The Measurement of the Diversity in Learning to Enhance Educational Inclusion and Achievement. Validation of a Scale in Higher Education

Abstract

There is an increasing focus among researchers and educators on diversity in learning patterns (DinL) in the classroom. However, there is a lack of comprehensive frameworks, considering psychosocial factors crucial for inclusion and equality. This study aims to develop and validate an integrative construct of DinL to address this gap. A scale was built measuring the five dimensions of the construct: Coping with Difficulties, Effort, Autonomy, Understanding/Career Interest, and Social/Physical Context. To validate the scale, a study was carried out with a sample of 1,644 students from Complutense University of Madrid, analysing the DinL factorial structure, internal consistency, and validity. Results showed robust internal and external validity, with good values for configural, metric, invariance, and scalar variance. Significant relationships were found between DinL factors, academic performance, and sex. In conclusion, this study offers an optimal scale to assess DinL in the classroom for personalized education, psychosocial inclusion, and equality.