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ERIC Number: EJ947070
Record Type: Journal
Publication Date: 2011
Pages: 19
Abstractor: As Provided
Reference Count: 71
ISBN: N/A
ISSN: ISSN-0363-4523
The Development and Validation of the Instructional Dissent Scale
Goodboy, Alan K.
Communication Education, v60 n4 p422-440 2011
Two studies (N = 420) were conducted to develop and validate the instructional dissent scale (IDS) for use in the college classroom. Participants in study 1 were 210 students who completed the IDS pilot inventory which was subjected to an exploratory factor analysis yielding three distinct factors of dissent (i.e., expressive, rhetorical, vengeful). Concurrent validity support was provided as perceived teacher misbehaviors were associated positively with students' likelihood of engaging in dissent and students reported fewer learning outcomes when they dissented. Participants in study 2 were from a different sample of 210 students who completed the IDS along with measures of classroom justice and student challenge behavior. A confirmatory factor analysis provided support for the hypothesized item loadings confirming an expected three-factor solution. Additional concurrent and discriminant validity support were provided as scores on the IDS were associated inversely with perceived classroom justice and associated positively with student challenge behavior. Collectively, the results from both studies suggest that the IDS is a reliable and valid self-report measure of student dissent. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A