The Development and Validation of the Attitudinal Learning Inventory (ALI): A Measure of Attitudinal Learning and Instruction

Autor/inn/en	Watson, Sunnie Lee; Watson, William R.; Tay, Louis
Titel	The Development and Validation of the Attitudinal Learning Inventory (ALI): A Measure of Attitudinal Learning and Instruction
Quelle	In: Educational Technology Research and Development, 66 (2018) 6, S.1601-1617 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-018-9625-7
Schlagwörter	Attitude Measures; Test Construction; Test Validity; Learning; Instruction; Attitude Change + Suchen Sie Ihr Suchwort? Testaufbau; Testvalidität; Lernen; Teaching process; Unterrichtsprozess; Attitudinal change; Einstellungsänderung
Abstract	In this paper, we present the development and validation of a new measure of attitudinal learning--the Attitudinal Learning Inventory (ALI). While specific scales are available for measuring attitudes, they largely focus on established attitudes, not the impact of instruction on those attitudes. We developed the inventory with two explicit objectives: (1) to measure a broad range of attitude constructs representing a holistic view of attitudinal learning and instruction; and (2) to facilitate the measurement of attitudinal learning that can be useful for educational researchers beyond traditional metrics. The ALI was developed and validated across two samples of a total of 1009 participants with diverse demographics. The ALI comprises 15 scale items and exhibited good psychometric properties and conformed to the theoretical four-dimensional structure of attitudinal learning: cognitive, affective, behavioral, and social. The ALI was also shown to correlate with behavioral metrics of class engagement. Future uses of the new measure are discussed. Participants were taken from entirely online populations, and while demographically diverse, implementation of the scale with face-to-face instruction, in varied settings, and across different groups of learners is needed to provide additional evidence of its intended generalizability and consider possible biases. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01