PURPOSE:
The Adaptive Learning Behaviors Inventory (ALBI) is a novel instrument
assessing seven Master Adaptive Learner (MAL) behavioral domains (Critical
Thinking, Metacognition, Dual Process Thinking, Building Knowledge,
Self-Monitoring, Habit Formation, Tolerance for Uncertainty). This study
evaluated reliability, validity, and how adaptive learning behaviors relate
to academic performance and learning preferences in preclerkship medical
students.
METHODS:
Sixty-one students completed the ALBI, a learning-preference inventory, and
reported their academic performance using a four-level ordinal scale.
Construct validity was examined using Spearman’s rho to assess associations
between ALBI domains and performance. Reliability was evaluated with
Cronbach’s alpha. Learner profiles were identified using k-means clustering
applied to z-standardized ALBI domain scores. Differences in performance across
clusters were examined using ANOVA, and associations with learning
preferences were assessed using chi-square tests and two-way ANOVA.
RESULTS:
Internal consistency of the ALBI was excellent (?=0.83). ALBI composite
scores showed a significant positive association with performance (p=0.003).
Building Knowledge, Tolerance for Uncertainty, and Habit Formation showed the
strongest domain-level associations. Clustering of ALBI domain patterns
yielded three distinct learner profiles explaining 18% of performance
variation (p=0.003): (1) Adaptive Experts: high ALBI across domains and
highest performance; (2) Collaborative Adaptors: moderate ALBI with relative
strengths in metacognition and intermediate performance; and (3) Unstructured
Independents: lower ALBI scores and lowest performance. Chi-square analyses
showed significant differences in independent-study (p=0.038) and small-group
(p=0.048) preferences across clusters. Notably, independent-study preference
appeared frequently in both Adaptive Experts and Unstructured Independents,
however, a significant cluster × independent-study interaction (p=0.002)
suggested the benefit of independent study differed by learner type.
CONCLUSIONS:
The ALBI demonstrated strong reliability and validity. Learner profiles
based on MAL behaviors were meaningfully associated with academic performance
and learning preferences, supporting the ALBI as a framework for early
identification and tailored support of students with differing adaptive study
skills.