CHALLENGES ASSOCIATED WITH MEASURING ATTITUDES USING THE SATS FAMILY OF INSTRUMENTS
CHALLENGES ASSOCIATED WITH MEASURING ATTITUDES USING THE SATS FAMILY OF INSTRUMENTS
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DOI：
10.52041/serj.v21i1.88
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发表时间：
2022-03
影响因子：
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通讯作者：
Douglas Whitaker;A. Unfried;Marjorie E. Bond
中科院分区：
文献类型：
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作者：
Douglas Whitaker;A. Unfried;Marjorie E. Bond
统计态度调查（SATS）是统计教育中广泛使用的一系列测量态度结构的工具。自SATS工具开发以来，教育测量领域对有效性的理解发生了演变，强调验证是一个持续的过程。虽然2012年对统计教育态度工具的审查指出，SATS系列拥有最有效的证据，但使用这些工具出现了两类挑战：对量表分数的解释的挑战以及在参加入门统计课程的本科生以外的人群中使用SATS工具的挑战。文献和实证结果的合成被用来记录这些挑战。
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.