Research-Focus: Identifying Good Measurement , To what extent does perceived stress relate to academic motivation?

Identifying Good Measurement

Likert and Likert-type scales also referred to as “measures” and “instruments” are used in research to measure a construct. A construct is just something that researchers want to measure. For example, stress is a construct. In the past, many students have assumed that researchers make new survey items items each time they want to research a construct. While that does happen sometimes, typically scientists will use an existing, validated scale because it has already been vetted.

In the methods portion of published psychological articles, authors explain how variables were measured. There may be observed measurements, such as the number of times someone said “um” in their speech to represent nervous behaviors (stress indicators) in public speaking or heart rate during the same activity. However, there are oftentimes self-report scales used to measure variables.

Saleem and Akram (2018) studied academic stress, academic performance, and psychological well-being in college students. Academic performance was measured through grades obtained on one recent exam. Look at the section in the Methods where stress and well-being measures were explained:

(Saleem & Akram, 2018, p. 27).

The researchers reported the exact scales that were used to measure each of these variables. These were a bit more involved than the measurements WE are going to use, but nonetheless, the point I’m trying to make is that the measurements used here were already existing, cited, and explained. Here we can see that the items were rated on a Likert-type scale where 1=strongly agree and 6=strongly disagree. It was mentioned that negatively worded items were reverse-scored prior to calculating total score. Scores were sums, not averaged. Sometimes scales require an average and other scales are required to sum. There are also some that have equations needed for scoring. Luckily, I’m not going to make you do that! Finally, one of the more important aspects of what was reported is that previous research was cited showing Cronbach’s alpha was calculated showing good internal consistency. A very simplified explanation of that is just that items on the scale were highly correlated as predicted. Note that the researchers then reported their OWN calculation of Cronbach’s alpha in their data. (Note, >=.70 for Cronbach’s alpha is acceptable or better…higher = better). You can also read more about Cronbach’s alpha in your textbook, Morling (2021), page 132.

I’d like to draw your attention to Saleem and Akram’s (2018) measure of Educational Stress:

Here’s the Saleem and Akram (2018)

article itself… The sample was “350 college learners” (Saleem & Akram, 2018, p. 26). Do you see a potential issue here? Plus, this scale was also translated from its original English version. If you check that article, the reporting on characteristics of the sample was not very descriptive. Now, this is not to say that the results of this study are not trustworthy…just that there are a few red flags that should be noted as limitations. When reading methods, you should always do so with a critical eye.

Assignment Requirements:

Consider your research question (chosen in week 1) and which two variables you need to consider for the measurements section (a subsection of the methods) of your final paper. I have scales for each variable except GPA, which didn’t need a scale. Other than GPA, your options included stress, motivation, and procrastination. For this assignment, choose one of the variables that you will be using and download the article listed.

• Perceived Stress: Download Cohen et al. (1983) and look at each of the items in Appendix A. If stress is one of your variables, this is the article you will cite in your references and when you talk about the Perceived Stress measurement when you write your final paper.
• Academic Motivation: Download The AMS and Vallerand et al. (1992). Look at the items of the AMS. If motivation is one of your variables, the Vallerand et al. (1992) article is what you’ll need to cite in the measurement subsection when you talk about the Academic Motivation variable measurement when you write your final paper.
• Academic Procrastination: Download McCloskey and Scielzo (2015) and look at each of the items in Appendix I. If procrastination is one of your variables, the Mcloskey and Scielzo (2015) article is what you’ll need to cite within the measurement subsection of the methods where you have to describe your variable measurements.

You will then do the following:

1. Read about Instrument ValidationLinks to an external site..
2. Watch this video of me explaining validity and reliability

References

Cohen, S., Karmark, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior.

24(4), 385-396. https://www.jstor.org/stable/2136404

McCloskey, J., & Scielzo, S. A. (2015). Finally!: The development and validation of the Academic Procrastination Scale.

DOI: 10.13140/RG.2.2.23164.64640

Saleem, A., & Akram, B. (2018). Academic stress, psychological well-being and academic achievement among college

students. Pakistan Journal of Psychology. 49(1), 23-38.

Vallerand, R. J., Pelletier, L., Briere, N. M., & Senecal, C. (1992). The Academic Motivation Scale: A measure of intrinsic,

extrinsic, and amotivation in education. Educational and Psychological Measurement, 1992(52), 1003-1017.

DOI: 10.1177/0013164492052004025

Submission Criteria

You will submit the following in a Word Doc, 12-point, double-spaced, using the three headings Content-Mastery, Application of Concepts, and Reflection:

Content-Mastery

• • • Simply explain reliability and validity in your own words.
    • Compare and contrast internal validity and external validity.
    • Compare and contrast face validity and content validity.
    • Discuss the types of validity that need data to be evaluated (Morling, 2021, p. 136-143).
    • Explain what is meant by “internal consistency” in regards to a measurement scale.
    • Explain the difference between qualitative and quantitative variables and research.

Application of Concepts

In regards to the variable you chose and article you downloaded above, include the following:

• • • Scale name and in-text citation of the article
    • Is this a qualitative or quantitative variable?
    • If this is a quantitative variable, which type is it? Ordinal, interval, or ratio? Give your reasoning.
    • Compare and contrast the Face validity and Content validity of the scale. (Morling, 2021, p. 134)
    • Tell me about the internal consistency of the scale. You’ll need to look in the articles and find that information. Was it good? Explain how you know.

Reflection

• • • Reflect on what you’ve learned in this chapter and with this assignment. Was this assignment helpful?
    • How can you use the information in this chapter and your new skills with validity and reliability as a consumer of research?
    • How can you use what you’re learning in your current or future career?