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A conceptual validation of transformative learning theory

Author

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  • Heather L. Stuckey
  • Mark Peyrot
  • Riana Conway
  • Edward W. Taylor

Abstract

Objectives The aim of this study is to evaluate the integrated transformative learning theory and quantitative measurement model developed by Stuckey and colleagues in 2013. Methods The Transformative Leaning Survey (TLS) was administered as a cross‐sectional web survey to 467 respondents recruited from a variety of sources. The questionnaire includes four transformative learning outcome measures (acting differently, deeper self‐awareness, holding more open perspectives, experiencing a deep shift in worldview) and 14 transformative learning process measures in three domains (extra‐rational, rational, social critique). Results The majority of respondents were female (73.7 percent), white (70.7 percent), with a graduate degree (57.2 percent), and professional employment (56.1 percent); the median age was 35–44. Reliabilities (alpha) of TLS scales ranged from 0.68 to 0.91 (median = 0.78). Multivariate regression identified two rational process factors (Action, Disorienting Dilemma) and two social critique process factors (Empowerment, Unveiling Oppression) that had significant (p

Suggested Citation

  • Heather L. Stuckey & Mark Peyrot & Riana Conway & Edward W. Taylor, 2022. "A conceptual validation of transformative learning theory," Social Science Quarterly, Southwestern Social Science Association, vol. 103(6), pages 1459-1474, November.
    • Handle: RePEc:bla:socsci:v:103:y:2022:i:6:p:1459-1474
    DOI: 10.1111/ssqu.13205
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    References listed on IDEAS

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    1. Jason Papenfuss & Eileen Merritt, 2019. "Pedagogical Laboratories: A Case Study of Transformative Sustainability Education in an Ecovillage Context," Sustainability, MDPI, vol. 11(14), pages 1-19, July.
    2. Joris van der Voet & Bram Steijn & Ben S. Kuipers, 2017. "What’s in it for others? The relationship between prosocial motivation and commitment to change among youth care professionals," Public Management Review, Taylor & Francis Journals, vol. 19(4), pages 443-462, April.
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