The Inventory of Learning Processes (ILP), originally developed by Schmeck et al. (1977), assesses individual differences in information processing styles of college level students. The inventory consists of four scales: Deep Processing (Dl’), Methodical Study (MS), Fact Retention (FR), and Elaborative Processing (El’). Three aspects of the ILP scales have been studied for 9th and 11th grade high-school students. First, the internal consistency reliabilities of the ILP scales, two of which DP and MS were satisfactory. Second, the factor struc- ture obtained in this study included three out of the four original factors. FR was not reconstructed. Third, the relationship between academic achievement and information processing of high-school students have been analyzed. Deep Pro- cessing (DP) came out as the most prominent style in its relation to academic achievement, particularly among the younger students.
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