Myself as a learner (MALS)
Young people's perceptions of themsevles as learners and problem-solvers have been shown in numerous research studies to be a key element in their learning progress. Myself as a Learner Scale (MALS) has been constructed to provide a readily available technique which can be used by teachers, psychologists and researchers to gain access to this important aspect of learning development.
Myself as a Learner Scale (MALS) is designed specifically to focus upon children's learning. This is a brief 20 item scale which contains such statements as 'I know how to be a good learner', 'I know how to solve the problems that I meet' and 'When I'm given new work to do, I usually feel confident I can do it.'
It is easy to administer, score and interpret and can be used for gaining information on large cohorts of students or for more clinical purposes with individuals.
MALS is available to purchase via Imaginative Minds Ltd.
Research studies that have incorporated the Myself-As-a Learner-Scale
Armstrong, D. & Humphrey, N. (2009) Reactions to a diagnosis of dyslexia among students entering further education: Development of the resistance-accommodation model. British Journal of Special Education, 36(2),95-102.
Atkinson, C. & Woods, K. (2003) Motivational interviewing strategies for disaffected secondary school students: A case example. Educational Psychology in Practice,19(1), 49-64.
Atkinson, C., Regan, T. & Williams, C. (2006) Working collaboratively with teachers to promote effective learning. Support for Learning,,21(3),33-39.
Bull, L. (2007) Sunflower therapy for children with specific learning difficulties(dyslexia): A randomised control trial. Complementary Therapies in Clinical Practice, 13(1),15-24.
Burden, R.L. & Kaufman, R. (2004). Peer tutoring between young adults with severe and complex learning difficulties: The effects of mediation training with Feuerstein’s Instrumental Enrichment programme. European Journal of Psychology of Education,19(1), 107-117.
Burke, L.A. & Williams, J.M. (2008) Developing young thinkers: An intervention aimed to enhance children’s thinking skills. Thinking Skills and Creativity,3(2),104-124.
Chalk, K. & Bizo, L.A. (2004) Specific praise improves on-task behaviour and numeracy enjoyment: A study of Year 4 pupils engaged in the numeracy hour. Educational Psychology in Practice, 20(4),335-351.
Dewey, J. & Bento, J. (2009) Activating children’s thinking skills (ACTS): The effects of an infusion approach to teaching thinking in primary schools. British Journal of Educational Psychology, 79(2),329-351.
Trickey, S. & Topping, K. (2006) Collaborative Philosophical Enquiry for schoolchildren: social-emotional effects at 11 to 12 years. School Psychology International, 27(5),599-614.
Trickey, S. (2007) An evaluation of Philosophical Enquiry: A process for achieving the future curriculum? Gifted Education International, 22(3),258-265.