Joan,
I’ve looked at the MSLQ and find it OK, but not necessarily for the
purposes I’m asking about. One limitation, of course, is that the
instrument does not draw upon more recent models of beliefs about
ability, resilience etc. and so does not measure the constructs of
mindset, grit, etc.
Nic
________________________________________
Dominic (Nic) J. Voge || Associate Director
Undergraduate Learning Program
McGraw Center for Teaching & Learning || Princeton University
328 Frist Center
(609)258-6921 || http://www.princeton.edu/mcgraw/us/
On 11/17/15, 9:04 AM, "Open Forum for Learning Assistance Professionals on
behalf of Giblin, Joan" <[log in to unmask] on behalf of
[log in to unmask]> wrote:
>Hi Bob,
>
>Has anyone looked at some of the MSLQ scales in regard to this? I am not
>sure what exactly you are looking to assess (non-cognitive factors is
>very vague). The MSLQ is a validated instrument and the scales can be
>used independently i.e. if you want to measure text anxiety you can use
>that scale and/or if you want to measure a particular aspect of
>motivation, you can use that particular scale. You don't have to
>administer the entire 81 questions. The full text is here if you are
>interested (including the instrument) http://eric.ed.gov/?id=ED338122. A
>recent meta-analysis indicates that most scales are highly reliable.
>Help-seeking and peer learning are a bit confounded (which makes sense).
>Here is the citation for the meta-analysis: Credé, M., & Phillips, L. A.
>(2011). A meta-analytic review of the Motivated Strategies for Learning
>Questionnaire. Learning and Individual Differences, 21(4), 337-346.
>
>I recognize that it does not have all of the answers and it especially
>does not measure volition (which I haven't seen a good instrument for- if
>anyone has one, please share). You might want to check out Corno's work
>and see if that matches what you are looking for (Corno, L. (1989).
>Self-regulated learning: A volitional analysis. In Self-regulated
>learning and academic achievement (pp. 111-141). Springer New York.) The
>MSLQ does provide a validated starting point that is free and readily
>available for measuring some of the aspects you are looking to assess.
>The part I like about it is at the end, it makes on how to improve each
>area. The suggestions are basic, but again, a perfect instrument
>doesn't seem to exist.
>
>Cheers,
>Joan
>
>Joan Giblin
>Director, Student Achievement/The Learning Center
>Beatty 402
>Wentworth Institute of Technology
>550 Huntington Ave, Boston MA 02115
>617-989-4573
>CRLA Northeast Chapter Communications Coordinator
>
>
>-----Original Message-----
>From: bob [mailto:[log in to unmask]]
>Sent: Monday, November 16, 2015 12:57 PM
>Subject: Re: Math Placement and Non-cognitive factors
>
>NIC,
>
>I certainly think the term is confusing; perhaps it is demeaning. When I
>asked a colleague about it the reply was that it meant "out of mind" and
>after a discussion about that meaning we both decided it just shouldn't
>be used.
>
>I really don't see any reason to change from Affective domain. That has
>a firm basis in our profession without any of the confusion introduced by
>the term non-cognitive.
>
>Also, I see no clear value to using such a term to justify placement
>decisions. In fact, I believe we already have many students who fail to
>stay in higher education precisely because their interests were not being
>met by the instruction they received. Putting these students in a lower
>level course would only strengthen that possibility.
>
>Bob
>
>
>
>On 11/15/15, 8:18 PM, "Nic Voge" <[log in to unmask]> wrote:
>
>> Bob,
>> A number of commentators have made the observation that the term is in
>> it’s literal sense is confusing
>> (http://www.usnews.com/opinion/knowledge-bank/2015/05/01/non-cognitive
>> -skil ls-are-important-but-have-a-terrible-name). The brief excerpt
>> below provides a rationale for continuing to use the term. I don’t
>> like it much either, but as a term of art, that’s what is being used.
>> Indeed, affective, attentional, and other processes are fundamentally
>> cognitive, but emotions don’t reside entirely in our brains either.
>>
>> It’s not clear to me, Saundra, that we would not want to use a range
>> of factors to place students in courses, particularly courses that
>> don’t themselves address mindset, learning strategies, etc.
>> Nic
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>> While we are strongly persuaded by the evidence of the importance of
>> these factors for students’ course performance, we find “noncognitive”
>> to be an unfortu- nate word. It reinforces a false dichotomy between
>> what comes to be perceived as weightier, more academic “cognitive”
>> factors and what by comparison becomes perceived as a separate
>> category of fluffier “noncog- nitive” or “soft” skills. As others have
>> pointed out, contrasting cognitive and noncognitive factors can be
>> confusing because “few aspects of human behavior are devoid of
>> cognition” (Borghans, Duckworth, Heckman, & Weel, 2008, p. 974). In
>> reality, these so-called cogni- tive and noncognitive factors
>> continually interact in essential ways to create learning, such that
>> changes in cognition are unlikely to happen in the absence of this
>> interaction (Bransford, Brown, & Cocking, 2000). How could one’s study
>> skills, for example, not be part of a cog- nitive process? How could
>> one’s intelligence not come into play in the exercise of one’s social
>> skills? Alas, the word noncognitive is already deeply embedded in
>> educa- tional policy circles, in the economics literature, and in
>> broader discussions of student achievement. Though we agree with
>> others’ objections to this terminology, we feel compelled to use it.
>> To try to substitute in another word now would likely confuse rather
>> than illuminate our col- lective understanding of this important area
>> of research.*
>>
>> *Teaching Adolescents To Become Learners The Role of Noncognitive
>> Factors in Shaping School
>> Performance: A Critical Literature Review
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>> ________________________________________
>>
>>
>> Dominic (Nic) J. Voge || Associate Director Undergraduate Learning
>> Program McGraw Center for Teaching & Learning || Princeton University
>> 328 Frist Center
>> (609)258-6921 || http://www.princeton.edu/mcgraw/us/
>>
>>
>>
>>
>>
>>
>>
>> On 11/12/15, 2:52 PM, "Open Forum for Learning Assistance
>> Professionals on behalf of Saundra Y McGuire" <[log in to unmask]
>> on behalf of [log in to unmask]> wrote:
>>
>>> Thanks for the very useful clarification, Robin. I don't know of any
>>> instruments to measure non-cognitive factors, but I DO know that
>>> things like math anxiety and a fixed mindset negatively impact math
>>>performance.
>>>
>>> But I've also found that it's not difficult to change these by
>>> providing effective learning strategies, so I would be wary of
>>> placing students based on these malleable factors.
>>>
>>> Just my two cents,
>>> Saundra
>>>
>>>
>>> Sent from my iPhone
>>>
>>>> On Nov 12, 2015, at 1:21 PM, Robin Ozz
>>>> <[log in to unmask]>
>>>> wrote:
>>>>
>>>> The affective domain, one of Bloom's three domains (the other two
>>>> being cognitive and psychomotor), does not refer to where the action
>>>> takes place but with what our brains are dealing. Affective
>>>> responses deal with attitudes, appreciation, values, and such.
>>>>
>>>>> On Thu, Nov 12, 2015 at 12:11 PM, bob <[log in to unmask]>
>>>>> wrote:
>>>>>
>>>>> The idea that łnon-cognitive˛ factors actually exist seems
>>>>> łnon-cognitive˛
>>>>> to me. I do not understand the notion that emotional reactions
>>>>>occur
>>>>> in
>>>>> some part of our anatomy other than our brain. In my opinion, all
>>>>> thinking is cognitive even when that thinking does not seem to be
>>>>> connecting the dots.
>>>>>
>>>>> To me, psycho-social behaviors are cognitively driven. Making
>>>>> placement decisions on those behaviors would seem highly
>>>>> questionable when the decisions depend upon a non-cognitive
>>>>> assumption.
>>>>>
>>>>> Bob
>>>>>
>>>>>
>>>>>> On 11/9/15, 8:31 PM, "Nic Voge" <[log in to unmask]> wrote:
>>>>>>
>>>>>> Hi all,
>>>>>> Does anyone use so-called łnon-cognitive˛ factors instruments in
>>>>>> their
>>>>> math
>>>>>> (or other) course placement?
>>>>>> If so, can you direct me to the instrument‹or share your items if
>>>>>> they
>>>>> are
>>>>>> homegrown‹and say a bit about your experience?
>>>>>> Thanks,
>>>>>> Nic
>>>>>>
>>>>>> ________________________________
>>>>>>
>>>>>> Dominic (Nic) J. Voge || Associate Director Undergraduate
>>>>>> Learning Program McGraw Center for Teaching & Learning ||
>>>>>> Princeton University
>>>>>> 328 Frist Center
>>>>>> (609)258-6921 || http://www.princeton.edu/mcgraw/us/
>>>>>>
>>>>>> [cid:B0320916-63C2-4384-988C-E45C1908CBFB]
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>>>>
>>>>
>>>> --
>>>>
>>>>
>>>> *Robin Ozz*: President-Elect National Association of Developmental
>>>> Education
>>>>
>>>> Director of Developmental Education
>>>>
>>>> English Faculty
>>>>
>>>> 1202 W Thomas Road, Phoenix, AZ 85013 phone | 6022857818 email |
>>>> [log in to unmask] website | www.phoenixcollege.edu
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