{"title":"CHALLENGES ASSOCIATED WITH MEASURING ATTITUDES USING THE SATS FAMILY OF INSTRUMENTS","authors":"Douglas Whitaker, A. Unfried, Marjorie E. Bond","doi":"10.52041/serj.v21i1.88","DOIUrl":null,"url":null,"abstract":"The Survey of Attitudes Toward Statistics (SATS) is a widely used family of instruments for measuring attitude constructs in statistics education. Since the development of the SATS instruments, there has been an evolution in the understanding of validity in the field of educational measurement emphasizing validation as an on-going process. While a 2012 review of statistics education attitude instruments noted that the SATS family had the most validity evidence, two types of challenges to the use of these instruments have emerged: challenges to the interpretations of scale scores and challenges using the SATS instruments in populations other than undergraduate students enrolled in introductory statistics courses. A synthesis of the literature and empirical results are used to document these challenges.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"5","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Statistics Education Research Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.52041/serj.v21i1.88","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 5
Abstract
The Survey of Attitudes Toward Statistics (SATS) is a widely used family of instruments for measuring attitude constructs in statistics education. Since the development of the SATS instruments, there has been an evolution in the understanding of validity in the field of educational measurement emphasizing validation as an on-going process. While a 2012 review of statistics education attitude instruments noted that the SATS family had the most validity evidence, two types of challenges to the use of these instruments have emerged: challenges to the interpretations of scale scores and challenges using the SATS instruments in populations other than undergraduate students enrolled in introductory statistics courses. A synthesis of the literature and empirical results are used to document these challenges.
期刊介绍：
SERJ is a peer-reviewed electronic journal of the International Association for Statistical Education (IASE) and the International Statistical Institute (ISI). SERJ is published twice a year and is free. SERJ aims to advance research-based knowledge that can help to improve the teaching, learning, and understanding of statistics or probability at all educational levels and in both formal (classroom-based) and informal (out-of-classroom) contexts. Such research may examine, for example, cognitive, motivational, attitudinal, curricular, teaching-related, technology-related, organizational, or societal factors and processes that are related to the development and understanding of stochastic knowledge. In addition, research may focus on how people use or apply statistical and probabilistic information and ideas, broadly viewed. The Journal encourages the submission of quality papers related to the above goals, such as reports of original research (both quantitative and qualitative), integrative and critical reviews of research literature, analyses of research-based theoretical and methodological models, and other types of papers described in full in the Guidelines for Authors. All papers are reviewed internally by an Associate Editor or Editor, and are blind-reviewed by at least two external referees. Contributions in English are recommended. Contributions in French and Spanish will also be considered. A submitted paper must not have been published before or be under consideration for publication elsewhere.
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