A conceptual validation of transformative learning theory

Heather L. Stuckey, Mark Peyrot, Riana Conway and Edward W. Taylor

Social Science Quarterly, 2022, vol. 103, issue 6, 1459-1474

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

Date: 2022
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