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This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Date of Award

Spring 2012

Document Type


Degree Name

Master of Arts (MA)


Department of Graduate Psychology


Responsibility for learning is an important, foundational construct for students in higher education. Because of its importance, higher education officials often design programs to inform students of their academic responsibilities. In order to assess these programs, a valid measure of responsibility for learning must be selected. In order to assess program effectiveness, measurement specialists collect validity evidence to support score interpretations. The current study focuses on the validity evidence of the Perceived Responsibility for Learning (PRL) scale. Benson’s (1998) framework for construct validation was used to examine current validity evidence and direct the study. Competing factor structures of the PRL were examined. Results indicated that a factor structure is still unknown; however, this may be due to measurement issues with the current scale. Directions for future responsibility for learning research are provided.

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