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Updated: Mar 8, 2026

The Modular Design and Production of an Intelligent Robot Based on a Closed-Loop Control Strategy
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Open-Closed Mindedness and Choice of University Programs.

B C Hansford1, W B Olphert1

  • 1a University of New England.

The Journal of Social Psychology
|February 1, 2017
PubMed
Summary

This study found specific items on the Dogmatism Scale (D-Scale) reveal differences between university students, unlike traditional total score comparisons. Arts and Science program students showed distinct patterns in dogmatic tendencies on individual items.

Area of Science:

  • Psychology
  • Social Sciences
  • Educational Psychology

Background:

  • Traditional group comparisons for dogmatic tendencies rely on aggregated scores from instruments like the D-Scale.
  • The multidimensional nature of dogmatism suggests that summated scores may obscure nuanced group differences.
  • Exploring item-level analysis offers a more granular approach to understanding psychological constructs.

Purpose of the Study:

  • To investigate the efficacy of item-level analysis for comparing dogmatic tendencies between student groups.
  • To identify specific items on the D-Scale that differentiate students in Arts versus Science programs.
  • To explore whether item-level differences reflect distinct facets of dogmatism.

Main Methods:

  • A sample of 471 first-year university students (250 male, 221 female) participated.

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  • Participants completed the Dogmatism Scale (D-Scale).
  • Statistical analysis focused on item-level responses for group comparisons and factor analysis of significant items.

    • Main Results:

    • Significant differences were observed in specific items of the D-Scale between student groups.
    • Particular distinctions in item responses were found between students in Arts and Science programs.
    • Factor analysis suggested that these differentiating items might represent specific facets of dogmatism.

    Conclusions:

    • Item-level analysis provides a more sensitive method for detecting group differences in dogmatism than summated scores.
    • Academic program enrollment (Arts vs. Science) is associated with variations in specific aspects of dogmatic thinking.
    • Further research using item-level data can refine our understanding of the multidimensional structure of dogmatism.