Developing a Survey of Transformative Learning Outcomes and Processes Based on Theoretical Principles

Heather Stuckey, Edward W. Taylor, Patricia Cranton

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

The purpose of this research was to develop an inclusive evaluation of “transformative learning theory” that encompassed varied perspectives of transformative learning. We constructed a validated quantitative survey to assess the potential outcomes and processes of how transformative learning may be experienced by college-educated adults. Based on a review of the rational/cognitive, extrarational, and social/emancipatory perspectives of transformation learning theory, the survey reflects the assumptions underlying these perspectives through survey items and allows the survey to be used in multiple contexts both inside and outside the formal classroom. Survey development included a comprehensive review of the literature, external review by experts in adult education, focus groups for clarification of the items, the calculation of interitem correlations for each scale and cross-scale correlations, and the calculation of Cronbach’s α reliability coefficients. This survey has the potential to advance the study of transformative learning by being inclusive of several existing theoretical perspectives that have common outcomes.

Original languageEnglish (US)
Pages (from-to)211-228
Number of pages18
JournalJournal of Transformative Education
Volume11
Issue number4
DOIs
StatePublished - Jan 1 2013

Fingerprint

learning
learning theory
Adult Education
expert
classroom
evaluation
Group
literature

All Science Journal Classification (ASJC) codes

  • Education

Cite this

@article{9d3c8060e7ea4147a23be5fb11689b05,
title = "Developing a Survey of Transformative Learning Outcomes and Processes Based on Theoretical Principles",
abstract = "The purpose of this research was to develop an inclusive evaluation of “transformative learning theory” that encompassed varied perspectives of transformative learning. We constructed a validated quantitative survey to assess the potential outcomes and processes of how transformative learning may be experienced by college-educated adults. Based on a review of the rational/cognitive, extrarational, and social/emancipatory perspectives of transformation learning theory, the survey reflects the assumptions underlying these perspectives through survey items and allows the survey to be used in multiple contexts both inside and outside the formal classroom. Survey development included a comprehensive review of the literature, external review by experts in adult education, focus groups for clarification of the items, the calculation of interitem correlations for each scale and cross-scale correlations, and the calculation of Cronbach’s α reliability coefficients. This survey has the potential to advance the study of transformative learning by being inclusive of several existing theoretical perspectives that have common outcomes.",
author = "Heather Stuckey and Taylor, {Edward W.} and Patricia Cranton",
year = "2013",
month = "1",
day = "1",
doi = "10.1177/1541344614540335",
language = "English (US)",
volume = "11",
pages = "211--228",
journal = "Journal of Transformative Education",
issn = "1541-3446",
publisher = "SAGE Publications Inc.",
number = "4",

}

Developing a Survey of Transformative Learning Outcomes and Processes Based on Theoretical Principles. / Stuckey, Heather; Taylor, Edward W.; Cranton, Patricia.

In: Journal of Transformative Education, Vol. 11, No. 4, 01.01.2013, p. 211-228.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Developing a Survey of Transformative Learning Outcomes and Processes Based on Theoretical Principles

AU - Stuckey, Heather

AU - Taylor, Edward W.

AU - Cranton, Patricia

PY - 2013/1/1

Y1 - 2013/1/1

N2 - The purpose of this research was to develop an inclusive evaluation of “transformative learning theory” that encompassed varied perspectives of transformative learning. We constructed a validated quantitative survey to assess the potential outcomes and processes of how transformative learning may be experienced by college-educated adults. Based on a review of the rational/cognitive, extrarational, and social/emancipatory perspectives of transformation learning theory, the survey reflects the assumptions underlying these perspectives through survey items and allows the survey to be used in multiple contexts both inside and outside the formal classroom. Survey development included a comprehensive review of the literature, external review by experts in adult education, focus groups for clarification of the items, the calculation of interitem correlations for each scale and cross-scale correlations, and the calculation of Cronbach’s α reliability coefficients. This survey has the potential to advance the study of transformative learning by being inclusive of several existing theoretical perspectives that have common outcomes.

AB - The purpose of this research was to develop an inclusive evaluation of “transformative learning theory” that encompassed varied perspectives of transformative learning. We constructed a validated quantitative survey to assess the potential outcomes and processes of how transformative learning may be experienced by college-educated adults. Based on a review of the rational/cognitive, extrarational, and social/emancipatory perspectives of transformation learning theory, the survey reflects the assumptions underlying these perspectives through survey items and allows the survey to be used in multiple contexts both inside and outside the formal classroom. Survey development included a comprehensive review of the literature, external review by experts in adult education, focus groups for clarification of the items, the calculation of interitem correlations for each scale and cross-scale correlations, and the calculation of Cronbach’s α reliability coefficients. This survey has the potential to advance the study of transformative learning by being inclusive of several existing theoretical perspectives that have common outcomes.

UR - http://www.scopus.com/inward/record.url?scp=84907189394&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84907189394&partnerID=8YFLogxK

U2 - 10.1177/1541344614540335

DO - 10.1177/1541344614540335

M3 - Article

VL - 11

SP - 211

EP - 228

JO - Journal of Transformative Education

JF - Journal of Transformative Education

SN - 1541-3446

IS - 4

ER -