Abstract
IN an attempt to identify the essential components in humanistic instruction, a content analysis of the writings of 40 well-known and representative humanistic educators yielded 15 major operating values. An interrater index of agreement of .83 was found. Preliminary construct validity on two of the 15 variables was demonstrated in that a sample of Master of Arts (MA) students in Confluent Education (involving a humanistic orientation) at the University of California at Santa Barbara (UCSB) showed significantly higher scores than did other MA groups of comparable ability and educational background. In the current study all 15 variables were measured in two 135-item equivalent forms A and B of the Orientation to Learning (OTL) scale. Predictions were that Confluent Education students would score highest, that Counseling Psychology students would fall at an intermediate level, and that three remaining MA and Credential groups would score lowest. Further, to establish external validity, Forms A and B were correlated with the N plus F subscales (NF Temperament) on the Kiersey Temperament Sorter instrument and with the Concrete plus Reflective subscales (Divergent Learning Style) on the Kolb Learning Style Inventory (LSI). A sample of 99 students from five programs was randomly assigned forms A and B of the OTL questionnaire. Reliabilities for Forms A and B of the OTL ranged from .93 to .95. The rank order of student groups on the variables studied was as predicted. There was a highly significant main effect associated with group differences, (p < .0001). Correlations with the NF temperament (Kiersey) and the Concrete learning subscale (LSI) were statistically significant. It was concluded that the instrument is apparently reliable and that it has promising construct and external validity.
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