Outcomes of student participation in apparel construction/sewing laboratory classes in southern California community colleges

dc.contributor.advisor Mary Lynn Damhorst
dc.contributor.author Lewis-goldstein, Diane
dc.contributor.department Apparel, Events and Hospitality Management
dc.date 2018-08-11T09:55:31.000
dc.date.accessioned 2020-06-30T02:34:35Z
dc.date.available 2020-06-30T02:34:35Z
dc.date.copyright Fri Jan 01 00:00:00 UTC 2010
dc.date.embargo 2013-06-05
dc.date.issued 2010-01-01
dc.description.abstract <p>This exploratory study was an attempt to understand the types of affective learning. The study focused on beginning students who were enrolled in apparel construction/sewing laboratory in community colleges within Los Angeles and Ventura counties during the spring of 2009 (n = 155). The primary purpose of the study was to develop scales that would measure the multiple levels of the affective domain and perceived self-efficacy of student participation in class. The relationships among the scales were investigated. Other scales were developed to measure related variables such as how comfortable students felt participating in class, the students' sense of community, the students overall feelings and general satisfaction with the class, the quality of student work done for the class and the students' attitude toward the class. Factor analysis was used to assess the conceptual validity of each scale. All scales were valid and reliable.</p> <p>Bloom's Taxonomy of the affective domain was used as the basis to create scales to measure the five different hierarchical levels of the affective domain: receiving, responding, valuing, organization, and characterization. Self-efficacy scales were based upon existing scales grounded in the work of Bandura.</p> <p>Illeris' adult learning theory was used to frame the study. In this theory the affective domain works with the cognitive domain when adults internalize knowledge. There is also a social interaction process that has to occur during adult learning. Illeris's theory was supported by the results of this study, as evidenced by some students reaching high scores on the organization and characterization levels of the affective domain, indicating internalization of knowledge.</p> <p>Other findings included high scores for comfort in class participation, but only average scores related to feeling a sense of community. Student's overall feelings and general satisfaction with the class were high. They judged the quality of their work and their attitude toward the class to be high. Pearson correlations revealed moderate and strong relationships between most variables. In general, the findings strongly support Bandura's work in self-efficacy and make a case for including affective domain outcomes in community college apparel construction/sewing laboratory classes.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/etd/11280/
dc.identifier.articleid 2282
dc.identifier.contextkey 2807480
dc.identifier.doi https://doi.org/10.31274/etd-180810-1298
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath etd/11280
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/25486
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/etd/11280/LewisGoldstein_iastate_0097E_11424.pdf|||Fri Jan 14 18:46:26 UTC 2022
dc.subject.disciplines Fashion Business
dc.subject.disciplines Hospitality Administration and Management
dc.subject.keywords adult learning theory
dc.subject.keywords affective domain
dc.subject.keywords community colleges
dc.subject.keywords self-efficacy
dc.title Outcomes of student participation in apparel construction/sewing laboratory classes in southern California community colleges
dc.type article
dc.type.genre dissertation
dspace.entity.type Publication
relation.isOrgUnitOfPublication 5960a20b-38e3-465c-a204-b47fdce6f6f2
thesis.degree.level dissertation
thesis.degree.name Doctor of Philosophy
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