Development and initial validation of an instrument to measure students' learning about systems thinking: the affective domain

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dc.contributor.author Camelia, Fanny
dc.contributor.author Ferris, Timothy L. J.
dc.contributor.author Cropley, David H.
dc.date.accessioned 2019-11-08T14:02:07Z
dc.date.available 2019-11-08T14:02:07Z
dc.date.issued 2015-10-28
dc.identifier.citation Camelia F, Ferris TLJ, Cropley DH. Development and initial validation of an instrument to measure students' learning about systems thinking: the affective domain. IEEE Systems Journal, Volume 12, Issue 1, March 2018, pp. 115-124 en_UK
dc.identifier.issn 1932-8184
dc.identifier.uri https://doi.org/10.1109/JSYST.2015.2488022
dc.identifier.uri http://dspace.lib.cranfield.ac.uk/handle/1826/14703
dc.description.abstract The purpose of this study was to develop and validate a new, theoretically-based scale that would assess students' learning about systems thinking in relation to the affective domain in systems engineering education. Students' learning of systems thinking in the affective domain deal with emotions, feelings and valuing the related cognitive systems thinking aspects. It is characterized by belief in the power of systems thinking to enable them to develop superior engineered products and systems. This paper describes the psychometric properties of the scale as the basis for future use with a target population of engineering students. It provides the results of an instrument test analysis of data collected from a representative set of the target audience of the instrument. The participants in this study were 180 undergraduate engineering students who enrolled in a systems engineering course. Exploratory factor analysis of the scale for the sample yielded factors largely consistent with conceptualization and construction of the subscales. Confirmatory factor analysis of the scale also supports the initial factor structure. The results suggest that this instrument may be useful to researchers and practitioners interested in measuring systems thinking in engineering students, particularly in the affective domain. en_UK
dc.language.iso en en_UK
dc.publisher IEEE en_UK
dc.rights Attribution-NonCommercial 4.0 International *
dc.rights.uri http://creativecommons.org/licenses/by-nc/4.0/ *
dc.subject Affective domain en_UK
dc.subject education en_UK
dc.subject systems engineering (SE) en_UK
dc.subject SE and theory en_UK
dc.subject SE education en_UK
dc.subject systems thinking en_UK
dc.title Development and initial validation of an instrument to measure students' learning about systems thinking: the affective domain en_UK
dc.type Article en_UK


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