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Posted: September 6th, 2022
Method in Psycinquiry
Psychology
Question:
Method in Psycinquiry ResourcesReadings Stangor, C. (2013). Research methods for the behavioral sciences (4th ed., Laureate Education custom ed.). Belmont, CA: Wadsworth Cengage Learning. Chapter 4, “Measures” Chapter 5, “Reliability and Validity” Optional Resources Stangor, C. (2011). Research methods for the behavioral sciences (4th ed.). Belmont, CA: Wadsworth Cengage Learning. ( Note: This reference is only for the PowerPoint version of the course.) PowerPoint Presentation: Chapter 4 PowerPoint Presentation: Chapter 5 This electronic presentation to be used with Stangor. Research Methods for the Behavioral Sciences, 4E. From Stangor. Research Methods for the Behavioral Sciences, 4E. © 2011 South-Western, a part of Cengage Learning, Inc. All rights reserved. Reproduced by permission. Text/images may not be modified or reproduced in any way without prior written permission of the publisher. www.cengage.com/permissions Reliability and Validity If you ask a classmate questions about course content and he is correct sometimes, but other times he gives you the wrong information, you might say that he is not reliable. You may want to request help from someone who knows the correct answer every time—perhaps your Instructor! The concept is the same in research. It is important to be confident that when you measure a variable again and again, it will have the same result. That is what “reliability” means in research. Another important concept in research is validity. You might have a friend who laughs at all of your jokes. You determine that you must be very funny because your friend laughs. You are measuring your ability to be funny based on laughing behavior. However, it is possible that your friend is very polite and does not want to hurt your feelings by not laughing. In that case, the laugh is really measuring your friend’s politeness and not your expertise in telling jokes. The “laugh” measure, in this case, is not valid. It does not measure what you think it is measuring. This concept of validity is critical in research, as well. If you develop a scale to measure anxiety, but it really measures fear, the scale is not “valid.” In this Discussion, In that case, your friend’s laugh shows how polite he or she is, not how good you are at telling jokes. In this case, the “laugh” measure is not valid. What you think it measures is not what it measures. This idea of validity is also important in research. If you make a scale to measure anxiety, but it really measures fear, the scale is not “valid.” In this Article, you will create and administer your own scale and consider its validity and reliability. To prepare: Read pages 74–76 from Chapter 4 of the course text. Read Chapter 5 from the course text. Review the assigned readings from Chapters 1–3 from the previous weeks. Identify conceptual variables that may be of interest to you. A few examples are leadership , anxiety , and conformity . Create your own five-item Likert scale to assess a variable of interest to you. Administer the scale to at least two friends or family members. You may administer it in person or via e-mail. Upload the Likert scale you created as an attached document (in doc or rtf format) to your posting in the forum. With these thoughts in mind: Post by Day 3 the conceptual variable you used. This should also be the “Subject” field of your post this week (e.g., “Job Satisfaction”). In the main body of your post, discuss your experience writing and administering the scale. Explain how your scale turned your conceptual variable into a measured variable. Discuss the strengths and limitations concerning the reliability and validity of your scale. Upload the Likert-scale you created as an attached document. Note: Be sure to support your postings and responses with specific references to the Learning Resources. Respond by Day 6 to at least one of your colleagues’ assignment postings in one of the following ways:
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