University of Washington College of Engineering

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Professional Development Affective Constructs

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Affective Constructs: The Elephant in the Classroom

Because of their complexity, Affective Constructs are often ill defined or insufficiently measured. However, few researchers doubt that affective elements of a student's experience profoundly influence engagement, classroom performance, persistence, retention and other academic outcomes. A wide range of these outcomes has been defined and scales have been developed to measure them in a quantitative way. Affective constructs can be loosely grouped into two categories:

• Composite: broad brushstroke concepts that capture the general goodness of a student's emotional state in a target area of his or her life. For example, Psychological Sense of Community (PSC) as measured in the Campus Atmosphere Scale (Lounsbury & DeNeui, 1995) is a composite measure of a student's current feelings about his individual sense of community on campus; PSC looks at aspects of belonging, peer-to-peer relatedness, faculty-student relatedness and other constructs. The more composite a construct, the more richly it captures an individual's overall affect in a particular environment. On the other hand, composite constructs are difficult to dissect into cause and effect for purposes of influencing those constructs through appropriately designed interventions.
• Focused: narrow brushstroke concepts that capture a specific or fundamental aspect of individual affect. Although many of these constructs are required to approximate an individuals general affective state in a particular environment, these constructs can be better framed into models for purposes of intervention. For example, belonging is a fundamental human need (Baumeister & Leary, 1995) and by its very nature as a basic motivation for behavior is a stand-alone construct.

This page provides an evolving list of existing affective constructs, measures, and outcomes. It is intended as a tool for education researchers to use for identifying constructs of interest to suit the investigation of particular hypotheses of interest. Validation and reliability of scales are provided as available for each construct.

Domains
	Social	Individual
Composite	Psychological Sense of Community Faculty Concern for Students Affiliation to the Global Workforce	Academic and Intellectual Development Institutional and Goal Commitments Cognitive Strategy Use Self Regulation
Focused	Belonging Interactions with Faculty Connection to Peer Group	Locus of Control Self-Efficacy Intrinsic Value Test Anxiety

Social-Composite Domain:

These affective constructs represent compound aspects of how an individual student interacts with others in his or her environment.

Psychological Sense of Community (Social-Composite)
Description:	Psychological Sense of Community (PSC) is the sense that one is part of a readily available, mutually supportive network of relationships upon which one could depend and is characterized by feelings of belongingness, interdependence, being needed, and identification with some common overarching values.
Sample Items (5 point Likert Scale):	Regarding this college/university: "I really feel like I belong here." "There is a sociable atmosphere on campus." "I wish I had gone to another college instead of this one." (Reverse scored) "Students feel they can get help if they are in trouble." "I would recommend this college to students in my high school." "My parents like this college." "There is a strong feeling of togetherness on campus." "I someday plan to give alumni contributions to this college." "I really enjoy going to school here." "Students here really care about what happens to this college." "I feel very attached to this college." "Campus life is very stimulating." "If I am/were going to college next year, I would go here." "There is a real sense of community here." (Lounsbury & DeNeui, 1995, p.385)
Reliability (α):	0.92 in higher education studies
Main Reference:	Lounsbury, J. W., & DeNeui, D. (July 1995). Collegiate Psychological Sense of Community in Relation to Size of College/University and Extroversion. Journal of Community Psychology Vol.24 (4), 381-394.
Supporting Reference:	Lounsbury, J. W., & DeNeui, D. (September 1995). Psychological sense of community on campus. College Student Journal 29, 270-277.

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Faculty Concern for Student (Social-Composite)
Description:	Faculty Concern for the Student is the student's sense that faculty members are both interested in the student's learning as well as being interested in the teaching itself.
Sample Items (5 point Likert Scale):	"Few of the faculty members I have had contact with are generally interested in students." "Few of the faculty members I have had contact with are generally outstanding or superior teachers." "Few of the faculty members I have had contact with are willing to spend time outside of class to discuss issues of interest and importance to students." "Most of the faculty I have had contact with are interested in helping students grow in more than just academic areas." "Most of the faculty I have had contact with are genuinely interested in teaching." (Pascarella & Terenzini, 1980, p.66)
Reliability (α):	0.82 in higher education studies
Validity:	Instrument & Model (Pascarella & Terenzini 1980)
Main Reference:	Pascarella, E.T., & Terenzini, P.T. (1980). Predicting freshman persistence and voluntary dropout decisions from a theortecial model. Journal of Higher Education 51(1): 60-75.

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Affiliation to the Global Workforce (Social-Composite)
Description:	This construct focuses on the current perceived relationship between the student and the global workforce, as well as the student's motivation towards one day becoming part of and contributing to society as part of this global workforce.
Sample Items (5 point Likert Scale):	"I feel that contributing valuable technology to society fits my goals." "I feel that I will be competent as an engineer in the global workforce." "I feel that I will contribute relevant work to society." "As a rising engineer/scientist in the global workforce, I feel comfortable contributing to the advancement of society." "As a rising engineer/scientist in the global workforce, I feel that I am alienated from the global high-tech company." "As a rising engineer/scientist in the global workforce, I feel supported by the global high-tech community."

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Social-Focused Domain:

These affective constructs directly influence how an individual student interacts with others in his or her environment.

Belonging (Social-Focused)
Description:	Student's sense of belonging in an immediate community, such as a classroom, church group, etc. Belonging is defined as a fundamental human motivation; power (whether confrontational or avoidant) is often used as a substitute when sufficient belonging is not experienced to meet individual need.
Sample Items (5 point Likert Scale):	"I feel comfortable at the program." "I am a part of the program." "I am committed to the program." "I am supported at the program." "I am accepted at the program." (Anderson-Butcher & Conroy, 2002, p.861)
Reliability (α):	0.93 in higher education studies
Validity:	Construct (Anderson-Butcher & Conroy 2002) Confirmatory factor analysis and face vaildiity (Wilson, Spring, & Hansen 2008)
Main Reference:	Anderson-Butcher, Dawn & David E. Controy. (October 2002). Factorial and Criterion Validity of Scores of a Measure of Belonging in Youth Development Programs. Educational and Psychological Measurement, 62(5), 857- 876.
Supporting References:	Baumeister, Roy F. & Mark R. Leary (1995). The Need to Belong: Desire for Interpersonal Attachments as a Fundamental Human Motivation. Psychological Bulletin, 117, No. 3. 497-529. Wilson, Denise, David Spring, & Lisa Hansen (October 2008). Psychological Sense of Community & Belonging in Engineering Education, 38th ASEE/IEEE Frontiers in Education Conference: Saratoga Springs, New York.

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Interactions with Faculty (Social-Focused)
Description:	Interactions with Faculty is a measure of how the student's non-classroom interactions have impacted his or her perspectives on various aspects of their life outside of the classroom.
Sample Items (5 point Likert Scale):	"My nonclassroom interactions with faculty have had a positive influence on my personal growth, values, and attitudes." "My nonclassroom interactions with faculty have had a positive influence on my intellectual growth and interest in ideas." "My nonclassroom interactions with faculty have had a positive influence on my career goals and aspirations." "Since coming to this university I have developed a close, personal relationship with at least one faculty member." "I am satisfied with the opportunities to meet and interact informally with faculty members." (Pascarella & Terenzini, 1980, p.66)
Reliability (α):	0.83 in higher education studies
Validity:	Instrument & Model (Pascarella & Terenzini 1980)
Main Reference:	Pascarella, E.T., & Terenzini, P.T. (1980). Predicting freshman persistence and voluntary dropout decisions from a theortecial model. Journal of Higher Education 51(1): 60-75.

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Connection to Peer Group (Social-Focused)
Description:	Connection to Peer Group is a measure of the student's overall connectedness to thier peers in respect to their life outside of the classroom.
Sample Items (5 point Likert Scale):	"Since coming to this university, I have developed close personal relationships with other students." "The student friendships I have developed at this university have been personally satisfying." "My interpersonal relationships with other students have had a positive influence on my personal growth, attitudes, and values." "My interpersonal relationships with other students have had a positive influence on my intellectual growth and interest in ideas." "It has been difficult for me to meet and make friends with other students." "Few of the students I know would be willing to listen to me and help me if I had a personal problem." "Most students at this university have values and attitudes different from my own." (Pascarella & Terenzini, 1980, p.66)
Reliability (α):	0.84 in higher education studies.
Validity:	Instrument & Model (Pascarella & Terenzini 1980)
Main Reference:	Pascarella, E.T., & Terenzini, P.T. (1980). Predicting freshman persistence and voluntary dropout decisions from a theortecial model. Journal of Higher Education 51(1): 60-75.

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Individual-Composite Domain:

These affective constructs represent compund aspects of how individual students perceive themselves.

Academic and Intellectual Development (Individual-Composite)
Description:	Academic and Intellectual Development is a measure of the student's personal feelings towards his or her academic/intellectual growth. More specifically, how personal experiences at the university have encouraged that growth.
Sample Items (5 point Likert Scale):	"I am satisfied with the extent of my intellectual development since enrolling in this university." "My academic experience has has a positive influence on my intellectual growth and interest in ideas." "I am satisfied with my academic experience at this university." "Few of my courses this year have been intellectually stimulating." "My interest in ideas and intellectual matters has increased since coming to this university." "I am more likely to attend a cultural event (for example, a concert, lecture, or art show) now than I was before coming to this university." "I have performed academically as well as I anticipated I would." (Pascarella & Terenzini, 1980, p.66)
Reliability (α):	0.74 in higher education studies
Validity:	Instrument & Model (Pascarella & Terenzini 1980)
Main Reference:	Pascarella, E.T., & Terenzini, P.T. (1980). Predicting freshman persistence and voluntary dropout decisions from a theortecial model. Journal of Higher Education 51(1): 60-75.

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Institutional and Goal Commitments (Individual-Composite)
Description:	This construct reflects how satisfied the student is with his or her choice in selecting the current university he or she attends as well as how important it is to graduate from there.
Sample Items (5 point Likert Scale):	"It is important for me to graduate from college." "I am confident that I made the right decision in choosing to attend this university." "It is likely that I will register at this university next fall." "It is not important to me to graduate from this university." "I have no idea at all what I want to major in." "Getting good grades is not important to me." (Pascarella & Terenzini, 1980, p.66)
Reliability (α):	0.71 in higher education studies
Validity:	Instrument & Model (Pascarella & Terenzini 1980)
Main Reference:	Pascarella, E.T., & Terenzini, P.T. (1980). Predicting freshman persistence and voluntary dropout decisions from a theortecial model. Journal of Higher Education 51(1): 60-75.

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Cognitive Strategy Use (Individual-Composite)
Description:	This construct represents the student's level of utilization of rehearsal strategies, elaboration strategies such as summarizing and paraphrasing, and organization strategies in accomplishing their schoolwork.
Sample Items (7 point Likert Scale):	"When I study for a test, I try to put together the information from class and from the book." "When I do homework, I try to remember what the teacher said in class so I can answer the questions correctly." "It is hard for me to decide what the main ideas are in what I read." "When I study I put important ideas into my own words." "I always try to understand what the teacher is saying even if it doesn't make sense." "When I study for a test I try to remember as many facts as I can." "When studying, I copy my notes over to help me remember material." "When I study for a test I practice saying the important facts over and over to myself." "I use what I have learned from old homework assignments and the textbook to do new assignments." "When I am studying a topic, I try to make everything fit together." "When I read material for this class, I say the words over and over to myself to help me remember." "I outline the chapters in my book to help me study." "When reading I try to connect the things I am reading about with what I already know." (Pintrich & De Groot, 1990, p.40)
Reliability (α):	0.83 in higher education studies
Main Reference:	Pintrich, Paul R. and De Groot. Elisabeth V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, Vol.82, 33-40.

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Self Regulation (Individual-Composite)
Description:	This construct is constructed from metacognitive and effort management items including planning, skimming, comprehension monitoring, as well as persistence at difficult or boring tasks and working diligently.
Sample Items (7 point Likert Scale):	"I ask myself questions to make sure I know the material I have been studying." "When work is hard I either give up or study only the easy parts." "I work on practice exercises and answer end of chapter questions even when I don't have to." "Even when study materials are dull and uninteresting, I keep working until I finish." "Before I begin studying I think about the things I will need to do to learn." "I often find that I have been reading for class but don't know what it is all about." "I find that when the teacher is talking I think of other things and don't really listen to what is being said." "When I'm reading I stop once in a while and go over what I have read." "I work hard to get a good grade even when I don't like a class." (Pintrich & De Groot, 1990, p.40)
Reliability (α):	0.74 in higher education studies
Main Reference:	Pintrich, Paul R. and De Groot. Elisabeth V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, Vol.82, 33-40.

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Individual-Focused Domain:

These affective constructs directly represent how individual students perceive themselves.

Locus of Control (Individual-Focused)
Description:	The locus of control is a measure of the how much a person relies on internal or external reinforcement of their beliefs.
Sample Items (5 point Likert Scale):	"I usually get what I want in life." "I need to be kept informed about news events." "I never know where I stand with other people." "I do not really believe in luck or chance." "I think that I could easily win a lottery." "If I do not succeed on a task, I tend to give up." "I usually convince others to do things my way." "People make a difference in controlling crime." "The success I have is largely a matter of chance." "Marriage is largely a gamble for most people." "People must be the master of their own fate." "It is not important for me to vote." "My life seems like a series of random events." "I never try anything that I am not sure of." "I earn the respect and honors I receive." "A person can get rich by taking risks." "Leaders are successful when they work hard." "Persistence and hard work usually lead to success." "It is difficult to know who my real friends are." "Other people usually control my life." (Pettijohn, 1998)
Main Reference:	Pettijohn, Terry (1998). Psychology: A ConnecText, McGraw Hill, Chapter 11. Available on-line

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Self-Efficacy (Individual-Focused)
Description:	This construct is composed of items regarding perceived competence and confidence in performance of class work.
Sample Items (7 point Likert Scale):	"Compared with other students in this class I expect to do well." "I'm certain I can understand the ideas taught in this course." "I expect to do very well in this class." "Compared with others in this class, I think I'm a good studen." "I am sure I can do an excellent job on the problems and tasks assigned for this class." "I think I will receive a good grade in this class." "My study skills are excellent compared with others in this class." "Compared with other students in this class I think I know a great deal about the subject." "I know that I will be able to learn the material for this class." (Pintrich & De Groot, 1990, p.40)
Reliability (α):	0.89 in higher education studies.
Main Reference:	Pintrich, Paul R. and De Groot. Elisabeth V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, Vol.82, 33-40.

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Intrinsic Value (Individual-Focused)
Description:	This construct is composed of questions concerning intrinsic interest in and perceived importance of course work as well as preference for challenge and mastery goals.
Sample Items (7 point Likert Scale):	"I prefer class work that is challenging so I can learn new things." "It is important for me to learn what is being taught in this class." "I like what I am learning in this class." "I think I will be able to use what I learn in this class in other classes." "I often choose paper topics I will learn something from even if they require more work." "Even when I do poorly on a test I try to learn from my mistakes." "I think that what I am learning in this class is useful for me to know." "I think that what we are learning in this class is interesting." "Understanding this subject is important to me." (Pintrich & De Groot, 1990, p.40)
Reliability (α):	0.87 in higher education studies.
Main Reference:	Pintrich, Paul R. and De Groot. Elisabeth V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, Vol.82, 33-40.

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Test Anxiety (Individual-Focused)
Description:	This construct focuses on the student's worry about and cognitive interference on tests.
Sample Items (7 point Likert Scale):	"I am so nervous during a test that I cannot remember facts I have learned." "I have an uneasy, upset feeling when I take a test." "I worry a great deal about tests." "When I take a test I think about how poorly I am doing." (Pintrich & De Groot, 1990, p.40)
Reliability (α):	0.75 in higher education studies.
Main Reference:	Pintrich, Paul R. and De Groot. Elisabeth V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, Vol.82, 33-40.

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