PsychologicalRepo~ts, 2002,91,503-519. O Psychological Reports 2002 FACTORIAL VALIDITY AND INTERNAL RELIABILITY O F HONEY AND MUMFORD'S LEARNING STYLES QUESTIONNAIRE ' TRACEY COCKERTON, RUKHSANA NAZ, AND SYLVIA SHEPPARD Psychology School of Healfh and Social Science Middlesex University Summary.-Honey and Mumford's Learning Styles Questionnaire was derived from h e same conceptual basis as Kolb's Learning Style Inventory and may provide a more reliable and valid measure of Kolb's learning style constructs. The Learning Styles Questionnaire has not been psychometrically evaluated as extensively as the Learning Style Inventory. Since there is no published information on how the Learn- ing Styles Questionnaire scales were derived, an attempt was made co factor ~ n a l ~ z e the responses to the questionnaire. Confirmatory Factor analysis of 284 psychology un- dergraduates' responses identified a four-factor oblimin soludon as the most har~sfac- tory model investigated. Implications for interpretation and use within higher educa- tion are discussed. Learning style is a concept that has been discussed and researched for a number of years (Rechmann & Grasha, 1974; Curry, 1983, 1990) and appears to be in vogue with educationalists once again (Fry, Ketteridge, & Marshall, 1999). While 'learning style' is regarded by some (e.g., De Bello, 1990) as a subset of 'cognitive style', the term has been used interchange- ably, the latter being a synonymous predecessor of the former (Reynolds, 1997). Building on Messick's (1984) work, Sternberg and Grigorenko (1997) argued that 'cognitive style' provides the link between distinct and stable in- dividual differences in how we process and organise information, i.e., cogni- tion, and how we feel and behave, i.e., personahty. Learning style, however, may reflect a less enduring strength or preference for how an individual ap- proaches and develops from a particular learning task or experience (Kolb, 1984). Learning styles may be regarded as one of many specific types of cog- nitive style, wh~ch reflect one's indlviduahty m a learning context. The recent renewed interest in learnmg style is based on the proposi- tion that acknowledging and matching learners' individual differences to the design and delivery of teaching and learning sessions, and possibly the tu- tor's preferred style of teaching and learning, wdl contribute to the overall effectiveness of the learning context and thereby enhance learning outcomes. Stated simply, the 'matching hypothesis' proposes a relationship between the learning style of the student, the learning activity which may be oriented ac- 'Address correspondence to Dr. Tracey Cockerton, Middlesex University, Queensway, Enfield EN3 4SF, England.