dc.contributor.advisor | Little, Todd D. | |
dc.contributor.advisor | Hawley, Patricia H. | |
dc.contributor.author | Short, Stephen David | |
dc.date.accessioned | 2011-10-09T14:49:11Z | |
dc.date.available | 2011-10-09T14:49:11Z | |
dc.date.issued | 2011-08-31 | |
dc.date.submitted | 2011 | |
dc.identifier.other | http://dissertations.umi.com/ku:11700 | |
dc.identifier.uri | http://hdl.handle.net/1808/8192 | |
dc.description.abstract | The present study examined changes in university students' attitudes toward and knowledge of evolution measured by the previously validated Evolutionary Attitudes and Literacy Survey (EALS). Students were assessed at a large Midwestern U. S. university prior to and following completion of either an undergraduate political science, biology, or evolutionary psychology course. A multiple group repeated measures confirmatory factor analysis (CFA) was conducted to examine latent mean differences in self-reported political activity, religious conservatism, evolution knowledge/relevance, creationist reasoning, evolutionary misconceptions, and exposure to evolution. A significant and notable increase in evolution knowledge/relevance, as well as decrease in creationist reasoning and evolutionary misconceptions was observed for the evolutionary psychology course. In contrast, no significant change in evolution knowledge/relevance was observed for the biology course. The implications of these findings, as well as limitations and future research for evolution education are discussed. | |
dc.format.extent | 53 pages | |
dc.language.iso | en | |
dc.publisher | University of Kansas | |
dc.rights | This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author. | |
dc.subject | Quantitative psychology | |
dc.subject | Psychometrics | |
dc.subject | Psychology | |
dc.subject | Evolution & development | |
dc.subject | College sample | |
dc.subject | Confirmatory factor analysis | |
dc.subject | Evolution | |
dc.subject | Evolution knowledge | |
dc.subject | Latent means | |
dc.subject | Science education | |
dc.title | A Multiple Group Repeated Measures Confirmatory Factor Analysis (CFA) Examination of the Evolutionary Attitudes and Literacy Survey (EALS) Among College Samples | |
dc.type | Thesis | |
dc.contributor.cmtemember | Little, Todd D. | |
dc.contributor.cmtemember | Hawley, Patricia H. | |
dc.contributor.cmtemember | Wu, Wei | |
dc.thesis.degreeDiscipline | Psychology | |
dc.thesis.degreeLevel | M.A. | |
kusw.oastatus | na | |
dc.identifier.orcid | https://orcid.org/0000-0001-5653-8879 | |
kusw.oapolicy | This item does not meet KU Open Access policy criteria. | |
kusw.bibid | 7643305 | |
dc.rights.accessrights | openAccess | |