measuring values and attitudes- assessment 2

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MeasuringATTITUDES &

VALUES

09/01/2011 Measuring Attitudes and Values

Janice CabaticLoreto MoralesMechille LacuestaJhonalyn Peralta

Attitude as a state of mind or feeling with regard to some matter, a disposition.

Evaluation ofLike or dislike of

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Attitudes


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Three componentsof an attitude:

The emotional The emotional or feeling or feeling segment of an segment of an attitudeattitude

The opinion or The opinion or belief segment of belief segment of

an attitudean attitude

An intention to behave An intention to behave in a certain way toward in a certain way toward someone or somethingsomeone or something


The ABC's of attitudes. Does each attitude have one or more of following components?:

A: Affective (liking, feeling for)B: Behavioral (how you behave toward object in question)C: Cognition (your beliefs/thoughts about object in question)

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Values derived from the Latin term “valere” which means

“to measure the worth of something” influence your behavior and priorities. Strong values are what you put first,defend most. These are abstract concepts of what is important

and worthwhile.


Value Systemis a hierarchy based on a ranking of an individual values in terms of one’s intensity.

Terminal Values Are the end-state we hope to achieve in

life.

Instrumental Values means of achieving these terminal values

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Classifying Values – Rokeach Value Survey


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Values in the Rokeach Survey


Genetically determine Environmental Influences Observation

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Sources of our value system and attitudes


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General Criteria/Guidelines in Writing Attitudinal Items

Be relevantOf the ten optional onlinepractice quizzes, how manydid you complete?

0 1-2 3-5 6-7 8-9 10

Completing the onlinepractice quizzes helped melearn the material in thiscourse.

Strongly Disagree

Disagree AgreeStrongly

Agree

How satisfied were you withthe online quizzes?

ExtremelyDissatisfied

SomewhatDissatisfied

Somewhat Satisfied

ExtremelySatisfied



Be specific The in-class activities in this class facilitate active

learning. vs

The in-class activities (e.g., illusory correlation demonstration, eye-witness testimony activity) help keep me engaged in class.

How many times did you visit CLUE? vs

How many times did you visit the Center for Learning and Undergraduate Enrichment (CLUE) -- evening tutoring in Mary Gates Hall?



Avoid statements that refer to the past

Avoid statements that are factual

Use simple language

Make the statements short

Statements containing universals such as all, always, none, and never often introduce ambiguity and should be avoided.



Words such as only, just, merely, and others of similar nature should be used with care and moderation

Avoid bias

Avoid the use of double negatives. •Not doing well in Math has no importance to my future.



Avoid double-barreled questions• My principal and my superintendent support my efforts at innovative teaching.• The teachers in this course were helpful and responsive.Rate the performance of the teachers on the following dimensions:

Helping you understand the lessons well.

Responding to inquires about your grade.



Use appropriate scales.

TYPICAL SCALES

AgreementStrongly Disagree

Disagree Neutral AgreeStrongly Agree

SatisfactionExtremely

DissatisfiedDissatisfied

Somewhat Dissatisfied

SatisfiedExtremely Satisfied

Evaluation

Poor Fair Good Excellent

Very Unfair Unfair Fair

Not at all important

Not too important

Somewhat Important

KnowledgeNot at all familiar

Not too familiar

Somewhat familiar



• Be relevant.• Be specific.• Avoid statements that refer to the past• Avoid statements that are factual• Use simple language• Make the statements short.• Statements containing universals such as all, always, none, and

never often introduce ambiguity and should be avoided.• Words such as only, just, merely, and others of similar nature

should be used with care and moderation• Use appropriate scales.• Avoid bias.• Avoid the use of double negatives.• Avoid double-barreled questions


Steps in Developing an Attitude Test

Step 1: Define the ConstructDefine the attitude (or construct) that you wish to measure.

Examples of attitudes are; attitudes toward racial integration, attitudes toward women bosses, attitudes toward smoking, attitudes toward water conservation and so forth



Step 2: Breakdown the ConstructUsually an attitude (or construct) needs to broken down into a number of categories..

For example, racial attitudes can be broken down into: marriage, social interaction, cultural heritage, workplace and so forth.



Step 3: BrainstormDiscuss and come up with a list of about 8-10 statements for each category of the attitude. Develop an equal number of positive and negative statements about each category of the attitude object.



Step 4: Rating the ItemsNext is to have a group of judges or panel of experts, rate each statement on a 5 point rating scale to ensure content validity (or face validity). .

For example, is the statement: I would be or have been in a romantic relationship with a person of another race; describing a racial attitude.

1 = strongly does not describe the attitude 2 = somewhat describes the attitude 3 = undecided 4 = somewhat describes the attitude 5 = strongly describes the attitude



Step 5: ScaleDecide on an appropriate scale such as the following which has five possible responses: 1 = strongly disagree2 = somewhat agree3 = undecided4 = somewhat agree and 5 = strongly agree



Step 6: Pilot-Testing Administer the attitude scale to a group of subjects and score the instrument.

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Value Cluster

The values are broad and rich. As a result each value is in essence a values ‘cluster’ that has a range of values ideas and concepts within it.

Each one represents a cluster of values. Different value clusters with different specific category.


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Cluster 1

Social Responsibility

Cluster 2

Mastery

Cluster 3Self-

development

Cluster 4

Relationship

Cluster 5

Continuity

Cluster 6

Lifestyle

FairnessHonestyToleranceCourageousIntegrityForgivenessPeaceEnvironment

CompetenceAchievementAdvancementIntellectual StatusRecognitionAuthorityPowerCompetition

ChallengeSelf-AcceptanceKnowledgeAdventureCreativityPersonal GrowthInner HarmonySpritual Growth

BelongingDiplomacyTeamworkHelpingCommunicationFriendshipConsensusRespectfully

TraditionSecurityStabilityNeatnessSelf-controlPerseveranceRationality

HealthPleasurePlayProsperityFamilyAppearanceIntimacyAestheticcommunity

Value Cluster

Everyone deserves the right to an education.

Gaining an education is important.

Being educated means you have knowledge and understanding about the world.

Every week day morning I jump out of bed and think: “Yippee! School again!”

I'm sad when it is the end of the school day.

On Friday afternoons I feel miserable because there is no school for two days.

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measuring values and attitudes- assessment 2

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