Expanding the Assessment of Attitude Components and Structure: The Benefits of Open‐Ended Measures

Esses, Victoria M.; Maio, Gregory R.

doi:10.1002/0470013478.ch3

Cited by 28 publications

(33 citation statements)

References 87 publications

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“…Global Attitude . Overall attitude toward teaching children with ADHD was rated on a vertical, 11‐point, attitude thermometer scale (Esses & Maio, 2002; Haddock & Zanna, 1998). Participants rated their attitude toward teaching children who have ADHD on a scale of 0 (extremely unfavorable) to 100 (extremely favorable).…”

Section: Methodsmentioning

confidence: 99%

“…For example, stereotypical beliefs about children with ADHD are that they are easily distracted and disruptive. Symbolic beliefs refer to beliefs about the values, customs, and traditions that are held or practiced by typical members of a target group (Esses & Maio, 2002; Haddock & Zanna, 1999). In the current study, symbolic beliefs will be adapted to inquire about teachers' beliefs about how children with ADHD affect the teaching process and will be termed teaching beliefs to reflect this adaptation.…”

Section: The Tripartite Model Of Attitude Contentmentioning

confidence: 99%

See 1 more Smart Citation

Knowledge of attention deficit hyperactivity disorder (ADHD) and attitudes toward teaching children with ADHD: THE role of teaching experience

Anderson¹,

Watt²,

Noble³

et al. 2012

Psychology in the Schools

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Knowledge of attention deficit hyperactivity disorder (ADHD) and attitudes toward teaching children with ADHD are compared across stages of Australian teachers' careers. Relative to pre‐service teachers with (n = 218) and without (n = 109) teaching experience, in‐service teachers (n = 127) show more overall knowledge of ADHD, more knowledge of characteristics and treatments for ADHD, and higher perceived knowledge. In‐service teachers reported less favorable emotion about teaching children with ADHD than did pre‐service teachers without experience and more favorable behaviors than pre‐service teachers with experience. Groups did not differ in knowledge of causes of ADHD, overall attitudes, stereotypical beliefs, and beliefs about teaching children with ADHD. Identification of knowledge gaps and ambivalent attitudes will guide pre‐service and in‐service training courses. © 2012 Wiley Periodicals, Inc.

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Section: Methodsmentioning

confidence: 99%

Section: The Tripartite Model Of Attitude Contentmentioning

confidence: 99%

Knowledge of attention deficit hyperactivity disorder (ADHD) and attitudes toward teaching children with ADHD: THE role of teaching experience

Anderson¹,

Watt²,

Noble³

et al. 2012

Psychology in the Schools

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show abstract

“…Compared to the forced choice responses, the free text area of surveys allows attitudes and beliefs to emerge, affording additional insight into factors that may influence physician behavior (e.g., HPV vaccine recommendation). 13 …”

Section: Introductionmentioning

confidence: 99%

A National Survey about Human Papillomavirus Vaccination: What We Didn't Ask, But Physicians Wanted Us to Know

Quinn

Murphy

Malo

et al. 2012

Journal of Pediatric and Adolescent Gynecology

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Study Objective The current study presents findings from a qualitative examination of free text comments from a national survey of US physicians on human papillomavirus vaccine recommendation beliefs and practices. Qualitative analyses of free text physician responses may offer a more complete and physician-driven description of influences on human papillomavirus vaccine recommendation. Design and Participants In 2009, a survey assessing physicians’ knowledge, attitudes, and human papillomavirus vaccination practices was conducted among a national sample of US physicians practicing Family Medicine, Pediatrics, or Obstetrics/Gynecology (response rate = 67.8%). Qualitative comments were analyzed using a Grounded Theory approach. Results Of 1008 completed surveys, 112 participants provided comments, which were organized into three primary HPV vaccine-related themes: (a) comments about cost of the vaccine, (b) comments about institutional policies and procedures, and (c) physicians’ personal views and one secondary theme related to survey methodology: the parent study’s use of an upfront cash incentive. Many comments pertained to issues that were queried in the closed-ended survey items; however, some comments provided insight into understudied areas (e.g., physician attitudes regarding survey methodology). Conclusion Physician respondents used the free text space to reemphasize issues that were most important to them and to offer insight about aspects of the vaccine and the survey process.

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Section: Review Of the Literaturementioning

confidence: 99%

“…Models of attitudes often include two components: specific beliefs (cognitions) about an attitude object, and specific emotions and feelings (affect) about the attitude object (Esses and Maio ; Haddock and Zanna ; Poncheri et al ). Esses and Maio (, p. 79) point out that such “open‐ended measures are not sample or culture‐specific. Again, because participants themselves provide their own lists of relevant dimensions for evaluation, adjustments to the measures are not necessary to make the measures appropriate for use with any sample, including samples in different countries and cultures.” They also show that open‐ended measures can express positive and negative beliefs and feelings about the central concept (attitude ambivalence).…”

Section: Review Of the Literaturementioning

confidence: 99%

Using Mind Maps to Distinguish Cultural Norms between French and United States Entrepreneurship Students

Bandera¹,

Eminet

Passerini

et al. 2018

Journal of Small Business Management

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The globalization of entrepreneurship education requires instructors to understand, and adjust the curriculum for, cultural disparities. This study investigates the impact of cultural norms on the attitudes of university entrepreneurship students in France and the United States—regions with contrasting Hofstede and Global Entrepreneurship Monitor indices. It uses mind maps from students as culturally agnostic open‐ended measures of their attitudes. Two mind maps were collected from each student, one on the appeal of entrepreneurship and one on the apprehension toward entrepreneurship, for a total of 1,213 concepts that were then scored using the Moore–Bygrave staged model of entrepreneurship to measure student likes and dislikes toward innovation, the decision to launch a start‐up, new venture implementation, and venture growth. The Shannon entropy of a mind map was used as a measure of student fixation; lower entropy indicates the student is motivated or deterred by a subset of the curriculum, whereas higher entropy indicates that attitudinal components are more balanced across the curriculum. Participating students were enrolled in similar entrepreneurship courses, and exhibited attitudes with similar entropy. However, French students found the growth stage to be the most appealing and were most apprehensive about innovation, whereas U.S. students found innovation to be the most appealing stage and were most apprehensive about the growth stage, thus revealing different contextual drivers of learning and engagement with the educational materials. This research contributes to the advancement of entrepreneurship education in two ways. First, by using mind maps and differential model‐based semantic scoring, it distinguishes between motivation and deterrence, and accounts for both cognitive and affective components of attitudes toward entrepreneurship. Second, it presents a formative assessment technique with which educators can measure students' cultural disposition to the different topics of an entrepreneurship course, and can then tailor the syllabus to this disposition. This technique can potentially improve the effectiveness of entrepreneurship education in multicultural settings, such as those involving educators, students, or course material from different regions and cultures.

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Expanding the Assessment of Attitude Components and Structure: The Benefits of Open‐Ended Measures

Cited by 28 publications

References 87 publications

Knowledge of attention deficit hyperactivity disorder (ADHD) and attitudes toward teaching children with ADHD: THE role of teaching experience

Knowledge of attention deficit hyperactivity disorder (ADHD) and attitudes toward teaching children with ADHD: THE role of teaching experience

A National Survey about Human Papillomavirus Vaccination: What We Didn't Ask, But Physicians Wanted Us to Know

Using Mind Maps to Distinguish Cultural Norms between French and United States Entrepreneurship Students

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