A Scale for Measuring Students' Anti-Intellectualism

Eigenberger, Martin E.; Sealander, Karen

doi:10.2466/pr0.2001.89.2.387

Cited by 27 publications

(12 citation statements)

References 20 publications

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“…This finding is consistent with the prior findings that political conservatism is as sociated with dogmatism, inflexibility, intolerance of ambiguity, and right wing authoritarianism (e.g., Pettigrew, 1958;Rokeach, 1960;Kohn, 1974;Kirton, 1978;Sidanius, 1978;Altemeyer, 1998;Fibert & Ressler, 1998), all of which, including anti-intellectualism (Eigenberger & Sealander, 2001), are related to a general antipathy towards openness to experience. It must be noted, however, that the correlation obtained here was only .37 with an R2 =-.14.…”

Section: Discussionsupporting

confidence: 89%

“…The participants then filled out a short demographics questionnaire, the Anti-intellectualism Survey (Eigenberger & Sealander, 2001), and the Social Attitudes Statements Scale (Kerlinger, 1984). All participants completed the surveys voluntarily and were given extra credit in one psychology course.…”

Section: Methodsmentioning

confidence: 99%

“…The Student Anti-intellectualism Survey is a 25-item questionnaire, designed by Eigenberger and Sealander (2001) to assess the attitude of students' anti-intellectualism. These authors, using a principal components factor analysis, reported presence of one main factor in the scale, namely, unreflective instrumentalism.…”

Section: Surveymentioning

confidence: 99%

“…Egney (1991) suggested that anti-intellectualism is derived from three sources: (1) religious anti-rationalism: the belief that faith is superior to reason and that scientific inquiry will lead to the invalidation of religious beliefs, (2) populist anti-elitism: the notion that academics view themselves superior to the "common man" or lay person, and (3) unreflective instrumentalism: the belief that practical knowledge is superior to introspection and critical thinking. Eigenberger and Sealander (2001) addressed this issue by creating the Student Anti-intellectualism Survey, designed to assess the attitude of anti-intellectual ism among college and university students. They found that scores on the.…”

mentioning

confidence: 99%

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Anti-Intellectualism and Political Ideology in a Sample of Undergraduate and Graduate Students

2007

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To estimate correlations for scores on a student anti-intellectualism scale with scores on a measure of political conservatism, 235 students were given a survey containing a student anti-intellectualism scale, a political conservatism scale, and a demographics questionnaire identifying the participants' sex, college classification, ethnicity, political party affiliation, and self-described political ideology. The political conservatism scale contained two factors, Religiosity and Economic Conservatism, both of which were scored separately in addition to an overall Conservatism score. Students' Anti-intellectualism scores were correlated with Political Conservatism scores (r = .37, p < .01), with Religiosity scores (r = .42, p < .01), and with Economic Conservatism scores (r = .17, p < .05). An analysis of variance indicated a significant difference in students' Anti-intellectualism scores based on college classification (F4,233 = 2.27, p < .04). Specifically, freshman had significantly higher scores than graduate students.

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Section: Discussionsupporting

confidence: 89%

Section: Methodsmentioning

confidence: 99%

Section: Surveymentioning

confidence: 99%

mentioning

confidence: 99%

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Anti-Intellectualism and Political Ideology in a Sample of Undergraduate and Graduate Students

2007

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“…One scale that emerged from descriptions of negative learning attitudes of college students is known as an "anti-intellectualism" scale (Eisenberger & Sealander, 2001). Scales involving emotional intelligence or delay of gratification associated with learning more challenging skills and knowledge have also been developed, such as the Academic Delay of Gratification (ADOG) scale (Bembenutty & Karabenick, 1998).…”

Section: Instruments and Measurements Related To Academic Challengementioning

confidence: 99%

Evaluating Academic Challenge Beyond the NSSE

Payne¹,

Kleine²,

Purcell³

et al. 2005

Innov High Educ

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The authors investigated student and faculty perceptions of academic challenge at their institution, based on early administrations of the National Survey of Student Engagement (NSSE). This analysis revealed that the NSSE did not fully capture many meanings of academic challenge held by these faculty and students. This study led to a proposal for the development of an internal assessment approach using a modification of the NSSE and other scale items on academic challenge and student engagement. The authors discuss several implications of this study for academic scholarship and for institutional policy concerning the assessment of academic challenge.KEY WORDS: assessment; National Survey of Student Engagement; academic challenge.State legislators, accrediting bodies, employers, parents, and faculty members continue to comment concerning the imperative of highquality learning outcomes for college students. Institutions of higher learning obviously confront these stakeholder expectations and try to demonstrate their commitment to assessing and improving student learning outcomes. As do other institutions, Georgia College & State University (GC&SU) continues to formulate strategic plans related to learning outcomes for students.GC&SU received a new mission in the late 1990s as the public liberal arts institution of Georgia, and the institution has noted significant increases over the last 5 years in its entering students' SAT scores. The average SAT for freshmen increased from 975 for Fall 1996 to 1,089 for Fall 2003. Evidence of increases in other outcomes

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