Schmidt Lee A
University of Miami, School of Nursing, 5801 Red Road, Coral Gables, FL 33143, USA.
J Nurs Educ. 2004 Oct;43(10):458-65. doi: 10.3928/01484834-20041001-04.
The Writing-To-Learn Attitude Survey (WTLAS) was developed to measure the effects of using writing-to-learn activities in the classroom, but adequate psychometric data have not been reported for the measure. Using the pretest scores from 149 basic and RN-to-BSN nursing students enrolled in a Nursing Management and Leadership course, the reliability and validity of the WTLAS were evaluated. The initial 30-item measure demonstrated acceptable reliability, but the item intercorrelations suggested revision of the subscales was appropriate. After exploratory factor analyses, the WTLAS was revised to 21 items and consists of two factors: Apprehensions about Writing Abilities and Perceived Benefits of Writing-To-Learn Activities. Both subscales possess acceptable internal consistency reliability and conceptually sound, significant correlations with a separate measure of writing apprehension. The revised WTLAS appears to have adequate psychometric properties for further use in the evaluation of students' perceptions of writing-to-learn activities.
写作学习态度量表（WTLAS）旨在衡量在课堂上使用写作学习活动的效果，但尚未有该量表充分的心理测量数据报告。利用149名参加护理管理与领导力课程的基础护理学学生和注册护士转护理学学士学生的预测试成绩，对WTLAS的信效度进行了评估。最初的30个项目的量表显示出可接受的信度，但项目间的相关性表明对分量表进行修订是合适的。经过探索性因素分析后，WTLAS修订为21个项目，由两个因素组成：对写作能力的担忧和写作学习活动的感知益处。两个分量表都具有可接受的内部一致性信度，并且在概念上合理，与单独的写作焦虑测量有显著相关性。修订后的WTLAS似乎具有足够的心理测量特性，可进一步用于评估学生对写作学习活动的看法。
