Developing a Survey of Transformative Learning Outcomes and Processes Based on Theoretical Principles

Heather L. Stuckey, Edward W. Taylor, Patricia Cranton

Research output: Contribution to journalArticlepeer-review

47 Scopus citations


The purpose of this research was to develop an inclusive evaluation of “transformative learning theory” that encompassed varied perspectives of transformative learning. We constructed a validated quantitative survey to assess the potential outcomes and processes of how transformative learning may be experienced by college-educated adults. Based on a review of the rational/cognitive, extrarational, and social/emancipatory perspectives of transformation learning theory, the survey reflects the assumptions underlying these perspectives through survey items and allows the survey to be used in multiple contexts both inside and outside the formal classroom. Survey development included a comprehensive review of the literature, external review by experts in adult education, focus groups for clarification of the items, the calculation of interitem correlations for each scale and cross-scale correlations, and the calculation of Cronbach’s α reliability coefficients. This survey has the potential to advance the study of transformative learning by being inclusive of several existing theoretical perspectives that have common outcomes.

Original languageEnglish (US)
Pages (from-to)211-228
Number of pages18
JournalJournal of Transformative Education
Issue number4
StatePublished - Oct 1 2013

All Science Journal Classification (ASJC) codes

  • Education


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