Instrument Development in the Affective Domain: Measuring Attitudes and Values in Corporate and School Settings

285 Pages·1993·4.92 MB·English

by  Robert K. Gable

Instrument Development
in the Affective Domain
(2nd Edition)
Evaluation in Education and Human Services
Editors:
George F. Madaus, Boston College,
Chestnut Hill, MA, U.S.A.
Daniel L. Stufflebeam, Western Michigan
University, Kalamazoo, MI, U.S.A.
Other books in the series:
Madaus, G., Scriven, M., and Stufflebeam, D.:
Evaluation Models; Viewpoints on Educational and Human
Services Evaluation
Hambleton, R., and Swaminathen, H.:
Item Response Theory
Stufflebeam, D., and Shinkfield, A.:
Systematic Evaluation
Cooley, W. and Bickel, W.:
Decision-Oriented Educational Research
Sirotnik, K. and Oakes, J.:
Critical Perspectives on the Organization and Improvement of Schooling
Wick, J.:
School-Based Evaluation: A Guide for Board Members, Superintendents,
Principals, Department Heads, and Teachers
Glasman, N. and Nevo, D.:
Evaluation in Decision Making: The Case of School Administration
Gephart, W. and Ayers, J.:
Teacher Education Evaluation
Madaus, G. and Stufflebeam, D.:
Education Evaluation: Classic Works of Raphy W. Tyler
Gifford, B:
Test Policy and Test Performance
Osterlind, S.:
Constructing Test Items
Smith, M.:
Evaluability Assessment
Ayers, J. and Berney, M.:
A Practical Guide to Teacher Education Evaluation
Hambleton, R. and Zaal, J.:
Advances in Educational and Psychological Testing
Gifford, B. and O'Connor, M.:
Changing Assessments
Gifford, B.:
Policy Perspectives on Educational Testing
Basarab, D. and Root, D.:
The Training Evaluation Process
Instrument Development
in the Affective Domain
Measuring Attitudes and Values in Corporate
and School Settings
(2nd Edition)
Robert K. Gable
University of Connecticut
Marian B. Wolf
Keilty, Goldsmith & Company
Foreword by
Joseph W. Keilty
~.
"
Springer Science+Business Media, LLC
Library of Congress Cataloging-in-Publication Data
Gable, Robert K.
Instrument development in the affective domain : measuring
attitudes and values in corporate and school settings I Robert K.
Gable, Marian B. Wolf. - 2nd ed.
p. cm. - (Evaluation in education and human services)
Includes bibliographical references and index.
ISBN 978-94-010-4614-5 ISBN 978-94-011-1400-4 (eBook)
DOI 10.1007/978-94-011-1400-4
1. Affect (Psychology)-Testing. 2. Attitude (Psychology)
Testing. 3. Values-Testing. 4. Psychological tests. 1. Wolf,
Marian B. II. Title. III. Series.
BF531.G23 1993
616.89-dc20 93-17662
CIP
Copyright © 1993 by Springer Science+Business Media New York
Originally published by Kluwer Academic Publishers in 1993
Softcover reprint of the hardcover 2nd edition 1993
AII rights reserved. No part of this publication may be reproduced,
stored in a retrieval system or transmitted in any form or by any
means, mechanical, photo-copying, record ing, or otherwise, without
the prior written permission of the publisher,
Springer Science+Business Media, LLC.
Printed on acid-free paper.
Contents
List of Figures ix
List of Tables xi
Foreword xiii
Preface xv
1
Affective Characteristics in School and Corporate Environments:
Their Conceptual Definitions 1
School Environment 1
Corporate Environment 3
What are Affective Characteristics? 4
Types of Affective Characteristics 5
Attitudes 5
Self-Efficacy 11
Values 19
Self-Concept 22
Interest 24
Relationships Among the Affective Characteristics 25
Additional Readings 26
2
Constructing Affective Instruments 29
Operational Definitions 29
The Domain-Referenced Approach 30
Item Content Sources 33
Summary 36
vi INSTRUMENT DEVELOPMENT IN THE AFFECTIVE DOMAIN
3
Scaling Affective Characteristics 39
Measurement 39
Fishbein's Expectancy-Value Model 41
Thurstone Equal-Appearing Interval Scale 42
Likert's Summated Rating Techniques 50
Latent Trait Models 65
Semantic-Differential Scales 71
Fishbein's Expectancy-Value Model: An Illustration 76
Ipsative Versus Normative Scale Properties 80
Ipsative Measures 80
Normative Measures 85
An Illustration 86
Summary 89
Additional Readings 90
4
The Validity of Affective Instruments 95
Validity Evidence 96
Content Validity 96
Construct Validity 101
Correlation 101
Factor Analysis 105
SPSSx Exploratory Factor Analysis 110
Computer Output: Expoloratory Factor Analysis 113
Confirmatory Factor Analysis 138
Computer Output: Confirmatory Factor Analysis 140
Multitrait-Multimethod Matrix 165
Causal Modeling 169
Rasch Latent Trait Analysis 176
Item Bias 183
Known Groups 189
Criterion-Related Validity 189
Summary 192
Additional Readings 194
5
The Reliability of Affective Instruments 201
Reliability Theory 202
Sources of Error: Generalizability Theory 204
Types of Reliability Coefficients 206
Factors Affecting Reliability 212
Acceptable Levels of Reliability 216
The Relationship of Reliability to Validity 218
Computer Output: Reliability 219
Varimax and Oblique Factor Solution Reliabilities 227
Now It's Your Turn 228
Additional Readings 234
CONTENTS vii
6
A Review of the Steps for Developing an Affective Instrument 237
Suggested Steps in Affective Instrument Development 238
References 245
Appendixes 259
A. Semantic Differential: Me as a Counselor 259
B. Occupational Values Inventory: Normative Form 262
Occupational Values Inventory: Ipsative Form
C. Example of Generalizability Study and Decision Study 263
Subject Index 267
Author Index 271
List of Figures
Figure
1-1 Adapted depiction of the major variables in the theory of school
learning. 2
1-2 Direction and intensity of student attitudes toward microcomputers
(Target) 4
3-1 Hypothetical tracelines for three Thurstone items with different
scale values 49
3-2 Hypothetical tracelines for two Likert items 51
3-3 Strongly disagree and disagree category probability curves for a
hypothetical item 68
3-4 Honest and faking profiles for SIV data from 20 education
students 82
4-1 Unrotated and varimax rotated factor matrix plots 124
4-2 Varimax and oblique rotation plots 126
4-3 Proposed model of child stress 171
4-4 Seven-variable trimmed model for explaining behavioral
manifestations of stress 173
4-5 LlSREL VI solution to the model of adolescent development 175
4-6 Variable map for the Academic Stress scale 179
4-7 Variable map for the Behavioral scale 181
4-8 Plot of standardized residuals against person stress level
estimates partitioning typical and atypical groups 184
4-9 Plot of standardized residuals against person stress level
estimates partitioning low stress typical and atypical groups 185
5-1 Average interitem correlations and alpha reliabilities estimated
by increasing the number of items by a factor of K 214
List of Tables
Table
2-1 Steps for Developing an Operational Definition for
Attitude Toward School Subjects 31
2-2 Steps for Developing an Operational Definition for
Attitude Toward Teacher 34
2-3 Steps for Developing an Operational Definition for
Perceptions of Corporate Values 35
3-1 An Illustration of the Judges' Rating Form for the Thurstone
Technique 44
3-2 An Illustration of the Respondents' Rating Form for the
Thurstone Technique 47
3-3 Response Formats Used for Rating Agreement, Frequency,
Importance, Quality, and Likelihood 53
3-4 Typical Semantic Differential Bipolar Adjective Pairs 73
3-5 Sports Plus Attitude Scale 77
3-6 Table for Calculating Attitude Scores from Evaluation and
Belief Ratings 78
3-7 Intercorrelations Among SIV Scales 84
3-8 Occupational Values Inventory 87
4-1 Sample Content Validity Rating Form 99
4-2 Hypothetical Content Validity Ratings for Two Statements 99
4-3 Ranked Mean Ratings for Category II 100
4-4 An Illustration of Examining Construct Validity Using
Correlations 104
4-5 Gable-Roberts Attitude Toward Teacher Scale Items 106
4-6 SPSSx Principal Components Analysis Followed By
Varimax and Oblique Rotations 114
4-7 Attitude Toward Teacher Factor Loading Matrix Varimax
Rotation 128
4-8 Attitude Toward Teacher Factor Pattern Matrix Oblique
Rotation 129
xii INSTRUMENT DEVELOPMENT IN THE AFFECTIVE DOMAIN
4-9 Principal-Component Analysis with Varimax Rotation:
Attitude Toward Teacher Items 131
4-10 Principal-Component Analysis with Oblique Rotation:
Attitude Toward Teacher Items 132
4-11 Attitude Toward Teacher Factor Intercorrelation Matrix
Oblique Rotation 132
4-12 An Illustration of a Scale-Level Factor Analysis 136
4-13 Twenty Illustrative Items from a Leadership Behavior
Feedback Instrument 138
4-14 LlSREL Computer Output 141
4-15 Maximum Likelihood Factor Loadings 158
4-16 Factor Intercorrelations 159
4-17 Summary of Goodness-Of-Fit and Selected Diagnostic
Measures 163
4-18 Sample Multitrait-Multimethod Matrix for Three Traits
and Two Methods 166
4-19 Selected Respondents From the Person Measurement
Roster for the SSS Behavioral Scale 182
5-1 Interitem Correlations for Attitude Toward School Items 207
5-2 Response Patterns Leading to High and Low Alpha
Reliabilities 209
5-3 Interitem Correlations and Estimated Alpha Reliabilities 210
5-4 SPSSx Alpha Reliability Output 221
5-5 Alpha Reliabilities for Attitude Toward Teacher Varimax
and Oblique Rotations 227
5-6 Engagement Manager Concern Survey: Self 228
5-7 Engagement Manager Concern Survey: Other 231
5-8 Interitem Correlations for Manager Concern Survey:
Other S3-Task Items 233
6-1 Steps in Affective Instrument Development 238