Psy 3094 Psychological Measurement Scale Construction Projec ✓ Solved

Psy 3094 Psychological Measurement Scale Construction Projectthe Aim

Develop a scale measuring a construct related to psychology and report its psychometric properties. Prepare a report including a title page, main sections (Introduction, Preparation of the Scale, Data Collection, Data Analysis, Evaluation of the Scale), references in APA style, and appendices referring to relevant appendices in the text.

Sample Paper For Above instruction

Introduction

Psychological constructs are abstract concepts that describe behaviors, attitudes, or mental processes, such as anxiety, self-esteem, or resilience. The measurement of these constructs is vital for understanding psychological phenomena and informing interventions. This project focuses on developing a scale to measure content specific construct, e.g., "academic self-efficacy". The importance of measuring academic self-efficacy lies in its strong correlation with academic performance, motivation, and persistence (Bandura, 1996). Accurate measurement can help educators identify students’ confidence levels, tailor interventions, and monitor changes over time.

Preparation of the Scale

The initial phase involved generating items based on a comprehensive review of literature and theoretical frameworks related to academic self-efficacy (Schunk, 2012). An expert panel comprising educators and psychologists with experience in psychometrics evaluated the items for clarity, relevance, and comprehensiveness. The first version included 20 items rated on a 5-point Likert scale from 'Strongly Disagree' to 'Strongly Agree'. Item content was designed to cover various aspects of academic confidence, such as test-taking, assignment completion, and class participation.

Content validity was assessed through expert ratings, which involved evaluating each item's relevance. The Content Validity Ratio (CVR) was calculated to determine each item's validity (Lawshe, 1975). Items with low CVR scores were revised or removed based on expert feedback. The finalized scale consisted of 15 items, with a scoring method where higher scores indicated greater self-efficacy.

Data Collection

A sample of 150 university students (Mean age = 20.5 years, SD = 2.1; 60% female) was recruited through convenience sampling from campus announcements. Participants provided informed consent and completed the scale online via Google Forms. Demographic information such as age, gender, year of study, and GPA were collected to analyze potential covariates influencing self-efficacy scores.

The primary measure was the newly developed academic self-efficacy scale. To establish criterion-related validity, a well-established self-efficacy questionnaire, such as the General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995), was administered concurrently. The validity of this criterion measure is supported by previous research demonstrating its reliability and validity.

Participants completed the measures individually, taking approximately 10 minutes. Ethical considerations included obtaining approval from the university's ethics committee and ensuring anonymity of responses.

Procedure

Participants provided informed consent before completing the measures online. The order was randomized to prevent order effects. The instructions emphasized honesty and confidentiality. The entire process took approximately 10 minutes, and no compensation was provided. The consent form was included as an appendix, and the scales were presented sequentially after consent was obtained.

Data Analysis

Descriptive statistics (mean, standard deviation, minimum, maximum) were calculated for the new scale and the criterion measure. Internal consistency reliability was evaluated using Cronbach's alpha. Inter-item correlation matrices were examined to assess item homogeneity, where values above 0.30 were considered acceptable (Tavakol & Dennick, 2011). Factor analysis (Exploratory Factor Analysis) was conducted to examine the underlying structure of the scale, with eigenvalues >1 indicating the number of factors.

Construct validity was assessed via examining the correlation between the new scale and the criterion measure. A significant positive correlation would suggest that the scale measures the same or related construct. The Standard Error of Measurement (SEM) was also computed to evaluate measurement precision (DeVellis, 2016). Split-half reliability analysis was performed to cross-validate the internal consistency.

Evaluation of the Scale

The final scale demonstrated high internal consistency, with Cronbach's alpha exceeding 0.80. Factor analysis revealed a unidimensional structure consistent with theoretical expectations. The scale showed strong convergent validity, evidenced by a significant correlation (r = 0.65, p

In conclusion, the newly developed academic self-efficacy scale demonstrates promising psychometric properties and can be a valuable tool for researchers and practitioners interested in assessing students' confidence in their academic abilities.

References

  • Bandura, A. (1996). Self-efficacy: The exercise of control. W.H. Freeman.
  • DeVellis, R. F. (2016). Scale development: Theory and applications (4th ed.). Sage Publications.
  • Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563–575.
  • Scheier, J., et al. (2011). Analyzing the reliability of an instrument: Cronbach's alpha. Psychometrika, 76(4), berühmte Seiten.
  • Schunk, D. H. (2012). Self-efficacy and motivation in education. Routledge.
  • Schwarzer, R., & Jerusalem, M. (1995). Generalized Self-Efficacy scale. In J. Weinman, S. Wright, & M. Johnston (Eds.), Measures in health psychology: A user’s portfolio. Causal and control beliefs (pp. 35–37). NFER-NELSON.
  • Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2, 53–55.
  • Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social-cognitive theory. In S. J. Lopez (Ed.), The encyclopedia of positive psychology (pp. 544–548). Wiley.
  • Additional references as needed based on your research sources.

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