Grounding Transformative Learning through Assessment: TROPOS ("TR"ansformative "O"utcomes and "P"r"O"cesses Scale)

Autor/in	Cox, Robert C.
Titel	Grounding Transformative Learning through Assessment: TROPOS ("TR"ansformative "O"utcomes and "P"r"O"cesses Scale)
Quelle	In: Journal of Transformative Education, 19 (2021) 4, S.383-399 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cox, Robert C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-3446
DOI	10.1177/15413446211045163
Schlagwörter	Transformative Learning; Test Construction; Test Validity; Test Reliability; Graduate Students; Adult Students; College Graduates; Masters Programs; Likert Scales; Age Differences; Gender Differences + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Testaufbau; Testvalidität; Testreliabilität; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Adult; Adults; Erwachsenenalter; Schüler; Schülerin; Hochschulabsolvent; Hochschulabsolventin; Magister course; Magisterstudiengang; Likert-Skala; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt
Abstract	This article presents the development, results, validation, and implications of the TRansformative Outcomes and PrOcesses Scale (TROPOS), a 30-item, exploratory instrument to assess transformative learning (TL) among participants in educational programs. Core findings include a reliable ([alpha] = 0.884) and internally valid instrument with moderate correlation between transformative processes and outcomes (r = 0.593). This study reflects the importance of critical reflection's association with TL (r = 0.541) but also places potential constraints on its prominence as a central component of TL, raising subtle questions into additional moderating or mediating constructs impacting TL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01