Measuring attitudes towards university examinations with the Semantic Differential Technique.

While literature about examinations and evaluation efficiency is plentiful (Baartman, Prins, Kirschner & van der Vleuten, 2007) research about attitudes toward evaluation – held by students-is very scarce. However, the interest in the relationship between the university evaluation and motivational dynamic is increasing (Struyven, Dochy & Janssens, 2005). A general assumption is that cognitive-affective perception differentiate in multiple dimensions and that attitudes toward evaluation mediate the learning process (Brown, 2004). Two special features of Italian university are (1) attendance is not compulsory, (2) students can delay ad libitum examinations, and therefore their graduation. High rates of dropouts and repeaters is an undesirable drawback. The purpose of the present research is to investigate the semantic space spanned by bipolars adjectives referred to the focal theme - the university examinations- which may be a real hindrance for some students who delay their graduation. A list of 32 bipolar adjectives (with seven steps) was proposed to a sample of 384 university students in Milan (Italy) to rate one single concept, university examinations. Factor analysis was performed (iterated principal factors). The scree test clearly indicated to extract four factors (rotated to varimax criterion) . Reliability analysis helped to discard nine low-correlated items. The final solution was thus interpreted: (1) A motivating and evaluative dimension (alpha=.84), with adjectives such as engaging-boring, satisfactory-disappointing; important-irrelevant, exciting-disturbing, truthful-mendacious. (2) An emotional-anxiogenous dimension (alpha =.74), formed by pairs such as anguishing-soothing, alarming-conforting, stimulant-stressful, suffocating- inspiring. (3) An activity-intricacy dimension (alpha=. 67), short-long, fast-slow, smooth-intricate, predictable-unpredictable); (4) An aggregative and socializing dimension (alpha = . 69, aggregating-disaggregating, socializing-marginalizing, segregating-fraternizing). The four dimensions can be used to assess students behavior (especially for the delayers or repeaters) and can be fruitful for planning intervention to improve students’ study habits.