A COMPENDIUM OF SCALES for use in the SCHOLARSHIP OF TEACHING AND LEARNING

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Mateos, M., Cuevas, I., Martı´n, E, Martı´n, A., Echeita, G., & Luna, M. (2011). Reading to write an argumentation: The role of epistemological, reading and writing beliefs. Journal of Research in Reading, 34(3), 2011, 281-297. doi:10.1111/j.1467-9817.2010.01437.x Perry, W. G., Jr. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart, and Winston. Qian, G., & Alvermann, D. (1995). Role of epistemological beliefs and learned helplessness in secondary school students' learning science concepts from text. Journal of Educational Psychology, 87(2), 282-292. doi:10.1037/0022-0663.87.2.282 Rodríguez, L. & Cano, F. (2006). The epistemological beliefs, learning approaches and study orchestrations of university students. Studies in Higher Education, 31, 617–636. doi:10.1080/03075070600923442 *Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504. doi:10.1037/0022-0663.82.3.498 Schommer, M. A. (1993). Epistemological development and academic performance among secondary schools. Journal of Educational Psychology, 85(3), 406-411. doi:10.1037/0022-0663.85.3.406 Schommer, M. A. (1998). The influence of age and schooling on epistemological beliefs. British Journal of Educational Psychology, 68, 551-562. doi:10.1111/j.2044- 8279.1998.tb01311.x Schommer-Aikins, M. (2004). Explaining the epistemological belief system: Introducing the embedded systemic model and coordinated research approach. Educational Psychologist, 39(1), 19-29. doi:10.1207/s15326985ep3901_3 Schommer-Aikins, M., & Hutter, R. (2002). Epistemological beliefs and thinking about everyday controversial issues. The Journal of Psychology, 136(1), 5–20. doi:10.1080/00223980209604134 *Schraw, G., Bendixen, L. D., & Dunkle, M. E. (2002). Development and validation of the Epistemic Belief Inventory (EBI). In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 261-275). Mahwah, NJ: Lawrence Erlbaum. Sinatra, G. M., Southerland, S. A., McConaughy, F., & Demastes, J. W. (2003). Intentions and beliefs in students’ understanding and acceptance of biological evolution. Journal of Research in Science Teaching, 40(5), 510-528. doi:10.1002/tea.10087 *Wood, P.K., Kitchener, K.S., & Jensen, L. (2002). Considerations in the design and evaluation of a paper-and-pencil measure of reflective thinking. In B. Hofer and P. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 277-294). Mahwah, NJ: Lawrence Erlbaum. Wood, P., & Kardash, C. (2002). Critical elements in the design and analysis of studies of epistemology. In B. K. Hofer, & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge (pp. 231-261). Mahwah, NJ: Lawrence Erlbaum. 132
Chapter 11: Measuring Well-Being in the Scholarship of Teaching and Learning Kristin Layous 1 , S. Katherine Nelson 2 , and Angela M. Legg 3 1 California State University, East Bay, 2 Sewanee: The University of the South, 3 Pace University Students’ achievement and learning do not simply reflect their latent abilities or their conscientiousness. As instructors, we want to know the X-factor that could enhance students’ learning experience, as well as the negative factors that could hinder it. We propose that students’ psychological well-being—including positive aspects like having a global sense that one’s life is good and negative aspects like crippling stress and anxiety—is an important factor in understanding students’ experience in the classroom, including their learning, growth, motivation, and ultimate grade. For example, subjective well-being—one’s global life satisfaction, frequency of positive emotions, and infrequency of negative emotions (Diener, Suh, Lucas, & Smith, 1999)—is predictive of success in multiple life domains, including relationships, health, and work (Lyubomirsky, King, & Diener, 2005). This chapter will provide instructors with an overview of scales to assess different aspects of well-being and illustrate how instructors can incorporate these measures in their scholarship of teaching and learning (SoTL). Positive Aspects of Well-Being Some researchers subset positive aspects of well-being into hedonic and eudaimonic components, with the former being the “subjective well-being” construct described earlier (e.g., life satisfaction, positive and negative emotions) or just plain old “happiness,” and the latter being the degree to which one has a sense of meaning or purpose in life (e.g., Ryff, 1989). In practicality, hedonic and eudaimonic well-being are highly overlapping (Kashdan, Biswas- Diener, & King, 2008), but scales exist to measure the conceptually distinct constructs and we include a variety of options here. Notably, although various aspects of well-being have been linked with academically related outcomes among college students (see below), research on well-being and student performance, engagement, motivation, and learning is not as prevalent as might be expected, and could be a ripe area for future research. Life Satisfaction The Satisfaction With Life Scale (SWLS; Diener, Emmons, Larsen, & Griffin, 1985), the most widely used life satisfaction measure, assesses respondents’ current satisfaction and has been linked with academic achievement among college students (Borrello, 2005; Lepp, Barkley, & Karpinsky, 2014). The SWLS consists of five questions (e.g., “In most ways my life is close to my ideal,” “I am satisfied with my life”), which are rated on 7-point Likert-type scales (1 = strongly disagree, 7 = strongly agree). Validation studies have shown that the SWLS comprises a single factor and possesses high internal reliability (Cronbach’s α = .87) and high test-retest reliability (r = .82; Diener et al., 1985). Recent evidence suggests that just using one item, “In general, how satisfied are you with your life?,” had similar patterns with other related variables as using 133
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A COMPENDIUM OF SCALES for use in t
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Table of Contents Chapter 1: Introd
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Chapter 1: Introduction Rajiv S. Jh
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and boredom; whereas the former inc
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References Bishop-Clark, C. & Dietz
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Chapter 2: Best Practices in Scale
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o Participants respond to items suc
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- Be aware of whether the scale is
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References References marked with a
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*Wielkiewicz, R. M. & Meuwissen, A.
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example, McCabe (2015) examined the
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psychometrically sound tool. Howeve
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a history of the authors’ work do
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*Oleson, K. C., Poehlmann, K. M., Y
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Chapter 4: A Primer on Scale Develo
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scales or develop new ones. In eith
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found their 40-item measure could b
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eflect overall teacher behaviors or
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Although there is some variability
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and/or do not correlate with instru
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Fraley, R. C., & Vazire, S. (2014).
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Streiner, D. L. (2003). Starting at
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Psychology, 36 of the 47 articles (
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Assessing and Reporting Validity In
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Grades Another common source of alr
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model of collaborative undergraduat
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Chapter 6: Measuring Learning and S
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joins a new team to teach them abou
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Summative Assessments Summative Rub
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programs. In a national survey of p
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Course Outcomes Scale Centra and Ga
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discuss The Motivated Strategies fo
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The Motivated Strategies for Learni
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Hacker, D. J., Bol, L., & Bahbabani
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Stoloff, M. L., & Feeney, K. J. (20
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interpretation of analogies is an a
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Similar difficulties in accurately
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How do we balance the need for effi
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Page 83 and 84: *Halpern, D. F. (2010). Halpern Cri
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Page 87 and 88: Chapter 8: Student Engagement Towar
Page 89 and 90: particular items. Indeed, a point o
Page 91 and 92: employing the SCEQ have shown other
Page 93 and 94: one of eight achievement emotions m
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Page 101 and 102: *Schaufeli, W.B., Salanova, M., Gon
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Page 107 and 108: Culture and Issues Knowledge of Cur
Page 109 and 110: Civic Attitudes and Skills Question
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Page 115 and 116: Giles, D. E., & Eyler, J. (2013). T
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Page 119 and 120: Robby, M.A. -CASQ -SAT/9 Scores -¹
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Page 123 and 124: Chapter 10: Measuring Individual Di
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Page 127 and 128: Park, 2005). The merit of the instr
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Page 135 and 136: items, and the PANAS 44 items, and
Page 137 and 138: Meaning in Life The Meaning in Life
Page 139 and 140: future,” using a 5-point scale (1
Page 141 and 142: Domain-Specific Stress and Anxiety
Page 143 and 144: demonstrate peoples' varying levels
Page 145 and 146: Gehlbach, H. (2015). Seven survey s
Page 147 and 148: Ritchie, R. A., Meca, A., Madrazo,
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Page 159 and 160: Komarraju, M. (2013). Ideal teacher
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Page 165 and 166: The Original TBC Study Our approach
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Page 169 and 170: eveals that five qualities (knowled
Page 173 and 174: *Wann, P.D. (2001, January). Facult
Page 175 and 176: Nessie the Mythical Loch Ness Monst
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Christopher (2015) also suggests th
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Kirk, C., Busler, J., Keeley, J., &
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A COMPENDIUM OF SCALES for use in the SCHOLARSHIP OF TEACHING AND LEARNING

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