A New, Depth-Based Quantitative Approach to Assessing Transformative Learning

Autor/inn/en	Wiley, Jennifer L.; Wiley, Kristofor R.; Intolubbe-Chmil, Loren; Bhuyan, Devi; Acheson, Kris
Titel	A New, Depth-Based Quantitative Approach to Assessing Transformative Learning
Quelle	In: Journal of Transformative Education, 19 (2021) 4, S.400-420 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-3446
DOI	10.1177/15413446211045164
Schlagwörter	Evaluation Methods; Transformative Learning; Measures (Individuals); Values; Beliefs; Meta Analysis; Construct Validity; Scores; Higher Education; Adult Learning; Wellness; Mental Health; Case Studies; Undergraduate Students; Psychology; World Views; Epistemology; Student Attitudes + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Messdaten; Wertbegriff; Belief; Glaube; Meta-analysis; Metaanalyse; Hochschulbildung; Hochschulsystem; Hochschulwesen; Adulte education; Adult training; Erwachsenenbildung; Well being; Well-being; Wohlbefinden; Psychohygiene; Case study; Fallstudie; Case Study; Psychologie; World view; Weltanschauung; Erkenntnistheorie; Schülerverhalten
Abstract	Transformative learning (TL) goals are becoming commonplace in higher education, continuing education, and other adult learning contexts; however, valid and reliable assessments of TL are not so common. This imbalance begs the development of assessment methods that allow for a deeper understanding of how, when, and why deep reshaping of self takes place. We believe the Beliefs, Events, and Values Inventory (BEVI) to be an effective quantitative measure of TL based on the alignment of its scales with constructs identified by "Hoggan's" meta-analysis of TL research. In this article, we summarize the theoretical crosswalk between Hoggan and the BEVI, offer statistical evidence of construct validity for the BEVI as a measure of TL, and provide guidance for interpreting TL scores. We discuss implications of this methodology for higher education as well as other adult learning contexts such as mental health and wellness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01