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ERIC Number: ED547433
Record Type: Non-Journal
Publication Date: 2012
Pages: 232
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-4723-4
ISSN: N/A
The Role of Trust between International Students and Their American Instructors at Intensive English-Language Programs at American Universities
Mirzoyants, Anastasia
ProQuest LLC, Ph.D. Dissertation, The University of Toledo
The study proposes an alternative approach to studying interpersonal trust. The researcher uses the Rasch analysis to design a quantitative instrument that can be used to measure trust when exploring the effects that various aspects of educational environment have on students' experiences. Prior empirical studies examined trust from a qualitative perspective: through the description of participants' beliefs, experiences and behaviors (Bloomqvist, 1997). As a result, there is no definition of trust agreed upon by different academic disciplines because most existing theories identify trust by describing its attributes rather than measuring it directly (Bloomqvist). Earlier attempts to use the Rasch model in educational research demonstrated that the Rasch analysis enables a creation of a rigorous measure useful for focused exploration of complex phenomena common in educational environment (Fisher, 1991; Irwin & Irwin, 2005; Johnson et al., 1995). The proposed measure relies on two theories of trust: first, the study of Bryk and Schneider (2002), who describe trust as the mutual positive evaluation of the relations participants according to four components: respect, competence, regard for others, and integrity. The second theory is Lewis and Weigert's (1985) interpretation of trust as a tri-level phenomenon, which consists of cognitive, emotional, and behavioral components. After a series of instrument calibrations, the researcher added one more level to Lewis and Weigert's theory, loyalty, thus, creating a 4X4 matrix-type measure of trust. The alternative measure was tested in a pilot study, which demonstrated that the measure captures the overall structure of trust and can help detect the differences in trust due to participants' demographic and/or socio-cultural characteristics. The instrument requires further calibrations; but it has a potential to contribute to theory and practice of education. The study is set in a context of a university-based ESL program as the power asymmetry and lack of sense of belonging makes trust more prominently placed as a part of the educational process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A