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Educational and Psychological Measurement
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Construct Validity Evidence for Enrichment Clusters and Regular Classrooms: Are they Different as Students See them?

Marcia Gentry

Mankato State University

Lori R. Maxfield

Mankato State University

Robert K. Gable

University of Connecticut, Storrs

The primary purpose of this study was to examine the dimensionality of students' attitudes toward regular classroom activities and enrichment clusters. The secondary purpose was to report the development of two student attitude surveys, one regarding regular classroom learning situations and the other regarding enrichment clusters. A total of 379 students involved in both regular classrooms and enrichment clusters completed parallel surveys designed to assess their attitudes toward these learning situations with respect to challenge, interest, meaning, choice, and enjoyment. Factor analytic procedures yielded four factors for each attitude survey with estimates of internal consistency ranging from .70 to .93. The analyses allowed examination of the construct validity of scores on both instruments while providing insight that the derived factors were not identical for the regular classroom activities and enrichment clusters.

Educational and Psychological Measurement, Vol. 58, No. 2, 258-274 (1998)
DOI: 10.1177/0013164498058002009
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