Development of the Broad Learning Adult Questionnaire

Shirley Leanos, Jennifer Coons, George W. Rebok, Daniel J. Ozer, Rachel Wu

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


Infants and children experience an intense form of intellectual engagement associated with learning a variety of new skills. A recent theory proposes that such broad learning experiences may be the key to maximal cognitive development not just during infancy and childhood but also during adulthood. To begin investigating this possibility, the present questionnaire on broad learning in adulthood builds on prior research on need for cognition, intellectual engagement, personal growth, and leisure activities. After several rounds with preliminary versions of the questionnaire, the final version consists of 28 items. Responses were gathered from two mTurk samples to measure scale reliability and to assess model fit. In the end, we obtained a satisfactory measure of broad learning that consists of six separate reliable scales. Once this questionnaire is validated in future studies, perhaps it could be used as a predictor for cognitive development during adulthood and for interventions inducing broad learning.

Original languageEnglish (US)
Pages (from-to)286-311
Number of pages26
JournalInternational Journal of Aging and Human Development
Issue number3
StatePublished - Apr 1 2019


  • broad learning
  • cognitive aging
  • cognitive development
  • intellectual engagement
  • questionnaire development

ASJC Scopus subject areas

  • Geriatrics and Gerontology
  • Developmental and Educational Psychology
  • Aging


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