Slicing the attitude pie: A new approach to attitude measurement

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.     

Social media and students’ behavioral intentions to enroll in postgraduate studies in Kenya: a moderated mediation model of brand personality and attitude

ABSTRACT

Using cross-sectional data from 504 students from four Kenyan universities, this study evaluates the indirect effect of brand personality on the relationship between social media and students’ behavioral intentions to enroll in postgraduate studies. Additionally, the study examines the moderating effect of attitude on the relationship between social media and brand personality, social media and students’ behavioral intentions, brand personality and students’ behavioral intentions. Finally, it investigates the moderating effect of attitude on the indirect process of brand personality on the relationship between social media and students’ behavioral intentions. The study is guided by the Theory of Planned Behavior, Technology Acceptance Model and Self Congruity Theory. Process Macro is used to analyze data. Results indicate that social media significantly predicts students’ behavioral intentions and this relationship is partially mediated by brand personality. Besides, attitude moderates the relationship between social media and students’ behavioral intentions and also the relationship between brand personality and students’ behavioral intentions. Finally, attitude has a conditional effect on the indirect relationship between social media and student’s behavioral intentions via brand personality and this effect is much stronger with a higher level of attitude. These findings contribute new knowledge to literature and theory.     

Effects of 3D virtual reality of plate tectonics on fifth grade students' achievement and attitude toward science

This study examines the effects of a teaching method using 3D virtual reality simulations on achievement and attitude toward science. An experiment was conducted with fifth-grade students (N = 41) to examine the effects of 3D simulations, designed to support inquiry-based science curriculum. An ANOVA analysis revealed that the 3D group scored significantly higher on the achievement test (F = 7.03, p < .05) than the control group using traditional 2D visuals. A positive change of attitude toward science was identified in both 3D and 2D groups, but it was not statistically significant. A robust regression analysis revealed that neither gender nor ethnicity had any significant effect on achievement tests or attitude. However, prior attitude had a significant determining effect for later attitude in both groups.     

Factors influencing environmental attitude: The relationship between environmental attitude defensibility and cognitive reasoning level

The purpose of this study was to investigate the relationship between factors believed to contribute to the formation of environmental attitudes by college nonscience majors. Key relationships addressed were the effects of a university environmental studies course on (a) environmental attitudes, (b) the amount of factual information that is brought to bear on an environmental attitude decision (defensibility), and (c) the linkages between the affective and the cognitive domains of freshman and sophomore students. When compared to the control group, the students who attended an environmental studies class did not significantly change their attitudes, but they did exhibit increases in their total [F(3, 132) = 5.91, p < 0.01] and count [F(3, 132) = 4.86, p < 0.01] levels of defensibility. These findings corroborate work performed by Kinsey (1978) and Kinsey and Wheatley (1980, 1984). In addition, students in the environmental studies course who had higher cognitive reasoning scores were more prone to increase defensibility [F(6, 129) = 3.78, p < 0.01]. These data imply a linkage between cognitive and affective domains in the environmental attitude decision-making process.     

Normative data and reliability estimates for eight dimensions of reading attitude,part IV—private school learning disabled students

The Survey of Reading Attitudes was administered to 167 intermediate and high school students who were enrolled in three private schools for LD children in the Southeast. Statistical analysis consisted of computing means, standard deviations, standard errors of measurement, and coefficient alpha reliability estimates for the eight dimensions of reading attitude included in the Survey. The reliability estimates for the respective dimensions were as follows: Expressed Reading Difficulty, alpha = .82; Reading as Direct Reinforcement, alpha = .72; Reading as Enjoyment, alpha = .87; Alternative Learning Modes, alpha = .72; Reading Group, alpha = .74; Reading Anxiety, alpha = .71; Silent vs. Oral Reading, alpha = .78; and Comics, alpha = .75. The current results viewed in conjunction with the results of the three previous normative studies seem to support the psychometric soundness of The Survey of Reading Attitudes across differing samples.     

Relationship among laboratory instruction,attitude toward science,and achievement in science knowledge

This study investigated the use of a hands-on laboratory program as a means of improving student attitude toward science and increasing student achievement levels in science knowledge. Using a posttest-only control group design, curriculum referenced objective examinations were used to measure student achievement in science knowledge, and a posttest Q-sort survey was used to measure student attitude toward science. A one-way analysis of variance compared the groups' differences in achievement and attitude toward science. Analysis of covariance was used to determine the effect of the laboratory treatment on the dependent achievement variable with attitude toward science as the covariable. The findings showed that students who had regular laboratory instruction (a) scored significantly higher (p < .01) on the objective examination of achievement in science knowledge than those who had no laboratory experiences; (b) exhibited a moderate, positive correlation (r = .406) between their attitude toward science and their achievement; and (c) scored significantly higher (p < .01) on achievement in science knowledge after these scores were adjusted on the attitude toward science covariable. There were no significant differences in achievement or attitude toward science for the limited English proficiency groups. It was concluded that laboratory instruction influenced, in a positive direction, the students' attitude toward science, and influenced their achievement in science knowledge. It was recommended that science instruction include a regular laboratory experience as a demonstrated viable and effective instructional method for science teachers. This model of science instruction has been shown to be effective with students of diverse backgrounds who live within large urban centers. J Res Sci Teach 34: 343–357, 1997.     

A Comparison of Two Methods of Learning

ABSTRACT

This is an impact evaluation of the Technical Support to Failing Schools Program, a Chilean compensatory program that provided 4-year in-school technical assistance to low-performing schools to improve students’ academic achievement. The author implemented a quasi-experimental design by using difference-in-differences estimation combined with propensity scores matching procedures to estimate treatment effects. The main findings were the following: (a) the program had positive effects on fourth-grade students’ achievement in both language and mathematics; (b) program effect size was 0.23 standard deviations, and not sensitive to control for covariates; (c) there were larger effects for students in the middle part of the students’ test-score distribution; (d) after the intervention had ceased, the program impact declined rapidly; and (e) the program reduced grade retention by 1.5 percentage points.     

Normative data for eight dimensions of reading attitude,Part III—suburban parochial school students

The Survey of Reading Attitudes was administered to 235 intermediate-grade students enrolled in a suburban parochial school in Northeastern Ohio. Statistical analysis consisted of computing means, standard deviations, standard errors of measurement, and coefficient alpha reliability estimates for the eight dimensions of reading attitude included in the Survey. The reliability estimates for the respective dimensions are as follows: Expressed Reading α=.88; Reading as Direct Reinforcement, α=.79; Reading as Enjoyment, α=.89; Alternative Learning Modes, α=.71; Reading Group, α=.76; Reading Anxiety, α=.82; Silent vs. Oral Reading, α=.79; and Comics, α=.72.     

Normative data and reliability estimates for eight dimensions of reading attitude

The Survey of Reading Attitudes was administered to a sample of 159 fifth graders and 156 sixth graders enrolled in a middle school in rural Northeastern Ohio. The 92 attitudinal items comprising the Survey were read aloud by the teacher while the students followed along reading silently from their booklets. Statistical analysis consisted of computing means, standard deviations, standard errors of measurement, and coefficient alpha reliability estimates for the eight dimensions of reading attitude included in the Survey. The reliability estimates ranged from .89 for Reading as Enjoyment and .88 for Expressed Reading Difficulty to .74 for Reading Group and .76 for Reading as Direct Reinforcement. The reliability estimates for the other four dimensions were as follows: Alternative Learning Modes, .79; Reading Anxiety, .78; Silent vs. Oral Reading, .78; and Comics, .77.     

Assessing teachers' attitude toward the handicapped: A methodological investigation

The attitude of 48 pre- and in-service regular and special educators toward teaching the special needs pupil was assessed physiologically via changes in pulse and skin temperature and with self-report. The self-report data were contradicted by the physiological evidence. Statistically significant differences were not observed among the four groups on the self-report measure; however, the physiological index of change in mean pulse rate indicated that preservice regular and special educators, in comparison to experienced teachers, perceived teaching the handicapped child to be significantly more stressful. The lack of agreement between the two assessment procedures was interpreted as suggesting that one should consider cautiously the results of investigations that assess attitude toward the handicapped only by means of self-report.     

Studying attitude to mathematics

Teachers' attitude to mathematics is increasingly put forward as a dominant factor in children's attitudes to mathematics. Our intention at the beginning of this study was to produce instruments for teachers to use in probing student attitudes as part of their personal professional research and development. To this end we undertook eight small studies of attitude carried out across the educational phases, which we report on here. Reflecting on them led us to challenge the very construct of attitude. We are also led to challenge the cause-and-effect model underlying much attitudinal research. We now see attitude as at best a complex notion, and we conjecture that perhaps it is not a quality of an individual but rather a construct of an observer's desire to formulate a story to account for observations. The difficulty in making attitudinal research precise, and in testing the validity of attitudinally based conjectures, lies therefore in conceptual and hence methodological issues.     

McLuhan,Mass Media,and Education

A lesson in Gestalt theory was presented to college students via lecture, videotape, audiotape, and printed notes. Comparing the effectiveness of various mass media, it was found that the group with the printed notes performed best on an examination of the material, followed by the lecture and videotape groups who fared equally well, and by the audio tape group who did the poorest. A test of prolonged retention two months later revealed that each group showed a significant drop in level of retention, but the relationship between the various medias remained the same. The general findings gave no support to McLuhan’s theory that the medium is the message. The content of the material and the attitude of the students greatly influenced the effectiveness of the media.     

Student Achievement in an Educational Technology Course As Enhanced By Cooperative Learning

The purpose of the study was to investigate the effect of cooperative learning on students' achievement in an Educational Technology course in an Initial Teacher Training Program. A cooperative learning strategy was compared with the traditional whole class direct instruction approach. Ninety-five first year full-time students at a College of Education constituted the sample. The students' achievement included: academic achievement in the course, quantity measurement in the use of instructional media, and quality rating of utilization of instructional media during their teaching practice. Their attitude change was also assessed by an Attitude Inventory. The results indicated that cooperative learning strategy had a positive effect on academic achievement and quantity measurement in the use of instructional media (F(l,91) = 7.06, p < 0.01; F(l,91) = 4.59, p < 0.05). Cooperative learning strategy also had a positive influence on students' attitudes towards instructional media and their learning condition (F(l,93) = 5.07, p < 0.05; F(l,93) = 6.20, p < 0.05).     

Prior achievement, effort, and mathematics attitude as predictors of current achievement

A sample of Australian secondary school students was used to explore the relationships among a set of standardised Year 7 numeracy and literacy tests, measures taken at Year 10 of mathematics attitude and schoolwork effort, and Mathematics and English scores in a state-wide Year 10 examination. Additionally, the predictive capacity of the numeracy and literacy tests, together with the attitude and effort measures, were examined in relation to the Mathematics and English scores. A correlation analysis showed that the numeracy and literacy tests were positively and significantly related and had similar relationships with the two Year 10 examination scores. Mathematics attitude was significantly associated with Year 10 Mathematics but effort did not correlate significantly with either of the Year 10 examination scores. Multiple regression analyses demonstrated that the relevant Year 7 test results contributed to a considerable amount of the total variance in the two Year 10 examination scores. A sub-sample of the students was interviewed and four case studies were selected to interrogate the notions of achievement, mathematics attitude, and effort. Although these case studies act as a source of qualitative evidence to supplement the quantitative findings, they also indicate that effort, in particular, is a notion worthy of further investigation. Other implications for researchers, as well as school personnel, are noted.     

The effect of videotape and written channels of communication on the science attitudes of preservice elementary teachers

The purpose of this study was to assess the effect of two channels of communication on attitude change in preservice elementary teachers toward the teaching of science. A science attitude scale was administered as a pretest, posttest, and retention test to 66 preservice elementary school teachers. One analysis of variance for repeated measures was conducted. It was found that videotape and written channels of communication were equally effective in science attitude change.     

幼儿体操训练与家长心态调查

通过对家长送孩子参加幼儿体操训练的动机获取体操训练点信息的途径和对训练与学习之间的态度，以及对教练员的评判标准进行了问卷调查分析，探讨了幼儿体操训练在训练点信息的传括，训练内容的调整和教练员与学校，家长合作等问题。     

Influences of family based prerequisites,reading attitude,and self-regulation on reading ability

This study investigated the effect of self-regulated learning, as indicated by academic self-concept, motivation and learning strategies, reading attitude and family based prerequisites on reading ability. Students (n = 4018) in the eighth grade answered the IEA reading literacy test, the self-regulated learning questionnaire and a student questionnaire about their background. The exploratory factor analysis (EFA) revealed that the self-regulated learning questionnaire did not measure the intended three dimensions, but only two: Verbal/General academic self-concept and a new dimension called Goal oriented strategies. Structural Equation Modelling (SEM) with a cross-validation sample was conducted to determine the effects in the final model. The strongest effect on reading ability was from Verbal/General academic self-concept (β = .43 for final and β = .56 for cross-validation model). Gender differences revealed that girls read better on narrative and expository texts, had a more positive reading attitude, and more positive verbal self-concept, whereas boys had a higher academic self-concept (not domain-specific), self-efficacy, control expectation, reported more memorising, elaboration, and instrumental motivation (all differences p < .001).     

Student attitude and learning outcomes of multimedia computer-assisted versus traditional instruction in basketball

The purpose of this study was to examine the effect of multimedia computer-assisted instruction (MCAI), traditional instruction (TI), and combined instruction (CI) methods on learning the skill of shooting in basketball. Additionally, a comparison of the students’ attitudes towards the MCAI and TI methods was made. Seventy-five middle school students of seventh and eighth grade were randomly assigned into three teaching method groups: TI, MCAI and CI. Each group received ten 45-min periods of instruction divided into three sections: (a) 5-min introduction, (b) 30-min instructional time and (c) 10-min questions and review. Students took pre-, post-, and retention written test covering techniques and rules of the games. Participants in the CI group also completed a post-test attitude survey towards the MCAI and TI methods. Two-way analysis of variances (ANOVA), with repeated measures on the last factor, were conducted to determine effect of method groups (MCAI, TI, CI) and measures (pre-test, post-test, re-test) on knowledge test. Paired samples t-test analyses were conducted to measure students’ attitude towards the MCAI and TI methods. Post-test results indicated no significant differences between the groups concerning the written test. Nevertheless, the attitude test scores of the CI group were more favourable to MCAI method than the TI method. Retention test results showed that groups retained the knowledge acquisition. However, the combine method of instruction tended to be the most effective on cognitive learning.     

Four studies dealing with mediated persuasive messages,attitudes, and learning styles

Conclusions A fundamental assumption of the research presented above was that attitude change is an important concern of the educator, and that if attitudes are important, information on how attitudes might be formed or changed with media is needed. Four studies were conducted to examine the use of media to deliver persuasive messages. The results of the four studies presented in this article tended to support the following conclusions. First, attitudes toward educationally relevant topics, such as conservation, smoking, and disabled persons, can be modified by using persuasive messages delivered by media. Next, it appeared that some types of media may be more effective than others at delivering information designed to change attitudes. Motion pictures seem to be more effective than slides. There also seems to be sufficient evidence to warrant further investigation into the relationship between the content of persuasive messages, the media used to deliver those messages, and the learning styles of the target audience. In short, attitudes can be modified by mediated messages, and the degree of modification may be related to the characteristics of the students who view the message and to the way the message is mediated.     

基于层次分析法的教育考试舆情预警模型构建及案例运用

基于层次分析法,结合网络舆情"四阶段"演变模型,抽取教育考试舆情监测体系的相关指标,设计由萌芽指数、发展指数和态度指数构成的教育考试舆情预警模型,并对各指标量化和权重确值,划分舆情预警级别,进行案例实证分析。萌芽指数旨在确定舆情的初始性质和潜在风险,发展指数和态度指数旨在洞察舆情的传播态势和态度情况。该模型为教育考试网络舆情的发展状态判断、网络态度判断和风险预警判断提供了客观方法。