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high on ‘theoretically contrasting’ subscales, so that FAC, in paricular, as well as KDFinterfere with scores for RID, IND and SDI, while MAR interferes with MAU andMWA. His scores indicate a significant level of learning pathology (high scores in KDF,DER and FRA). According to Lindblom-Ylänne (2004) this are characteristics of studentswho lack the metacognitive skills to reflect on their own learning approaches andconceptions. This supports the results of the ASI for Dermot – he is hedging his betsall the way• Student 4 (Vaughn) also exhibits a high level of dissonance (see Figure 8.24) – scoringvery high on ‘theoretically contrasting’ subscales, so that here, too, KDF and FACinterfere with scores for RID, IND and SDI, while MAR interferes with MAU andMWA. His scores indicate a strong level of learning pathology (very high scores inKDF, DER and FRA). This contradicts the results of the ASI significantly. Vaughn’sjournal entries support the RoLI results – throughout the unit, he felt under pressure,needed to catch up and felt guilty about not helping other members more. Again the ASIscores might suggest that he falls back on reproducing when understanding is reduced.Figure 8.24: RoLI results for VaughnIt is clear from this small sample that qualitative methods are necessary for interpretingdissonance in RoLI profiles – the journal entries fulfil that purpose to some extent. The dataalso supports Meyer’s idea that student study approach needs to be contextualised, at leastwith regards to the learning environment.In order to provide a clearer picture of the comparison between data collected by the ASIand the RoLI, the ASI results were expanded to the subscales. Table 8.11 describes these.381