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Abstract
Two studies (N = 420) were conducted to develop and validate the instructional dissent scale (IDS) for use in the college classroom. Participants in study 1 were 210 students who completed the IDS pilot inventory which was subjected to an exploratory factor analysis yielding three distinct factors of dissent (i.e., expressive, rhetorical, vengeful). Concurrent validity support was provided as perceived teacher misbehaviors were associated positively with students’ likelihood of engaging in dissent and students reported fewer learning outcomes when they dissented. Participants in study 2 were from a different sample of 210 students who completed the IDS along with measures of classroom justice and student challenge behavior. A confirmatory factor analysis provided support for the hypothesized item loadings confirming an expected three-factor solution. Additional concurrent and discriminant validity support were provided as scores on the IDS were associated inversely with perceived classroom justice and associated positively with student challenge behavior. Collectively, the results from both studies suggest that the IDS is a reliable and valid self-report measure of student dissent.