source:\u00a0http:\/\/www.hrdenterprises.com\/inventory.html<\/p>\n","protected":false},"author":5,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[11,12,4,3,7],"tags":[],"class_list":["post-582","post","type-post","status-publish","format-standard","hentry","category-autonomy","category-learning-strategies","category-questionnaire","category-self-determination-theory","category-self-regulation"],"_links":{"self":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/posts\/582","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/comments?post=582"}],"version-history":[{"count":3,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/posts\/582\/revisions"}],"predecessor-version":[{"id":641,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/posts\/582\/revisions\/641"}],"wp:attachment":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/media?parent=582"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/categories?post=582"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/tags?post=582"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}