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1.
The effects of rating scale format (behaviorally anchored vs. Likert) and rater training on leniency and halo in student ratings of instruction were investigated. The subjects (N=269) were students enrolled in required courses at a graduate theological seminary in the Southwest United States. A repeated measures design controlling for teacher and course was used. Findings indicated: (a) training was effective in reducing leniency and halo in ratings from both instruments; (b) trained raters exhibited less leniency on two rating dimensions when using behaviorally anchored rating scales (BARS's) than when using the Likert scale; and (c) trained raters exhibited less halo when using the Likert than when using the BARS. The findings demonstrate the importance of focusing efforts to improve quality of ratings on the students rather than on the format of the instrument.Presented at the Twenty-Eighth Annual Forum of the Association for Institutional Research, Phoenix, Ariz., May 1988.  相似文献   

2.
Science textbooks are dominant influences behind most secondary science instruction but little is known about teachers' approach to science reading. The purpose of this naturalistic study was to develop and validate a Science and Reading Questionnaire to assess secondary science teachers' attitudes toward science reading and their beliefs or informed opinions about science reading. A survey of 428 British Columbia secondary science teachers was conducted and 215 science teachers responded. Results on a 12-item Likert attitude scale indicated that teachers place high value on reading as an important strategy to promote learning in science and that they generally accept responsibility for teaching content reading skills to science students. Results on a 13-item Likert belief scale indicated that science teachers generally reject the text-driven model of reading, but they usually do not have well-formulated alternative models to guide their teaching practices. Teachers have intuitive beliefs about science reading that partially agree with many research findings, but their beliefs are fragmented and particularly sketchy in regard to the cognitive and metacognitive skills required by readers to learn from science texts. The findings for attitude, belief, and total scales were substantiated by further questions in the Science and Reading Questionnaire regarding classroom practice and by individual interviews and classroom observations of a 15-teacher subsample of the questionnaire respondents.  相似文献   

3.
The inquiry sought to develop a semantic differential (SD) for use in assessing attitude and attitude change among secondary school and college students. It included thirty-five bipolar adjectives, each using a 7-point ordinal scale, for student rating purposes. Three concepts were used in the study: teacher, learning, and student. A Likert type scoring was accomplished with part scores for each of the separate concepts, and with the total score being the sum of the three part scores. A comparison between pre- and post-college course attitudes was made involving 237 students, which showed significant change only for the concept “student” (Me as a student). Internal reliability indexes were obtained usingthe Kuder -Richardson(K-R) Formula 20 for part scores ranging from r = .421 to .610; and for the total score ranging from r = .928 to .960. Inter correlations of part scores for pretest ranged from r = .530 to .584; and for posttest r = .620 to .707. There is evidence of greater homogeneity for post-course concepts than for pre-course concepts used in the evaluation, i. e., teacher, learning, and student.  相似文献   

4.
This study was designed to identify underlying factors that motivate language learners to read in a foreign language (L2) context. It also examined the relationships between L1 and L2 reading motivation and any differences in reading motivation based on the learners?? academic majors and L2 reading proficiency. 259 Korean EFL college students participated in this study. Participants?? L1 and L2 reading motivation was measured using a Likert scale questionnaire and their L2 proficiency was estimated by test scores in their reading classes. This study yielded a four-factor solution for L2 reading motivation: learning goal-oriented motivation, intrinsic motivation, avoidance of reading, and utility value of L2 reading. The results indicated that learning goal-oriented motivation and utility value of L2 reading were the two primary indicators for the participants?? desire to read in English. The study also demonstrated that the factor-based L2 reading motivation scales correlated with some of the L1 reading motivation scales in the relatively low range but statements about the connection or transfer issue of reading motivation between the two languages must be tentative. All L2 reading motivation scales revealed significant differences between English and non-English majors except in utility value of L2 reading. Furthermore intrinsic and avoidance scales also differed significantly depending on the participants?? L2 reading proficiency.  相似文献   

5.
Most research on attitudes toward older adults does not address subgroups of older adults. This study evaluated whether attitudes among undergraduates towards older professionals were more positive than those toward older adults in general. A 2 × 2 factorial design with the covariate of knowledge of aging was used with measures from two attitude scales. Independent variables were the priming target of older adults in general or older professionals and the order of administration of the two attitude scales with a sample of 107 undergraduates. The covariate was significant for three of the four dependent measures. The scale specifically developed for attitudes toward older workers showed a significant difference between the priming instruction groups, with more positive attitudes toward older professionals. Significant interactions in the same direction were noted for two of the other scales: Avoidance and Discrimination. The results suggest that professional status does provide one case in which negative attitudes among undergraduates toward older workers and adults in general may not hold.  相似文献   

6.
A new approach to attitude measurement is presented that provides a comprehensive index of favorability and salience, the primary attributes relevant to the study of any attitudinal issue. The new technique effectively separates “indifferent” research subjects from those who are “neutral” toward attitudinal issues. Methodological advantages and theoretical applications of the new technique are discussed in relation to research in interpersonal communication, persuasion and attitude change, and mass communication. Reliability and validity of “attitude pie” were tested vis‐à‐vis semantic differential and Likert‐type scales using a variant of the multitrait‐multimethod (MTMM) procedure. A large reliability and validity study involving 10 attitude traits, four methods, and more than 100 subjects at three points in time over a two‐month period was undertaken. Reliability for “positivity” and “salience” of the new technique compared favorably with standard scales. Validity of the new technique was acceptable on the evaluative dimension for individuals and groups. Validity of the salience dimension was demonstrated for grouped data.  相似文献   

7.
This paper explores the relationship between students' interests in environmental issues, attitudes to environmental responsibility and biocentric values in school science education. The factors were investigated within the framework of three moderators: gender, school and residential area of the school. The survey was carried out using the international ROSE questionnaire with ninth‐grade students (N = 3626) from 68 schools. Likert‐type items were categorised with explorative factor analysis, and multivariate analysis of variance was used to study the importance of the moderators. There were significant correlations between the attitude and value factors. Interest and attitude were also significantly correlated, but the correlation between interest and value was negligible. Girls' attitude was significantly more positive and their biocentric value stronger than those of the boys, while in terms of interest, the gender difference was small. The effect of residential area was negligible, but there were significant differences between schools in all the factors studied. A school's own environmental projects and participation in programmes linked to environmental education or education for sustainable development was suggested to enhance students' interest in environmental issues. The role of interests, attitudes and values in teaching environmental issues are important fields for future research in science, environmental and sustainability education.  相似文献   

8.
Sjödahl, L. 1974. Number of Judges when Scaling Attitude Items. Scand. J. educ. Res. 18, 183‐197. When constructing attitude scales for measuring patient‐centering among student nurses the author has carried out a series of studies of the method of attitude scale formation. The article presents one of several methodological studies published by the same author in Ped. psyk. problem (nr. 184). Scale values, interquartile range, interval position and the selection of items for the final scale are studied as dependent variables when varying the size of the judging group. The results show that correlations between series of scale values from judging groups of varying sizes can be very high but that we can still get quite a different selection of items for the final scale, depending upon which judging group we use in the scaling procedure. The stability of the interval placements of the statements is shown to vary with the intervals along the scale.  相似文献   

9.
Research with adults has shown that variations in verbal labels and numerical scale values on rating scales can affect the responses given. However, few studies have been conducted with children. The study aimed to examine potential differences in children's responses to Likert‐type rating scales according to their anchor points and scale direction and to see whether or not such differences were stable over time. A total of 130 British children, aged 9 to 11 years, completed six sets of Likert‐type rating scales, presented in four different ways varying the position of positive labels and numerical values. The results showed, both initially and 8–12 weeks later, that presenting a positive label or a high score on the left of a scale led to significantly higher mean scores than did the other variations. These findings indicate that different arrangements of rating scales can produce different results, which has clear implications for the administration of scales with children.  相似文献   

10.
Recycling and its applications are growing significantly due to the great potential for solving a range of environmental problems in society. Nevertheless, there are currently very few instruments that can provide valid and reliable data on students’ attitudes toward recycling. In this regard, this article focuses on the development and validation of Recycling Attitude Scale (RAS). The items in the RAS were developed initially from the responses to three open-ended items by 53 tenth and eleventh grade students and literature review on recycling attitude. This initial form was pilot tested with 356 tenth and eleventh grade students and then subjected to exploratory factor analysis. Subsequently, the revised version of the scale was administrated to 694 tenth grade students, and the results were subjected to confirmatory factor analysis and reliability analysis. The RAS consists of 21 items in three subscales, with responses recorded on a four-point Likert scale, options ranging from strongly agree to strongly disagree. Cronbach’s alpha reliability coefficient (α) of the scale was found to be .87. The results indicate that the RAS a potentially valuable tool for both instructors and researchers in Turkey for the assessment of the attitudes toward recycling held by students in secondary education.  相似文献   

11.
Because testing time in educational research is typically scarce, the use of long scales to assess motivational-affective constructs can be problematic. The goal of the present study was to scrutinize the psychometric properties of short scales (with three items) and single-item measures for two core motivational-affective constructs (i.e., academic anxiety and academic self-concept) by conducting systematic comparisons with corresponding long scales across school subjects and within different subject domains (i.e., mathematics, German, French). Statistical analyses were based on representative data from 3879 ninth-grade students. All short forms possessed satisfactory levels of reliability (range: .75–.89) and substantial correlations with the long scales (range: .88–.97); correlational patterns with educational student characteristics (e.g., achievement, school satisfaction, gender, academic track, and socioeconomic status) were comparable to those obtained with the corresponding long scales (all average differences in correlations below .07). The correlational patterns between all single-item measures and the external criteria were similar to those obtained with the corresponding long scales (all average differences in correlations below .08), yet the single-item measures demonstrated low to modest score reliabilities (estimated with the model-based omega coefficient; range: .22–.72) and correlations with full scales (range: .50–.88). When long scales are not applicable, short forms and perhaps even single-item measures may represent psychometrically sound alternatives for assessing academic anxiety and academic self-concept for educational research purposes.  相似文献   

12.
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13.
Ambivalence is a psychological state in which a person holds mixed feelings (positive and negative) towards some psychological object. Standard methods of attitude measurement, such as Likert and semantic differential scales, ignore the possibility of ambivalence; ambivalent responses cannot be distinguished from neutral ones. This neglect arises out of an assumption that positive and negative affects towards a particular psychological object are bipolar, i.e., unidimensional in opposite directions. This assumption is frequently untenable. Conventional item statistics and measures of test internal consistency are ineffective as checks on this assumption; it is possible for a scale to be multidimensional and still display apparent internal consistency. Factor analysis is a more effective procedure. Methods of measuring ambivalence are suggested, and implications for research are discussed.  相似文献   

14.
The purpose of this study was to make use of proposed definitions of environmental literacy to (1) guide the application of Rasch analysis and (2) utilize the developed instrumentation to further inform the work of environmental educators. A total of 2311 preservice teachers attending Faculty of Education departments of four public universities located in the capital city of Turkey provided data for this study. The instrument used included a knowledge scale, an attitude scale, an attitude towards environmental responsibility scale and a concern scale. Rasch analysis revealed which those items which address the environmental knowledge widely broadcasted by mass media also were answered correctly by most participants. Generally, instrument items that addressed the understanding of the interrelated nature of environmental knowledge were answered incorrectly by participants. Analysis of attitude and attitude towards environmental responsibility scales indicated that the preservice teachers exhibited the most support for plant and animal rights, environmental protection laws and ecological balance. Results of the concern scale suggested that the preservice teachers were most concerned with regard to issues of poor drinking-water quality. Gender analysis revealed different orientations among females and males in terms of knowledge, attitudes, attitude towards environmental responsibility and concern scales.  相似文献   

15.
The results of a study examining the psychometric quality of a pictorial scale to measure perceived physical competence, perceived cognitive competence and perceived social acceptance by peers and caregivers in individuals with intellectual disabilities are reported. The scale was administered twice to 100 subjects. The stability of the scale proved good: the test–retest correlations were sufficiently high and significant; and the internal consistency of the scale also proved good. To establish the internal validity of the scale, the correlations between the four subscales were calculated. The correlations were reasonable, which shows coherence between the four scales but also sufficient differentiation. The correlations between the two subscales for social acceptance were quite high, and it was therefore decided to combine them. To gain insight into the external validity of the pictorial scale, a Visual Analogue Scale (VAS) was constructed to measure the three domains of perceived competence from the pictorial scale in a more global manner. The VAS yielded reliable results. The correlations between the VAS and the pictorial scale were moderate to reasonable. Finally, the scores on the pictorial scale did not vary according to sex or level of functioning. All of the subscales differed according to age, however. Individuals over the age of 35 scored significantly lower than younger individuals. The results of this research show the pictorial scale to be a reliable instrument for the measurement of perceived competence and social acceptance in individuals with intellectual disabilities.  相似文献   

16.
Emotional intensity, that readiness of a teacher to respond favorably or unfavorably toward such psychological objects as science or the teaching of science, is the quality that distinguishes the attitude concept from other related psychological concepts. It would seem, then, that valid attitude statements, if they are to reflect the definition of attitude, would evoke emotional intensity, responses in both a favorable and unfavorable direction by a group of teachers on each item on a science attitude scale. Science educators who design or modify science attitude scales should continue using item-total correlations and other quantitative techniques to test for emotional intensity, but qualitative judgments are necessary, too. In addition, the frequency distribution of data generated by each statement should be examined for skewness and high percentages of neutral responses, both of which can impair the emotional intensity of an item.  相似文献   

17.
Raw scores on the 16 K-ABC subtests and the total raw scores on the sequential and simultaneous processing scales and the achievement scale were correlated with age in months for two separate samples, each subdivided by race and sex: the K-ABC standardization sample (N = 2000) and an additional group of blacks and whites tested during the development of the K-ABC sociocultural norms (N = 615). Within each sample, the highest and lowest correlations from all race/sex groups were contrasted across all K-ABC subtests and scales. All correlations between age and raw scores were statistically significant (p ⩽ .05). No significant differences occurred in the magnitude of these relationships as a function of race/sex grouping, supporting the construct validity of the K-ABC as a developmental measure of children's aptitude and achievement for blacks, whites, Hispanics, males, and females.  相似文献   

18.
The purpose of this study was to develop and validate a new learning environments instrument designed to aid investigators and practitioners in measuring and researching the psychosocial learning environment in post-secondary distance education. Using a three-stage approach, the Distance Education Learning Environments Survey (DELES) was developed, field-tested with 680 distance education students, and then validated. The DELES has 34 items allocated to six scales: (1) Instructor Support; (2) Student Interaction and Collaboration; (3) Personal Relevance; (4) Authentic Learning; (5) Active Learning; and (6) Student Autonomy. An additional scale of Enjoyment was included in this study to explore associations between the psychosocial learning environment and student affective traits. Each learning environment item had a factor loading of at least 0.50 with its own scale, and less than 0.50 with all other scales. The alpha reliability coefficient for each scale ranged from 0.75 to 0.94. Simple correlations between Enjoyment and the DELES scales ranged from 0.12 to 0.31, with the scale of Personal Relevance having the strongest correlation with Enjoyment when all other scales were mutually controlled. The DELES, an online instrument that can be utilized by students at any location, eliminates data transfer errors and does not allow for non-responses, adding to the overall validity of the instrument. The development of DELES relied extensively on literature pertaining to high-quality distance education and expert content validation techniques. It treats distance learning as having a distinct social-psychological climate unlike those found in other post-secondary classroom environments.  相似文献   

19.
Structural equation modelling is used to measure the existence of a response style (in particular, acquiescence) behind three balanced Likert scales measuring different concepts in a questionnaire for student evaluation of teaching in higher education. Exploration with one sample (n = 1125) and confirmation in a second sample (n = 710) from a different population (different students, different courses) shows the existence of a common factor behind these scales. However, the weak correlation with the variable ‘sum of agreements’ does not support the idea of acquiescence in student evaluation of teaching. Instead, the common factor could be interpreted as a halo factor influencing different scales in the questionnaire. The implications of this exploratory study for future research on acquiescence in student evaluations of teaching are discussed.  相似文献   

20.
The present study examined the psychometric relationship between two new rating scales, the Behavior Assessment System for Children (BASC; Reynolds & Kamphaus, 1992) and the Social Skills Rating System (SSRS; Gresham & Elliott, 1990), for a sample (N = 53) of minority kindergarten children using both parent and teacher ratings. The similarities and differences between these instruments were investigated through correlational and content analyses. In general, the results provide preliminary convergent validity evidence for the BASC and SSRS. In regard to the Social Skills subscale of the BASC, convergent validity evidence was demonstrated for the parent form of this instrument, but not the teacher form, when the SSRS Social Skills scale was used as the criterion. In addition, the correlations between the various scales of the BASC and SSRS were in the expected direction. That is, the correlation between the BASC Adaptive Skills Composite and the SSRS Social Skills scale was moderate in the teacher group (r = .44) and high in the parent group (r = .54). Similarly, correlations between the BASC Hyperactivity, Aggression, and Externalizing scales and the SSRS Problem Behaviors scale ranged from .50 to .60 and .50 to .56 in the teacher and parent groups, respectively. Implications regarding the practical utility of the BASC and SSRS for assessing social skills functioning, in particular, were presented. © 1996 John Wiley & Sons, Inc.  相似文献   

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