資料４

Evaluating the Impact ofInternational Education:Implications and Applications from theBeliefs, Events, and Values Inventory (BEVI)National Institute for Educational Policy ResearchTokyo, JapanMay 23, 2017
Craig N. Shealy, Ph.D.
President, Division of International Psychology
American Psychological Association
Professor and Executive Director
James Madison University andInternational Beliefs and Values Institutecraigshealy@gmail.com

Much of the following is drawn from…

http://www.thebevi.com/japanese/

http://www.springerpub.com/making-sense-of-beliefsand-values.html

https://forumea.org/research-bevi-project/http://www.springerpub.com/making-sense-of-beliefs-and-values.html

www.thebevi.com

The BEVI…is designed to assess a number of relevant
processes and constructs including (but not limited to):basic openness; receptivity to different cultures, religions,and social practices; the tendency (or not) to stereotype inparticular ways; self and emotional awareness; and preferred
but implicit strategies for making sense of why ‘other’ people
and cultures ‘do what they do’ (Shealy, 2005, p. 99).

BEVI Overview
www.thebevi.com/japanese•

In development since the early 1990s, the Beliefs, Events, and ValuesInventory (BEVI) is an assessment measure that is used in a wide range ofapplied settings, evaluative contexts, and research projects.

•The short version of the BEVI consists of four interrelated components:• demographic/ background items (age, gender, ethnicity, citizenship,countries visited)• a life history/background questionnaire• two validity and seventeen "process scales“• three qualitative "experiential reflection" items•

The BEVI seeks to understand "who the person is" prior to participating in anexperience, "how the person changes" as a result of the experience, and how
these factors interact to produce a greater or lesser likelihood of learning andgrowth – “who learns what and why, and under what circumstances.”•As a web-based inventory, the short version of the BEVI typically requires
between 25 and 30 minutes to complete.

BEVI Overview

www.thebevi.com/japanese•Outputs include individual, group, and organizational reports; customized
analyses also may be provided; raw data may be accessed; the BEVI may bepaired with other measures to meet additional assessment needs.
•In development for over 20 years, the BEVI has been revised and refined
through multiple analyses (e.g., item analysis with 22 clinical researchers,supervisors, and practitioners; review by subject matter experts in the field ofinternational and multicultural education; subject to multiple factor analyses;
approval by multiple Institutional Review Boards).
•Short version BEVI: BEVI-s (185 items) = Cronbach’s alpha determined which
items could be deleted; IRT to compute the information level of the items; python
program compared information curves of each version of the BEVI: SEM
confirmed congruence with EFA version of measure; short version BEVI (185items) was consistent with the essential structure of the long BEVI (336 items),
but with substantially fewer items; also reduced demographic items from 65 to 40
and 17 scales from 18.
•The most recent development is the BEVI-j: Japanese version of the “short”
BEVI – see http://thebevi.com/japanese for the BEVI website andhttps://www.bevi-j.com to access the BEVI.

Psychometric Propertiesof the BEVI

Psychometric Propertiesof the BEVI

How is the BEVI structured?

How is the BEVI structured?

How is the BEVI structured?How is the BEVI used?

http://www.springerpub.com/making-sense-of-beliefs-and-values.html

Equilintegration (EI) Theory
EI Theory draws upon a wide range of theoretical,
empirical, and applied perspectives to account for the
dialectic process between the ‘transmission’ and‘internalization’ of beliefs and values, and constituent
aspects of self‐regulation, content, structure, affect,attribution, and development…EI theory ‘explain[s] theprocesses by which beliefs, values, and worldviews areacquired and maintained, why their alteration is typicallyresisted, and how and under what circumstances theirmodification occurs’ …the BEVI is ‘designed to identify
and predict a variety of developmental, affective, andattributional processes and outcomes that are integral
to EI Theory’ (Shealy, 2004, p. 1075).

To make sense of beliefs and values,
we need a working definition of“belief,” “need,” and “self.”
These are constructs, any one of which may bedefined as “a concept or a mental representationof shared attributes or characteristics, and it isassumed to exist because it gives rise toobservable or measurable phenomena”(Hubley & Zumbo, 2013, p. 3).

Continuum of Belief

The Nature of Need
Human needs:

http://www.springerpub.com/making-sense-of-beliefs-and-values.html

The EI Self
The Equilintegration or EI Self…seeks torepresent in pictographic form theintegrative and synergistic processes
by which beliefs and values are acquired andmaintained as well as how these are linked
to the Core Needs and Adaptive
Potential of the self….different Versions ofReality (VORs) may be ascertained via a validand sufficiently comprehensive measure,
such as the Beliefs, Events, and Values
Inventory (BEVI) (Shealy, 2005, 2016).

Forum BEVI Project
https://forumea.org/research-bevi-project/Forum BEVI Project Implications
Findings, Applications,and Recommendationsof the Forum BEVI Project:
Implications for the Assessment ofInternational, Multicultural,
and Transformative Learninghttp://frontiersjournal.org/wp‐content/uploads/2015/09/WANDSCHNEIDERetal‐
FrontiersXXV‐TheForumBEVIProject.pdf

Forum BEVI Project Implications

Forum BEVI Project Implications
Who we are affects whether, what, and how welearn.
Formative variables such as life experiences anddemographics interact powerfully with theexperiences we provide to learners (e.g., study
abroad, multicultural coursework, education ingeneral) to influence the learning processes andoutcomes that we observe.

Key Finding: Life history / background influences
openness to different cultures, beliefs, and practices, which influences learninginterest

Formative Variable

OutcomeMediator
F5

Negativelife events-0.212Ethnicity-0.219

Family Income-0.031

0.063
Father’s education
Mother’s education--> = p< .05

0.118

0.870
F4-0.201

F60.715
SocioculturalOpenness0.875
0.838

F1-0.724

0.519Interest inInt’l Exp.

F3F2
Χ2=5003.382, df=1211, p=0.000, RMSEA=0.054, CFI=0.934

Forum BEVI Project Implications
It is possible to predict who will be interested in –and satisfied by – a learning experience even
before the learning experience actually occurs.
If formative variables (e.g., life history, demographics)
and mediators (e.g., affective capacity, attributionalstyles) are assessed with sufficient breadth anddepth, it is possible to predict statistically who is, andis not, likely to be inclined toward participation in alearning experience – and who is, and is not, likely toreport that they actually benefitted from and/or weretransformed by a learning experience – even before
the experience occurs.

BEVI Correlation Matrix Results:
Exploring Interrelationships Among
Affect, Belief, Cognition, Need, and ExperienceCorrelation Matrix Findings Above .40 Between
Sociocultural Openness and Other BEVI Scales••
••
••
•••
•

Needs Closure (-.90)
Ecological Resonance (.88)
Socioemotional Convergence (.82)
Basic Closedness (-.81)
Identity Closure (-.71)
Emotional Attunement (.77)
Socioreligious Traditionalism (-.62)
Hard Structure (-.58)
Negative Life Events (-.57)
Divergent Determinism (-.50)

Interpreting Correlation Matrix Findings:
Overall, individuals high on Sociocultural Openness…

Forum BEVI Project Implications
Educational experiences are associated withdesirable as well as undesirable processes andoutcomes.
Depending upon the nature and quality of the learning
experience – and the life histories, worldviews, andcapacities of those who deliver and engage in it –measurable processes and outcomes may or may not
be in the direction that was anticipated. As educators,researchers, and administrators, we should embrace thefundamentally experimental nature of our work (e.g., wemay learn as much from what doesn’t work as whatdoes).

Comparison of Time 1 and Time 2 profiles fortwo different instructors of the same course

Sample Comparison of Time 1 and Time 2 profiles fortwo different instructors of the same course on
Negative Life Events, Self Awareness,
and Global Engagement

Comparative Results Before and After
Completion of a Course Designed toIncrease Intercultural UnderstandingForum BEVI Project Implications
Examining only overall findings (e.g. aggregate) or
privileging only a few BEVI scales constitutetempting but counter-productive approaches tocomprehensive assessment.
Aggregate findings can be misleading because
they may mask or wash out “opposing” data for
subgroups, which, when compiled, “cancel”
each other out and become invisible. Likewise,ignoring some of the scales to focus on only afew (i.e., Sociocultural Openness) fails torecognize the rich and complex processes
students undergo, the relationships between
these processes, and the importance ofassessing other aspects of learning.

Sample Aggregate Profile versus Profile Contrast
for Identity Diffusion

Time 1 – Time 2 BEVI Group Report Comparisons (N =19)

Why Longitudinal Assessment Matters

Contrasting Prototype Response Excerpts
to Qualitative Question 3 from the BEVI:
What are you learning or how are you
different as a result of this experience?

• I realize how privileged I have been in my life.
• I now see why my country is the best place to livein the world.
• Who I thought I was is very different from what Ithink now.

Forum BEVI Project Implications
Although distinct characteristics of various crosscultural groups are identifiable, broad-based
assessment suggests greater within than between
group variation.
A focus on differences between cultural groups isinteresting and relevant, but may obscure the fact that
greater variability may occur more often within, rather
than between, different cultural groups. Such a
conclusion has important implications for how weunderstand “the nature of human nature” and why webecome who we become (e.g., the formative variables
that affect how and why we understand and experienceself, others, and the larger world as we do).

Three BEVI Decile Profiles from Students inThree Different Countries/Regions
Country/Region 1

Three BEVI Decile Profiles from Students inThree Different Countries/Regions
Country/Region 2

Three BEVI Decile Profiles from Students inThree Different Countries/Regions
Country/Region 3

Forum BEVI Project Implications
It is possible to identify the profile or signature of aninstitution or organization.
The aggregate profile of the BEVI may illuminate how astudent body or staff configuration at a given institution ororganization may be described (e.g., how the student body /staff tends to see self, others, and the larger world). This
profile appears to be relatively consistent across years,
indicating that the characteristics of an institution’s student
body may be relatively stable and measurable.

Each Institution Has A Unique BEVI Student
Profile Which May Be Tracked Across Years

Low=strongly disagree - High=strongly agree

2010

2011

Forum BEVI Project Implications
By joint usage of individual and group reports, multiple
opportunities for self-assessment, dialogue, enhanced
understanding, and group development may be facilitated.
On multiple occasions, different cohorts have used the individualand group report system simultaneously in order to enhance
understanding of how one sees self, others, and the larger world.
By juxtaposing the individual reports (which are individualized based
upon unique scores, and read privately by each individual) with thegroup report (which shows similarities and differences within thegroup, and are reviewed publicly with the group as a whole),
abundant opportunities arise for increased understanding, dialogue,and growth.

System Demonstration

To learn more now…

http://www.thebevi.com/japanese/

http://www.springerpub.com/making-sense-of-beliefsand-values.html

https://forumea.org/research-bevi-project/

To learn more later…
Cultivating the Globally Sustainable Self:
How the Human Species Might Fulfill its Potential
Through theoretically grounded, empirically robust, and ecologically valid
projects, which address the “wicked problems”
of our day (e.g., conflict resolution, human rights,
sustainability, global education, and religious andcultural understanding), leading scholars,
advocates, educators, practitioners, and policy‐
makers offer a blueprint for how we can – andwhy we must – learn to “cultivate the globally sustainable self” if ourspecies is to fulfill its potential, while mitigating the perilous trajectories
before us if we do not.
Shealy, C.N. , (Ed.). (in press). Cultivating the globally sustainable self: How the humanspecies might fulfill its potential. Oxford, England: Oxford University Press.
Anticipated publication date of 2018.

Thank you!