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1
Levine, Anne B. "The Structured Employment Interview: An Examination of Construct and Criterion Validity." The University of Waikato, 2006. http://hdl.handle.net/10289/2288.
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This study extends the literature on interview validity by attempting to create a structured employment interview with both construct- and criterion-related validity. For this study, a situational interview was developed with the specific purpose of enhancing the interview's construct validity while retaining the interview's predictive power. To enhance the construct validity, two guidelines were applied to the creation of the interview based on previous research in interview and assessment center literature limit the number of applicant characteristics to be rated to 3; and (2) ensure that the dimensions to be measured are conceptually distinct. Based on these two guidelines, three constructs were chosen for assessment of real estate sales agents extraversion, proactive personality and customer orientation. The critical incident technique was used to develop six interview items. To test the construct validity of the interview, the six items were correlated with other measures, specifically, self-report questionnaires and managers' ratings, of extraversion, proactivity and customer orientation. Correlations were weak, at best (rs ranged from -.06 to .25). To test the predictive validity of the interview, the six items were correlated with both objective and subjective measures of performance. Predictive validities were stronger, ranging from .23 to .30. These findings are consistent with previous research on employment interviews which have found that although the predictive validity of the interview is strong, the construct validity is very weak, leaving researchers to wonder what it is that the interview is actually measuring. Possible explanations for these findings are offered, and the implications of these findings are discussed.
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Roberts, Kirsten Colleen. "A validity and reliability study of the objective structured clinical examination /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7727.
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Vaughn, Aaron. "The Incremental Utility of Behavioral Rating Scales and a Structured Diagnostic Interview in the Assessment of ADHD." ScholarWorks @ UVM, 2009. http://scholarworks.uvm.edu/graddis/235.
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Attention-Deficit/Hyperactivity Disorder (ADHD) is a disorder characterized by a persistent pattern of developmentally inappropriate levels of inattention, hyperactivity, and impulsivity (American Psychiatric Association, 2000). Currently, clinicians typically utilize a multi-method assessment battery focusing on identifying the core symptoms of ADHD. Further, current recommendations for a comprehensive assessment of ADHD require a lengthy and costly evaluation protocol despite a lack of evidence supporting the incremental utility of each method. Assessment strategies exhibiting the strongest evidence of reliability and validity include symptom-based rating scales, empirically-derived rating scales, and structured diagnostic interviews (Pelham, Fabiano, & Massetti, 2005), yet, their review provided limited empirical support for this conclusion. Nonetheless, other reviews have noted the lack of research examining whether each procedure and/or method adds unique information to a diagnosis of ADHD (Johnston & Murray, 2003). In order to fill this gap in the literature, the current study examined the independent and incremental utility of multiple methods and informants in a comprehensive, “gold standard” assessment of ADHD. The sample include 185 children with ADHD (Mage =9.22, SD=.95) and 82 children without ADHD (Mage =9.24, SD=.88). Logistic regressions were used to examine the incremental contribution of each method in the prediction of consensus diagnoses derived by two Ph.D. level experts in the field of ADHD following a review of comprehensive assessment data. This study also examined the clinical utility and efficiency of diagnostic algorithms using the methods demonstrating the greatest statistical association with a diagnosis of ADHD. Finding provided an empirical support for arguments espousing the redundancy of information in a comprehensive assessment. Namely, information collected from a structured diagnostic interview was unable to significantly improve a prediction model including parent and teacher ratings (Block X2-= .91 = .64). Importantly, parent and teacher ratings on a symptom-based scale alone were able to correctly classify 265 of 267 participants. Based on these results, a diagnostic algorithm that was derived utilizing only behavioral rating scales was able to classify correctly all 267 participants. Clinical implications are highlighted and future research directions are discussed.
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Chen, Danxia. "Eastern Work Ethic: Structural Validity, Measurement Invariance, and Generational Differences." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500082/.
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This present study examined the structural validity of a Chinese version of Multidimensional Work Ethic Profile (MWEP-C), using a large sample of Chinese parents and their young adult children (N = 1047). Confirmatory factor analysis (CFA) was applied to evaluate the model fit of sample data on three competing models using two randomly split stratified subsamples. Measurement invariance for these two generational respondents was checked using differential item functioning (DIF) analysis. The results indicated that MWEP-C provided a reasonable fit for the sample data and the majority of survey items produced similar item-level responses for individuals that do not differ on the attributes of work ethic across these two generations. DIF items were detected based on advanced and successive iterations. Monte Carlo simulations were also conducted for creating threshold values and for chi-square probabilities based on 1,000 replications. After identifying the DIF items, model fit improved and generational differences and similarities in work ethic between parents and their young adult children were also identified. The results suggested that the younger Chinese generations have higher work ethic mean scores on the dimensions of work centrality and morality/ethics while they have similarities on time concept, self-reliance, delay of gratification, and hard work as their parents.
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Zhang, Don C. "Using Icon Array as a Visual Aid for Communicating Validity Information." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1459517352.
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Jasman, Anne M. "Teacher-based assessments : a study of development, validity and reliability of teachers' assessments and associated structured activities devised to assess aspects of the primary curriculum for age range 8-12 years." Thesis, University of Leicester, 1987. http://hdl.handle.net/2381/7640.
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This thesis reports the findings of research carried out as part of the programme: Observational research and classroom learning evaluation, based at Leicester University and the subsequent development and evaluation of in-service activities as part of a B.Ed. (Hons) in-service programme. The study addresses the following questions relating to the development of new forms of assessment. a) Can valid and reliable assessments of the performance of pupils be made in areas of the curriculum which are not amenable to measurement by standardised tests, by the provision of criteria for assessment in terms of observable pupil behaviours and structures classroom activities in which to observe these behaviours? b) Do teachers make valid and reliable assessments of pupil performance in areas of the curriculum not amenable to measurement by standardised tests? c) If teachers are unable to make valid and reliable assessments of pupils what are the factors contributing to their judgements of pupil performance in such areas? d) What is the relationship between pupil performance in those areas of the curriculum not assessed by standardised tests and other pupil characteristics such as age, sex, social class, attainment in basic skills, pupil type and teaching style? e) Does in-service education affect the quality of teachers’ assessments by the provision of appropriate information skills to facilitate assessment of pupil performance in areas other than those tested by standardised achievement tests? The results of the study indicate that the structured activities provided reasonably valid measures of pupil performance on study skills dimensions of questioning, sequencing, comprehension, originality and appropriateness. However, teachers’ assessments were found to be subject to a number of sources of invalidity. Pupil performance was also found to vary by sex and age on aspects of the structured activities and teaching style influences were noted. The study of in-service provision raised questions regarding the processes and outcomes of teacher professional learning in the current climate of accountability and advocacy of teacher self-evaluation.
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Harper-Sciarini, Michelle. "Investigating the Reliability and Validity of Knowledge Structure Evaluations: The Influence of Rater Error and Rater Limitation." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3312.
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The likelihood of conducting safe operations increases when operators ave effectively integrated their knowledge of the operation into meaningful relationships, referred to as knowledge structures (KSs). Unlike knowing isolated facts about an operation, well integrated KSs reflect a deeper understanding. It is, however, only the isolated facts that are often evaluated in training environments. To know whether an operator has formed well integrated KSs, KS evaluation methods must be employed. Many of these methods, however, require subjective, human-rated evaluations. These ratings are often prone to the negative influence of a rater's limitations such as rater biases and cognitive limitations; therefore, the extent to which KS evaluations are beneficial is dependent on the degree to which the rater's limitations can be mitigated. The main objective of this study was to identify factors that will mitigate rater limitations and test their influence on the reliability and validity of KS evaluations. These factors were identified through the delineation of a framework that represents how a rater's limitations will influence the cognitive processes that occur during the evaluation process. From this framework, one factor (i.e., operation knowledge), and three mitigation techniques (i.e., frame-of-reference training, reducing the complexity of the KSs, and providing referent material) were identified. Ninety-two participants rated the accuracy of eight KSs over a period of two days. Results indicated that reliability was higher after training. Furthermore, several interactions indicated that the benefits of domain knowledge, referent material, and reduced complexity existed within subsets of the participants. For example, reduced complexity only increased reliability among evaluators with less knowledge of the operation. Also, referent material increased reliability only for those who scored less complex KSs. Both the practical and theoretical implications of these results are provided.Ph.D.
Department of Psychology
Sciences
Psychology PhD
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Hoskins, Matt C. "Structural-Symbolic Translation Fluency: Reliability, Validity, and Usability." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3012.
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Standardized formative mathematics assessments typically fail to capture the depth of current standards and curricula. Consequently, these assessments demonstrate limited utility for informing the instructional implementation choices of teachers. This problem is particularly salient as it relates to the mathematical problem solving process. The purpose of this study was to develop and evaluate the psychometric characteristics of Structural-Symbolic Translation Fluency, a curriculum-based measure (CBM) of mathematical problem solving. The development of the assessment was based on previous research describing the cognitive process of translation (Mayer, 2002) as well as mathematical concept development at the quantitative, structural, and symbolic levels (Dehaene, 2011; Faulkner, 2009; Griffin, 2004).
Data on the Structural-Symbolic Translation Fluency assessment were collected from 11 mathematics and psychometrics experts and 42 second grade students during the spring of 2016. Data were analyzed through descriptive statistics, frequencies, Spearman-Brown correlation, joint probability of agreement, Pearson correlation, and hierarchical multiple regression. Psychometric features of interest included internal consistency, inter-rater reliability, test-retest reliability, content validity, and criterion-related validity. Testing of the 9 research questions revealed 9 significant findings. Despite significant statistical findings, several coefficients did not meet pre-established criteria required for validation. Hypothesized modifications to improve the psychometric characteristics are suggested as the focus of future research. In addition, recommendations are made concerning the role of assessing the translation process of mathematical problem solving.
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Arikan, Serkan. "Construct Validity And Factor Structure Of Student Selection Examination Across Subgroups." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12611814/index.pdf.
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In developing countries, there is a great demand for university education. In order to select students to universities a standardized test score is used. In Turkey, the Student Selection Test (SST) have important role in admission to universities. However, there is very limited knowledge about what SST mathematics sections actually measures.
The main purpose of the present study is to evaluate the content of the mathematics subtest of the SST in line with mathematical cognitive skills and eventually provide construct related evidence for dimensionality of the test items. Within this framework, it is aimed to cross validate the mathematics subtest across gender groups, school types and two consecutive years. Also relations among mathematical abilities are investigated. This study is first in investigating what is measured by SST Mathematics sections and analyzing construct validity by testing several nested confirmatory factor models.
Comparison of fit indices of five competitive models showed three-factor model has better fit indices in which Basic Computation Ability, Advanced Computation Ability and Geometry Ability is measured. It is concluded that problem solving items are not measuring a different process, but measures some sort of computation ability. There is a problem related to the content of the mathematics subtests of the SST in line with mathematical cognitive skills. Higher order cognitive skills are not measured properly.
Three-factor model is tested about the invariance of the factors across gender, school types and years. It is concluded that invariant factor structure indicates that SST mathematics section is operating similarly for subgroups and years.
The relations among mathematical abilities on three-factor model are investigated by item mapping and structural equation models. It is seen that Basic Computation Ability is a prerequisite to acquire Geometry Ability and Advanced Computation Ability.
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Khoo, Benjamin Cheng Choon. "Clinical and phantom-based studies of the validity and value of quantitative radiological hip structural analysis." University of Western Australia. School of Surgery and Pathology, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0189.
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[Truncated abstract] Areal bone mineral density (BMD) is measured routinely in the clinic by a quantitative radiological technique, dual-energy X-ray absorptiometry (DXA). BMD is used widely to assess non-invasively but indirectly the mechanical fragility of bone and consequently is able to predict fracture risk. While BMD correlates well with in vitro measurements of bone strength it does not directly measure a mechanical property; half of incident minimally traumatic fractures in women occur with BMD values above the World Health Organisation defined threshold for osteoporosis. This arises partly because the mechanical strength of bone is dependent on its structural geometry and material strength as well as bone mineral mass. Essentially, bones fracture when load stresses exceed the mechanical capacity of the material to withstand them. The structural geometry (i.e., the amount of bone tissue and its complex three-dimensional arrangement within the macroscopic bone envelope) defines the stresses produced by a given load, while the intrinsic load capacity of the material is defined by the composition and microstructure of the bone tissue itself. Hip structural analysis (HSA) is a technique that elucidates the structural geometric component of bone strength; essentially combining information available from conventional DXA images of the proximal femur with a biomechanical beam model based on the stresses arising in a combination of pure bending and axial compression. A version of HSA has recently been released commercially, and has obtained US Food and Drug Administration approval for its clinical application. ... Given the acknowledged limitations of the HSA method when applied to 2-D projection images, a 3-D approach to structural geometry, using imaging modalities such as pQCT and QCT or a recently introduced version of DXA that mimics QCT, is indicated for the future. With that in mind and the possibility of the anthropometric phantom being adopted for future accuracy and precision assessments, improvements in the design of this phantom are recommended. Studies to better understand and verify Contents v the relevance of the 'local buckling' phenomenon as a structural geometric factor in the genesis of macro-fractures are also recommended. In summary, it is essential that superior (compared to BMD) non-invasively determined clinical predictors of bone fragility leading to fracture be investigated. Structural geometric variables are potential candidates. This has led to consideration of; (i) the need to progress beyond BMD for a more sensitive and specific bone strength measurement; (ii) theoretical advantages of structural geometry over BMD; (iii) limitations of the current HSA technique based on DXA, including those introduced by its restrictive assumptions; (iv) the value of HSA in longitudinal studies, exemplified by the 'normal' but rapid skeletal changes seen in human lactation, with possible implications for an analogous study of the menopause; and (v) an investigation, using a custom-designed anthropometric phantom, of the adaptation of HSA to certain emerging imaging modalities and methods able to resolve bone structural geometry in three dimensions.
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Konstabel, Kenn. "The structure and validity of self- and peer-reported personality traits /." Tartu : Tartu University Press, 2006. http://dspace.utlib.ee/dspace/bitstream/10062/1160/5/konstabel.pdf.
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Chelimo, Sheila. "Structural Validity of Competency Based Assessments: An Approach to CurriculumEvaluation." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1529504437498332.
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Grossman, Matthew R. "The Structure of Resilience: An Empirical Examination of Resilience Factors." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6851.
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Although most researchers agree that resilience is defined as the extent to which an individual bounces back and recovers from stress and adversity, the field has not yet settled on the underlying structure of the resilience construct; its lower-order factors remain in dispute and undefined. In this study, five of the most prominent resilience measures (i.e., Ego Resilience, Block & Kremen, 1996; The Resilience Scale, Wagnild & Young, 1993; The Connor-Davidson Resilience Scale, Connor & Davidson, 2003; The Resilience Scale for Adults, Friborg, Hjemdal, Rosenvinge, & Martinussen, 2003; The Brief Resilience Scale, Smith, Dalen, Wiggins, & Tooley, 2008) were administered to two large samples of U.S. adults (N = 396 and 336, respectively). Through a combination of exploratory and confirmatory techniques, seven lower-order resilience factors were identified. Relationships between general resilience, lower-order resilience factors, and correlates were examined. Results reveal that lower-order resilience factors are moderately correlated with one another and are differentially related to outcomes of interest. Follow-up hierarchical regression and relative weights analyses further reveal that general resilience substantially overlaps with Big Five personality measures, but, in many cases, its lower-order factors do not. Consequently, it is recommended moving forward that researchers continue to study the resilience construct, but do so by focusing on lower-order resilience factors, rather than on global measures of the overall resilience construct.
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Kolapalli, Pavani. "An analysis of structural and semantic validity in the data model." Click here for download, 2008. http://proquest.umi.com/pqdweb?did=1637583301&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.
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Mehta, Vandhana. "Structural Validity and Item Functioning of the LoTi Digital-Age Survey." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc68014/.
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The present study examined the structural construct validity of the LoTi Digital-Age Survey, a measure of teacher instructional practices with technology in the classroom. Teacher responses (N = 2840) from across the United States were used to assess factor structure of the instrument using both exploratory and confirmatory analyses. Parallel analysis suggests retaining a five-factor solution compared to the MAP test that suggests retaining a three-factor solution. Both analyses (EFA and CFA) indicate that changes need to be made to the current factor structure of the survey. The last two factors were composed of items that did not cover or accurately measure the content of the latent trait. Problematic items, such as items with crossloadings, were discussed. Suggestions were provided to improve the factor structure, items, and scale of the survey.
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De, Franca Melinda Maria Nobrega. "Structural validity of the emotional quotient inventory (EQi) within an insurance company." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/31422.
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In the world of work, psychological instruments are often used for the purposes of selection and development (Van de Vijver & Rothmann, 2004). According to Van der Merwe (1999), psychological tests are commonly used to determine whether employees have the necessary skills for a specific job. However, much controversy still exists about the use of such instruments, particularly in the multicultural South African context, as not all psychometric tests accommodate individuals from different cultures and different socio-economic and educational backgrounds.
The objective of this study was to assess the structural validity of the Emotional Quotient Inventory (EQi) developed by Bar-On. The EQi measurement consist of 133 items and was completed by a total of 1 104 participants in the South African insurance sector drawn by means of convenient sampling. An exploratory factor analysis (EFA) was performed, from which only nine factor loadings resulted out of an anticipated fifteen. Overall, the factor loadings did not provide a good representation of the Bar-On theoretical model. In addition, a confirmatory factor analysis was conducted to test if the data fitted the Bar-On EQI theoretical model. The results suggest a poor fit and therefore the structural validity of the EQI can be questioned for the respondents from an insurance company.Dissertation (MCom)--University of Pretoria, 2012.
Human Resource Management
MCom
Unrestricted
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Liu, Yun, and Yun Liu. "Psychometric Properties and Factor Structure of the Revised Peer Experiences Questionnaire in Chinese College Students." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624553.
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As an international phenomenon, school bullying negatively impacts children, adolescents, and young adults all over the world. In China, bullying problem has drawn increased research attention in recent years. Research on school bullying depends on valid and reliable measurement of bullying and victimization behaviors. Unfortunately, however, psychometrically sound bullying measures for use with Chinese students are lacking. The Revised Peer Experiences Questionnaire (RPEQ) is a widely used self-report bullying measure that has demonstrated adequate psychometric properties in students from the United States and several European countries. In the current study, the psychometric properties and factor structure of the RPEQ were examined with a sample of Chinese college students.
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Higginbotham, Brian J. Adler-Baeder Francesca M. "The remarriage belief inventory testing the factorial structure and validity with a remarried sample /." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/HIGGINBOTHAM_BRIAN_18.pdf.
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Burnkrant, Steven Richard. "Learning, Prove, and Avoid Goal Orientations in Academics and Athletics: Cross-Structure Analysis and Domain Specificity." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/31740.
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Despite the growing popularity of goal orientation research, three questions remain largely unanswered: (1) are there 3 factors of goal orientation or only 2; (2) what predicts goal orientation; and (3) is goal orientation domain specific? To help answer these questions, 177 undergraduates were given a questionnaire assessing, in both the academic and athletic domains, (a) learning, prove, and avoid goals, (b) self-perceived ability, ability, and implicit theories, and (c) high-school grade point average, intrinsic motivation, internal motivation, self-efficacy, locus of control, need for achievement, desire to win, and fear of negative evaluation. The results suggest that learning, prove, and avoid goals can be empirically distinguished, that they are domain specific, but that they are not predicted well by ability, self-perceived ability, or implicit theories. Discussion centers on the need for a pattern approach to the prediction of goal orientation and stresses the importance of examining the interactions among learning, prove, and avoid goals. The overriding conclusion, however, is that goal orientation is not a useful construct.Master of Science
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Sanders, Felicity L. "Testing the Construct Validity of Self-efficacy in Relation to College Student Drinking." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28722.
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In this study, 236 heavy-drinking college students completed measures of self-efficacy for limiting drinking, specific coping skills for limiting drinking, outcome expectancies associated both with expected effects of drinking and expected effects of limiting drinking, and retrospective drinking behavior. Confirmatory factor analyses were conducted to examine reliability and validity, as well as serving as a pre-requisite for structural equation modeling (SEM). Results were generally consistent with predictions and supported the distinction between self-efficacy and outcome expectancies. One notable exception was that positive expectancies for limiting drinking did not load heavily on the predicted expectancy construct. Three models predicting drinking were compared utilizing SEM. The first was a model in which all constructs predicted drinking with no indirect effects. The second was based upon the ideas of Kirsch (1995) and predicted that outcome expectancies influence self-efficacy judgments. The third was based upon Banduraâ s (1986) theory and predicted that self-efficacy judgments would instead influence outcome expectancies. Both the models based on Kirsch and Bandura appeared to better fit the data than the model with no indirect effects. Differences in model-fit between models based on Kirsch and Bandura were not large, but slightly supported the Kirsch model. Additional analyses also supported the importance of outcome expectancies in predicting drinking behavior. Implications for theory and future directions for research are discussed.Ph. D.
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Blake, Faye W. "An Empirical Investigation of the Structural Form and Measurement Validity of the Hill Inventory." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331285/.
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This research began with the Hill Inventory. Cognitive style preference variables were classified as one of following four types: Theoretical Codes, Qualitative Codes, Social-Cultural Codes or Reasoning Modalities. A consumer behavior perspective was then used to form an alternative structure for the Hill Inventory variables. The following three constructs were proposed: Evaluation Codes, Perceptual Codes, and Reasoning Modalities.
The purpose of this research was to assess the structural form and measurement validity of the Hill Inventory. Specific steps taken to accomplish this objective included: developing confirmatory factor and structural equation models; using the LISREL software package to analyze the model specifications; and assessing the validity of the questions used to measure the variables.
A descriptive research design was used to compare the model specifications. The research instrument consisted of eight statements for each of twenty-eight variables for a total of 224 questions. Five-point response choices were described by the words: often, sometimes, unsure, rarely, or never. The sample consisted of 285 student subjects in marketing classes at a large university.
Data analysis began by comparing the distributions of the data to a normal case. Parameter estimates, root mean square residuals and squared multiple correlations then were obtained using the LISREL VI software package. The chi-square statistic was used to test the hypotheses. This statistic was supplemented by the Tucker-Lewis index which used a null model for comparisons. The final step in data analysis was to assess the reliability of the measurements.
This study affected the potential usage of the Hill Inventory for consumer behavior research. The major conclusion was that the measurement of the variables must be improved before model parameters can be tested. Specific question sets on the inventory were identified that were most in need of revision.
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Rey, Yasmin. "Evaluation Of The Internal Structural Validity Of The Diagnostic And Statistical Manual Of Mental Disorders (Fourth Edition) Anxiety Disorders In Children And Adolescents." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/257.
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The purpose of the present dissertation was to evaluate the internal validity of symptoms of four common anxiety disorders included in the Diagnostic and Statistical Manual of Mental Disorders fourth edition (text revision) (DSM-IV-TR; American Psychiatric Association, 2000), namely, separation anxiety disorder (SAD), social phobia (SOP), specific phobia (SP), and generalized anxiety disorder (GAD), in a sample of 625 youth (ages 6 to 17 years) referred to an anxiety disorders clinic and 479 parents. Confirmatory factor analyses (CFAs) were conducted on the dichotomous items of the SAD, SOP, SP, and GAD sections of the youth and parent versions of the Anxiety Disorders Interview Schedule for DSM-IV (ADIS-IV: C/P; Silverman & Albano, 1996) to test and compare a number of factor models including a factor model based on the DSM. Contrary to predictions, findings from CFAs showed that a correlated model with five factors of SAD, SOP, SP, GAD worry, and GAD somatic distress, provided the best fit of the youth data as well as the parent data. Multiple group CFAs supported the metric invariance of the correlated five factor model across boys and girls. Thus, the present study’s finding supports the internal validity of DSM-IV SAD, SOP, and SP, but raises doubt regarding the internal validity of GAD.
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Jeon, Sun Young. "Do Data Structures Matter? A Simulation Study for Testing the Validity of Age-Period-Cohort Models." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6090.
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Age, period, and cohort are three temporal dimensions that can make unique contributions to social and epidemiological changes that occur in populations over time. However, while the theoretical underpinnings for each temporal dimension are well established, the statistical techniques to assess the distinctive contributions of age, period and cohort are controversial. Unless questionable assumptions are imposed on the data, traditional linear regression models are incapable of estimating the independent contribution of each temporal dimension due to the linear dependence between age, period and cohort (A=P-C). Two recently developed methods, Hierarchical Age-PeriodCohort (HAPC) and Intrinsic Estimator (IE) models, enable researchers to estimate how all three temporal dimensions contribute to an outcome of interest without resorting to such assumptions. However, some simulation studies suggest that these new methods provide biased estimates of each temporal dimension. In this dissertation, I investigated whether practitioners can avoid biased results by first understanding the structure of the data. In Chapters 2 and 3, I examined whether visual plots of descriptive statistics and model selection statistics could identify various types of data structures through a series of simulation analyses. The results showed that preliminary data analysis is useful for identifying data structures that are compatible with the assumptions of HAPC and IE models. Moreover, when the data satisfied assumptions such as three-dimensionality and slight deviations from perfect functional forms, both HAPC and IE models tended to provide unbiased estimates of age, period and cohort effects. In Chapter 4, I provided a step-by-step demonstration for applying HAPC models by investigating the unique contributions of age, period and cohort to educational inequalities in the health of a large sample of U.S. adults. This study found that age and cohort effects contribute most to variability in health, and also that cross-validation is a useful way to incorporate HAPC models when preliminary analyses do not definitively show that the data structure is three dimensional.
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Reinecke, Hannes. "Investigation in the validity of the PIV method in analysing the structure of a trailing vortex." Thesis, Heriot-Watt University, 2000. http://hdl.handle.net/10399/514.
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Echeverria, Roy Arnon. "School Engagement: Testing the Factorial Validity, Measurement, Structural and Latent Means Invariance between African American and White Students." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/30078.
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This study was designed to accomplish three main objectives. The first objective was to test the hypothesis that school engagement is a multidimensional construct with three factors: behavioral, emotional, and cognitive or academic engagement. The second objective was to test for invariance of the measurement and factorial structures of school engagement across white and African-American students. And the third objective of the study was to test for invariance of the latent mean structures of school engagement across white and African-American students.
In order to accomplish the objectives of the study a step by step approached, using structural equation modeling, was followed. First, the best fitting model of school engagement for both white and African American students were identified. Second, invariance of the number of underlying factors of school engagement across white and African-American students was tested. Third, invariance of factor loadings across the two racial/ethnic groups was tested. Fourth, invariance of the factor variances and covariances was tested. Fifth, latent mean structures of school engagement between white and African-American were compared. Finally, the results of the calibrating sample were cross-validated with the second half of the sample.
Results from this study produced consistent support for a three-factor model of school engagement and without cross-loadings to other dimensions of school engagement. However, some parameters including factor loadings, factor variances and latent means were found non-invariant across white and African American students. African American students rated themselves statistically significantly higher on emotional engagement than white students. In addition, weaknesses in the measurement model especially the reliability coefficients of observed indicators and variance accounted for by the latent factors were identified. Cognitive engagement proved to be the most difficult to measure among all three dimensions of school engagement. Finally, analysis of the cross-validating sample produced some important differences which included one additional non-invariant factor loading, one factor covariance, and one additional latent mean difference between white and African American students.Ph. D.
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Harper-Sciarini, Michelle Evonne. "Investigating the reliability and validity of knowledge structure evaluations the influence of rater error and rater limitations /." Orlando, Fla. : University of Central Florida, 2010. http://purl.fcla.edu/fcla/etd/CFE0002973.
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Leonard, Tricia C. "A psychometric investigation of the "Symptom relief checklist for dissociative disorders" underlying factor structure, reliability and validity /." Akron, OH : University of Akron, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1195500263.
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Dissertation (Ph. D.)--University of Akron, Dept. of Counselor Education and Supervision, 2007."December, 2007." Title from electronic dissertation title page (viewed 03/19/2008) Advisor, Sandra Perosa; Committee members, Linda Perosa, Pat Parr, Fred H. Ziegler, Suzanne MacDonald; Department Chair, Karin Jordan; Interim Dean of the College, Cynthia Capers; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
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Soto, Ramirez Pamela. "Validity Evidence of Internal Structure and Subscores Use of the Portfolio in the Chilean Teachers’ Evaluation System." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu159316412299089.
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Leonard, Tricia Claire. "A PSYCHOMETRIC INVESTIGATION OF THE “SYMPTOM RELIEF CHECKLIST FOR DISSOCIATIVE DISORDERS”: UNDERLYING FACTOR STRUCTURE, RELIABILITY AND VALIDITY." University of Akron / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=akron1195500263.
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Romare, Ulrika. "En prospektiv valideringsstudie av våldsriskbedömning med beslutsstödet Structured Assessment of Violence Risk in Youth (SAVRY)." Thesis, Stockholm University, Department of Psychology, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-29509.
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Irwin, David A. "Michel Foucault's progressive politics : validity and structure of the archaeological paradigm in the republican discourse of Fianna Fail." Thesis, University of Ulster, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314035.
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Whitehead, Jenna Katherine. "Investigating factor structure and validity evidence of a measure assessing students' perceptions of teachers' social and emotional competence." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45367.
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This study introduces the Students’ Perceptions of Teacher’s Social and Emotional Competence scale (TSEC) for early adolescents and presents psychometric findings regarding its reliability and validity. A sample of 360 students in 5th to 7th grade provided data on the TSEC and measures of empathy, well-being, school adjustment, as well as measures of their teacher’s emotional and personal support. Teachers provided data on students’ social and emotional competence and aggression, as well as quality of closeness and conflict in their relationship with each of their students. Results indicated that the TSEC had a unidimensional factor structure and high internal consistency. Scores on the TSEC differed by gender and grade-level, with girls reporting their teachers higher on the TSEC than boys and 5th grade students reporting their teachers higher on the TSEC than 6th grade students. The TSEC demonstrated evidence of convergent validity, providing support for this measure as a psychometrically sound instrument for use with this age group. This study provides insight into relations of students’ perceptions of teacher SEC to students’ social and academic outcomes, and the student-teacher relationship. Limitations and future directions are discussed with regard to the relevance of the TSEC for research and educational applications.
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Chiasson, Caroline. "Validité concurrente de l'Object Relation Inventory, ORI, et de l'Échelle de structure de personnalité, ESP." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq25530.pdf.
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Clark, Kristi Ann. "Impact of acquisition and analysis variables on the reliability and validity of neuroanatomical quantification in structural MRI." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1472152601&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Mahan, Robert George. "A validity study of the control/nurture dimensions of the Sale-Hendren Model of Structural Family Therapy." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618384.
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The purpose of this study was to validate a model of Structural Family Therapy promulgated by M. S. Sale and Thomas Hendren and in use by many public agencies in the Commonwealths of Virginia and North Carolina since 1981.;The Newport News Department of Social Services was chosen as the main site for the investigation as this author had learned the model while working there; and at the time the research began, all social workers at the agency were being trained in the model. Many middle to lower class SES clients were receiving SFT at the time for a variety of referral reasons--child abuse/neglect, marital or family issues, divorce mediation, etc.;Since the model's authors believed that changes in the control/nurture dimension was the most important for clients to demonstrate success in therapy, measuring changes in that dimension was chosen as a way to validate the model. It was hypothesized that after 10 therapy sessions (1) pretest and posttest measures of control and nurture using the Firo-B and FES would not agree with the therapist's predictions of where the clients were functioning along that dimension and (2) pretest and posttest measures of control and nurture by each instrument would not show any significant differences.;It was concluded that there was no significant agreement between the test predictions and the therapist predictions. Also concluded was that there were no significant differences between the pretest and posttest measures of control and nurture for either test.;Further study is needed to pre-validate the instruments, to increase the sample size and to test the effect of increasing the number of sessions that clients receive between pretest and posttest.
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Bester, Salemon Marais. "Confirming the factor structure of the 41-item version of the Schutte Emotional Intelligence Scale / Salemon Marais Bester." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8645.
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The research on Emotional Intelligence (EI) has advanced considerably over the past 20 years
because of the construct’s scientific and practical relevance. However, in South Africa, a
measurement instrument of EI that is valid, reliable, standardised, has a consistent factor
structure, in a homogeneous working sample and that can be utilised for research and practical
purposes is still elusive. EI plays a fundamental role in the quality of service rendered by nurses
(Murphy & Janeke, 2009). According to Ogillska-Bulik (2005) the ability to manage one’s own
emotions, while having the ability to identify others' emotions, is very important in the nursing
environment. The Schutte Emotional Intelligence Scale (SEIS) has been found as a reliable brief
scale for measuring trait EI (Schutte & Malouff, 1998). However, there are different results
regarding the factor structure of the S.
The first objective of this research study was to conceptualise EI and the factor structure of the
SEIS through a literature review. Salovey and Mayer (1990) define EI as a mental ability
pertaining to the relationship between emotion and cognition. Other researchers’ definition of EI
states that EI is the ability to be conscious of one’s emotions, to evaluate and develop one’s
emotions to assist thinking, to comprehend emotions and emotional information, and to manage
emotions to sustain emotional and intellectual development in oneself (Bar-On, 2000; Goleman,
1998; Salovey & Mayer 1997). Murphy and Janeke (2009) state it is important that reliable and
valid measures of EI must be used in the workplace. Numerous research has been done on the
most appropriate, valid and reliable approach for the measurement of EI (Petrides & Furnham,
2000; Van Rooy & Viswesvaran, 2005). The SEIS is the leading brief scale for measuring EI
(Petrides & Furnham, 2000). However, there are problems with its factor structures. To
summarise: a) Schutte et al. (1998) report a unifactorial structure for the SEIS,
b) Austin, Saklofske, Huang, and McKenny (2004) report a three-factor structure.
c) Petrides and Furnham (2000); Ciarrochi, Chan, and Bajar (2001); Ciarrochi, Chan,
Caputi, and Roberts (2001) and Saklofske, Austin, and Minski (2003) report a four-factor
structure.
d) Jonker and Vosloo (2009) reported a six-factor structure.
The second objective of this study was to investigate the factor structure of the 41-item version
of the Schutte Emotional Intelligence Scale within a South African nursing environment by
means of a confirmatory factor analysis. A quantitative research design was used in this study. A
cross-sectional survey design was used for this study. An availability non-probability sample
(N = 290) was taken from hospitals in the Gauteng and North-West Provinces of South Africa.
The Schutte Emotional Intelligence Scale was applied as measuring scale. An exploratory factor
analysis (principal component analysis) was performed on the data. The data did not fit a unifactor,
two-factor or three-factor model based on the model of Austin, Saklofske, Huang, and
McKenney (2004). The data fitted the original model of Emotional Intelligence of Mayer and
Salovey (1990), best explaining 58.52% of the variance. The results supported a five-factor
structure of the Schutte Emotional Intelligence Scale. The five factors were named: Emotion
Utilisation; Emotion Management; Emotion Awareness; Emotion Perceiving and Emotion
Integration.
Recommendations were made for future research.Thesis (MCom (Industrial Psychology))--North-West University, Potchefstroom Campus, 2013
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Duku, Eric K. "Assessing Early Child Development: Issues of Measurement Invariance and Psychometric Validity." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24097.
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The measurement of reliable and valid indicators of early child development is necessary for assessing phenomena and is useful in the monitoring of ongoing efforts to eradicate inequalities in the social determinants of health. There is an increasing awareness of the contextual, cultural, and developmental influences on constructs used in early child development (ECD) research. Using a measurement perspective, this dissertation examined the issue of measurement invariance and psychometric validity in early child development research. A construct violates the principle of invariance when two persons from different populations who are theoretically identical on the construct being measured have different scores on it.
This dissertation consists of three journal-style manuscripts (published or under review) that were used as examples to address the importance of the issue of measurement invariance and psychometric validity in ECD research using data from two unique areas: autism and executive functioning. The three data sets were collected on pre-school children with parents and or teachers as informants and were chosen to represent different levels of data collection – clinical, community, and population. These data sets allowed for the examination of measurement invariance by type of informant, sex, and age of child. The results from the three studies illustrate the importance of assessing measurement invariance in ECD and whether or not the instruments examined can be used to assess sub-group differences with confidence.
A lack of measurement invariance found for two of the studies, suggests that observed group differences in latent constructs could be attributed, in part, to measurement bias. More importantly, bias in the measurement of the constructs of severity of social impairment symptoms in autism, and executive functioning across groups could have an impact on services such as patient treatment. These biases could also influence public policy development, particularly when there may be an underlying need for a cross-group approach where belief systems may affect the meaning and structure of constructs.
In summary, measurement invariance should be a prerequisite for making any meaningful comparisons across groups. A requirement of establishing measurement invariance should be included in the guidelines for comparative research studies as a necessary first step before an instrument is adopted for use.
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Puyraimond, Frédéric. "Etude de phases approximantes de structures icosaédriques; de la validité de la méthode du cisaillement perpendiculaire." Palaiseau, Ecole polytechnique, 2001. http://www.theses.fr/2001EPXX0041.
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"Ce travail a pour objet de tester la validité de la méthode dite du "cisaillement perpendiculaire" qui permet d'engendrer des phases approximantes à partir de quascristaux décrits dans des espaces de grande dimension. Pour ce faire, deux structures cristallines cubiques des systèmes AlCuFe et AlPdMn ont été élaborées et identifiées comme approxirnants des phases icosaédriques voisines. Leurs structures atomiques ont été déterminées par les méthodes de cristallographie conventionnelle et comparées aux structures idéales engendrées par la méthode du cisaillement perpendiculaire. Les conclusions sont les suivantes: 1- seuls les structures théoriques engendrées par des coupes passant par des points spéciaux du grand espace correspondent globalement aux structures réelles. Les structures théoriques sont alors en excellent accord avec les résultats expérimentaux à une ou deux positions de Wyckoff près. En particulier, un désaccord systématique a été observé entre deux orbites du modèles définissant les sommets d'un dodécaèdre et leurs homologues expérimentaux qui définissent un icosaèdre. Ceci a permis de conclure, a rebours, que la description initiale des phases quasicristallines mérite d'être révisée en modifiant certaines surfaces atomiques initiales. 2- au-delà des désaccords mineurs pré-cités, les amas atomiques locaux des phases approximantes et des quasicristaux parents sont remarquablement similaires, jusqu'à des rayons dépassant la taille des mailles cristallines. Ce résultat explique que les propriétés physiques dépendant des environmements atomiques à courte et moyenne distance (structure électronique, propriétés de transport, propriétés mécaniques) sont analogues entre phase icosaédriques et approximants. "
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Gadermann, Anne Maria. "The Satisfaction with Life Scale adapted for Children : investigating the structural, external, and substantive aspects of construct validity." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/16320.
Full textAbstract:
Measuring and monitoring children’s satisfaction with life is of great significance for improving children’s lives. In order to do this, validated measures to assess children’s satisfaction with life are necessary. This dissertation describes a program of research for the validation of the Satisfaction with Life Scale adapted for Children (SWLS-C). The introductory chapter provides a theoretical background for subjective well-being and validity/validation research and definitions of key terms. The first manuscript presents psychometric findings on the structural and external aspects of construct validity. A stratified random sample of 1233 students in grades 4 to 7 (48% girls, mean age of 11.7 years) provided data on the SWLS-C and measures of optimism, self-concept, self-efficacy, depression, empathic concern, and perspective taking. The SWLS-C demonstrated a unidimensional factor structure, high internal consistency, and evidence of convergent and discriminant validity. Furthermore, differential item functioning and differential scale functioning analyses indicated that the SWLS-C measures satisfaction with life in the same way for different groups of children. The second manuscript investigated the substantive aspect of construct validity for the SWLS-C by examining the cognitive processes of children when responding to the items. Think-aloud protocol interviews were conducted with 55 students in grades 4 to 7 (58 % girls, mean age of 11.0 years) and content analysis was used to analyze the data. In their responses, children mainly used an ‘absolute strategy’ (statements indicating the presence/absence of something they consider important for their satisfaction with life) or a ‘relative strategy’ (statements indicating comparative judgments). The absolute statements primarily referred to social relationships, personal characteristics, time use, and possessions. In the relative statements, children primarily compared what they have to what (a) they want, (b) they had in the past, (c) other people have, and (d) they feel they need. The results are in line with multiple discrepancies theory (Michalos, 1985) and previous empirical findings. These two studies provide evidence for the meaningfulness of the inferences of the SWLS-C scores. The concluding chapter highlights the contributions of the dissertation, discusses limitations of the presented research, and delineates a future validation program for the SWLS-C.
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Hébert, Étienne. "Personality Organization Diagnostic Form, PODF, étude d'entente interjuges, d'équivalence et de validité." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0001/MQ44719.pdf.
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Carlson, Shantay. "Ascertaining the structural validity of the adapted English and translated Afrikaans versions of the Family Resilience Assessment (FRAS) Sub-scales." University of Western Cape, 2020. http://hdl.handle.net/11394/7675.
Full textAbstract:
Magister Artium (Psychology) - MA(Psych)Family resilience has become an important concept in mental health and family research over the past twenty years. An assessment tool that was found to assess this concept within western English-speaking populations is the Family Resilience Assessment Scale (FRAS). The FRAS was developed by Sixbey and is based on Walsh’s model of family resilience, a prominent theorist in family resilience research. A recent study has translated and adapted the original scale into Afrikaans, which is one of the eleven official languages of South Africa. This was done for the FRAS to be utilised in a context other than the one it was developed for.
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Brown, Reagan. "An examination of the structure and predictability of Myers-Briggs Type Indicator preferences using a job component validity strategy based on the Common-Metric Questionnaire." Thesis, This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-07102009-040356/.
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Penafiel, Cesar R. "Development of a methodology to validate large expert systems: structured based validation versus input-output validation." Honors in the Major Thesis, University of Central Florida, 1994. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/134.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Engineering
Electrical and Computer Engineering
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McWilliams, Lachlan A. "An investigation of the factor structure and validity of a revised Pain Anxiety Symptoms Scale (PASS-R) in a university sample." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0023/MQ35847.pdf.
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Griffin, Melody Marie Adler-Baeder Francesca M. "The beliefs about PVA harm survey testing the factor structure, validity, and relationship to use of parental verbal aggression and stress /." Auburn, Ala, 2008. http://hdl.handle.net/10415/1476.
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Canz, Thomas. "Validitätsaspekte bei der Messung von Schreibkompetenzen." Doctoral thesis, Humboldt-Universität zu Berlin, Lebenswissenschaftliche Fakultät, 2015. http://dx.doi.org/10.18452/17333.
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Die Arbeit stellt eine nationale Bildungsstudie zur Erfassung von Schreibkompetenzen vor und untersucht das angewandte Verfahren auf drei ausgewählte Validitätsaspekte. In Studie I wird geprüft, ob es sich bei Schreibkompetenz sowie den Schreibkompetenzdimensionen Inhalt, Stil und sprachliche Richtigkeit um textmusterunabhängige oder textmusterspezifische Konstrukte handelt. Darüber hinaus wird die interne Struktur von Schreibkompetenz betrachtet. Die vorwiegend auf Modellvergleichen basierenden Analysen zeigen, dass es sich bei allgemeinen Schreibkompetenzen sowie bei inhaltlichen und stilistischen Schreibkompetenzen um textmusterspezifische Konstrukte handelt, bei der orthografisch-grammatischen Schreibkompetenz hingegen um ein textmusterunabhängiges Konstrukt. Für alle Textmuster zeigt sich eine zweidimensionale Struktur. In Studie II wird untersucht, inwiefern Lesefähigkeiten bei der Messung von Schreibkompetenzen aufgrund der textuellen Präsentation der Aufgabeninstruktion miterfasst werden. Der Einfluss der Lesekompetenz wird dabei als Zusammenhangsstärke zwischen Lese- und Schreibkompetenz in Abhängigkeit von leseschwierigkeitsquantifizierenden Merkmale via Mehrebenen¬moderatoranalysen geprüft. Es zeigen sich statistisch bedeutsame, aber praktisch kaum relevante Effekte für zwei der Merkmale: syntaktische Komplexität und Seltenheit der Wörter. In Studie III wird untersucht, ob eine von der sprachlichen Richtigkeit unabhängige Beurteilung inhaltlicher und stilistischer Schreibkompetenzen erfolgt oder ob Halo-Effekte zutage treten. In Anschlussanalysen wird geprüft, ob diese Halo-Effekte von Art und Anzahl der Fehler, Textlänge, Textkomplexität und Textmuster abhängen. Es zeigen sich keine Urteilsverzerrungen bei der inhaltlichen, jedoch bei der stilistischen Bewertung. Diese Verzerrungen sind größer bei syntaktisch komplexeren Texten und bei höherer Fehleranzahl, vor allem unter Vorliegen grammatischer Fehler und syntaktisch relevanter Zeichensetzungsfehler.The dissertation presents a national educational study assessing writing competencies in German. The underlying process of measuring writing competencies is investigated regarding three selected aspects of validity. The first study addresses the question, whether writing competence as well as the writing competence dimensions, i.e. contentual, stylistic and orthographic-grammatic writing competencies are discourse mode dependent or independent constructs. Additionally the internal structure of writing competence is investigated. Analyses, predominantly based on comparison of IRT-models, reveal that general writing competencies as well as the contentual and stylistic dimensions are discourse-mode-specific constructs, whereas the orthographic-grammatic writing competence is discourse mode independent. The second study raises the question to what extent, due to the fact that the writing task instructions are given textually, reading competencies are included when measuring writing. Therefore two-level moderator analyses are computed, modelling the correlation between reading and writing competence dependent on reading difficulty quantifying aspects. Statistically significant but practically hardly relevant effects obtain for two of these aspects: syntactic complexity of the instruction text and (in)frequency of the used words. The third study investigates whether the evaluation of contentual and stylistic writing competencies takes place regardless of orthographic and grammatic features of the underlying texts or whether halo effects occur. Further analyses examine possible rating shifts in dependence of error types, error amount, text length, text complexity and discourse type. The results reveal that stylistic, but not contentual rating shifts occur. These shifts are more pronounced in regard to syntactically more complex texts as well as higher error quantities and arise particularly under the presence of grammatical and syntactically relevant punctuation errors.
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Trapnell, Paul David. "Structural validity in the measurement of Holland's vocational typology : a measure of Holland's types scaled to an explicit circumplex model." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28554.
Full textAbstract:
A simple principal components procedure for constructing a multi-scale test to fit a circumplex structural model was illustrated. Loevinger's concept of structural validity, which specifies that test structure should faithfully reflect postulated structure within a domain, provided a psychometric rationale for applying circumplex scale construction procedures to the domain of vocational interests: although Holland's influential theory of career choice specifies an explicit two-dimensional circumplex model to describe the relations among the primary categories of vocational interest, and despite the extensive degree of validity established for the model, no measures of those interest variables have apparently been constructed explicitly to fit a two-dimensional circumplex model.
In doing so, this study also tested the hypothesis that the two dimensions accounting for the well-known hexagonal arrangement of Holland's six vocational categories are continuous and that, within the two dimensional interest space, Holland's six categories represent but six points along what is a circular continuum. This hypothesis was tested by attempting to construct evenly spaced "octant" scales to mark the two-dimensional vocational interest space defined by Holland's six Vocational Preference Inventory (VPI) scales. Circumplex analysis procedures were applied to a large pool of occupational titles which included a large subset of VPI items. Items with the best circumplex properties in this pool were assembled into a set of scales to mark ideal octant locations around the two interest dimensions.
Results provided strong support for a circumplex view of the dimensions accounting for Holland's hexagon, and evidence, in a validation sample, of a remarkably good fit of the new eight scales to an ideal circumplex structure. Implications of the presents results for Holland's theory and for circumplex approaches to measurement are discussed, as well as suggested applications of this efficient 64-item circumplex measure of Holland's "big two" dimensions of interests.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Heuvelman, Hein Hendrik Pieter. "Ethnicity and psychosis : an investigation of the validity of psychosis screening instruments in the context of cross-cultural population-based survey research." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/ethnicity-and-psychosis--an-investigation-of-the-validity-of-psychosis-screening-instruments-in-the-context-of-crosscultural-populationbased-survey-research(1019c614-3576-4e4b-8487-41a3470c8371).html.
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Population-based evidence suggests that the prevalence of psychotic symptoms varies with ethnicity. However, the validity of these self-reported experiences, both as measures of psychotic symptoms per se and as measures of ethnic variation in risk for reporting these symptoms, is questionable. Cultural background and social position may affect the experience and expression of symptoms, which may in turn affect their measurement in survey research. This thesis explores these issues by assessing the psychometric properties of psychosis screening instruments as measures of ethnic differences in psychosis risk in two contexts, Great Britain and the United States. Following this, differences in risk for reporting psychotic symptoms were examined in the context of the varying social and economic conditions to which different ethnic groups and migrant generations are exposed. This was accomplished in the following way: Firstly, the prevalence of self-reported psychotic symptoms was examined across ethnic and generational groups in two large samples of British and American populations; Secondly, the construct validity of the instruments was assessed by means of exploratory and confirmatory factor analyses of response to their symptom indicators. The concurrent validity of the symptoms with measures of self-perceived cognitive and social dysfunction was then examined in a structural equation modeling framework; Thirdly, the cross-ethnic and cross-generational validity of response to these screening instruments was assessed in a multiple-group confirmatory factor analysis framework in which in which the psychometric characteristics of the instruments were compared; And finally, ethnic and generational differences in risk for reporting psychotic symptoms were examined in the context of differential exposure to racial discrimination. Both instruments had construct validity in their measurement of psychotic symptoms, with the exception of one item in the British instrument, as well as concurrent validity with measures of self-perceived cognitive or social dysfunction. The British instrument performed adequately in the measurement of psychotic symptoms across ethnic groups, but did not across migrant generations. The American instrument performed adequately in the measurement of psychotic symptoms across generations, but not across ethnic groups. The effect of measurement noninvariance on the estimation of risk across groups was, however, modest in size. Finally, there was evidence for risk of reporting psychotic symptoms being raised among those who were exposed to racial discrimination. These findings suggest that these self-reported psychotic symptoms constitute clinically relevant phenomena which appear phenotypically similar to the clinical symptoms in diagnosed psychotic disorder. Risk is distributed unevenly over ethnic groups in Britain and the US, is higher among minorities who were exposed to social adversity, and higher among the second generation (in most cases). These patterns are, therefore, highly suggestive of social causation in the aetiology of these self-reported symptoms.
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Constantinescu, Alexandra Caterina. "Importance of selecting research stimuli : a comparative study of the properties, structure and validity of both standard and novel emotion elicitation techniques." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31397.
Full textAbstract:
The principal aim of this doctoral research has been to investigate whether various popular methods of emotion elicitation perform differently in terms of self-reported participant affect - and if so, whether any of them is better able to mimic real-life emotional situations. A secondary goal has been to understand how continuous affect can be classified into discrete categories - whether by using clustering algorithms, or resorting to human participants for creating the classifications. A variety of research directions subserved these main goals: firstly, developing data-driven strategies for selecting 'appropriate' stimuli, and matching them across various stimulus modalities (i.e., words, sounds, images,films and virtual environments / VEs); secondly, comparing the chosen modalities on various self-report measures (with VEs assessed both with and without a head-mounted display / HMD); thirdly, comparing how humans classify emotional information vs. a clustering algorithm; and finally, comparing all five lab-based stimulus modalities to emotional data collected via an experience sampling phone app. Findings / outputs discussed will include a matched database of stimuli geared towards lab use, how the choice of stimulus modality may affect research results, the links (or discrepancies) between human and machine classification of emotional information, as well as range restriction affecting lab stimuli relative to `real-life' emotional phenomena.
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Merino, Soto Cesar, and Pradhan Rabindra Kumar. "Validación estructural del R-SPQ-2F: Un análisis factorial confirmado." Universidad Peruana de Ciencias Aplicadas (UPC), 2014. http://hdl.handle.net/10757/325056.
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El motivo del presente estudio es validar la estructura interna del Cuestionario Revisado de Procesos de Estudio, Dos factores (Revised-Study Process Questionnaire-2 Factors; Biggs, Kember & Leung, 2001), en una muestra heterogénea de 269 participantes universitarios y no universitarios. Se aplicó la metodología de ecuaciones estructurales para probar varios modelos de medición: unidimensional, cuatro factores relacionados y con estructura jerárquica, y dos factores (ortogonales y oblicuos). Se halló que los modelos basados en cuatro factores no mostraron un ajuste satisfactorio, y uno tuvo problemas de convergencia ocasionados por la muy alta correlación interfactorial. El modelo de dos factores (profundo y superficial), con errores correlacionados, tuvo satisfactorio ajuste. La consistencia interna también fue satisfactoria. Se discute la utilidad del instrumento y su reformulación teórica.Revisión por pares