NotesFAQContact Us
Search Tips
ERIC Number: ED081790
Record Type: Non-Journal
Publication Date: 1973
Pages: 58
Abstractor: N/A
Reference Count: N/A
Student Orientations Survey (Form D). Preliminary Manual.
Morstain, Barry R.
The Student Orientations Survey (SOS) is a research inventory designed to assess students' expressed attitudes regarding curricular-instructional policies, their views on preferred modes of learning, student-faculty roles, etc. The SOS provides a means of profiling students' general orientations toward various philosophies, purposes, and processes related to a college education. Of the 10 scales of the questionnaire, five deal with the "preparatory" orientation to college, and five relate to a general "exploratory" orientation. The five preparatory are Achievement, Assignment Learning, Assessment, Affiliation, and Affirmation. The five exploratory are Inquiry, Independent Study, Interaction, Informal Association, and Involvement. Descriptions of these scales are given. Estimates of scale reliability were derived through the calculation of a coefficient alpha statistic. With one exception, the reliability estimates are in the .70 to .80 range, as based on responses of 2,468 undergraduates. Low to moderate negative correlations were found between the preparatory and exploratory scales. Several analyses related to the validity of the SOS scales are reported. The SOS has potential use in a variety of research modes, both in a descriptive and experimental context; some of these uses are discussed. Administering the SOS is described as to availability, scoring, costs, reporting format and optional analyses. Normative data for aid in the interpretation of the SOS results and for institutional/curriculum comparisons are provided in eight tables. An appendix provides scale descriptions, component items, and item-scale score correlations. (DB)
Barry R. Morstain, University of Delaware, Newark, Delaware (no price quoted)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Delaware Univ., Newark. Div. of Academic Planning and Evaluation.