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TOWARD AN AFFECTIVE OUTCOME OF HIGHER EDUCATION
Author(s) -
KAGERER RUDOLPH L.
Publication year - 1974
Publication title -
journal of educational measurement
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.917
H-Index - 47
eISSN - 1745-3984
pISSN - 0022-0655
DOI - 10.1111/j.1745-3984.1974.tb00991.x
Subject(s) - psychology , objectivity (philosophy) , construct validity , discriminant validity , nomological network , construct (python library) , test (biology) , cognition , test validity , convergent validity , emotional intelligence , social psychology , psychometrics , cognitive psychology , developmental psychology , internal consistency , statistics , structural equation modeling , computer science , mathematics , paleontology , philosophy , epistemology , neuroscience , biology , programming language
A test was developed for measuring the ability of college students to analyze emotional and nonemotional subject matter. The rationale for the test was that students should become able to analyze material more objectively as they pass through the 4 years of college. Results of convergent and discriminant validation indicated that subject responses to “emotional” items appeared to change at an increasing rate with years in college, while responses to nonemotional items did not. Lack of correlation of the test with cognitive materials, adequate internal reliability, and performance consistent with expectations gave support to the construct, labeled “analytical objectivity.” Initial structuring of a nomological net for support of the validity of the construct was achieved.