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Types of Validity

Types of Validity. Construct Validity. Criterion Validity. Content Validity. Predictive Validity. Concurrent Validity. Convergent Validity. Discriminant Validity. Adapted from Sekaran, 2004. Types of Validity. Construct Validity

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Types of Validity

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  1. Types of Validity Construct Validity Criterion Validity Content Validity Predictive Validity Concurrent Validity Convergent Validity Discriminant Validity Adapted from Sekaran, 2004

  2. Types of Validity • Construct Validity • Extent to which hypotheses about construct are supported by data • Define construct, generate hypotheses about construct’s relation to other constructs • Develop comprehensive measure of construct & assess its reliability • Examine relationship of measure of construct to other, similar and dissimilar constructs • E.g. Height & Weight; Networking & career outcomes study; Learning Style Orientation measure

  3. Establishing Construct Validity • Multi-trait multi-method matrix • Convergent validity coefficient • Absolute size of correlation between different measures of the same construct should be large & significantly different from zero • Discriminant validity coefficient • Correlations between the same construct measured by different methods should be significantly different from correlations of • Different constructs measured by different methods (across methods & across constructs) • Different constructs measured by same method (method bias)

  4. Convergent & Discriminant ValidityCorr b/w Objective (O) & Self-Reports (SR) of Height & Weight

  5. Convergent & Discriminant Validityof Objective & Self-Reports of Height & Weight • Convergent validity (across methods) • Objective and subjective measures of height are correlated .98 • Objective and subjective measures of weight are correlated .92

  6. Discriminant Validityof Objective & Self-Reports of Height & Weight • Discriminant validity (across constructs) • Objective measures of height & weight are corr .55 • Subjective measures of height & weight are corr.69 • STRONG CASE: Are the correlations b/w the same construct measured by different methods significantly different from corr b/w different constructs measured by same methods • i.e., Are .92 & .98 significantly different from .55 & .69? • Convert rs to z scores and compare

  7. Discriminant Validityof Objective & Self-Reports of Height & Weight • Discriminant validity (across constructs) • Objective height & subjective weight are corr .68 • Subjective height & objective weight are corr .56 • WEAK CASE: Are the correlations b/w the same construct measured by different methods significantly different from corr b/w different constructs measured by different methods • i.e., Are .92 & .98 significantly different from .56 & .68

  8. Establishing Construct Validity in Networking Study • For convergent validity, different measures of the same construct should be highly correlated • Note: In networking study, diff measures= diff subscales • Corr b/w diff measures of career success (promotion, salary, perceived career success) range from .20 to .36 (moderate support) • .20 & .36 should not be sig diff from each other • Corr b/w diff measures of networking (increasing internal visibility, socializing etc.) range from .03 to .43 (weak support) • .03 & .43 should not be sig diff from each other

  9. Establishing Construct Validity in Networking Study • For discriminant validity, different measures of the same construct should be more highly correlated than different measures of different constructs • Correlations b/w career success & networking (.01 to .35) should be sig different from • Corr b/w diff measures of career success (.20 to .36) • Corr b/w diff measures of networking (.03 to .43)

  10. Learning Style Study • Developed items by generating critical incidents (Study 1) • N=67 • Yes/no responses to statements • Recall of learning events • Two types of learning: theoretical, practical (2) • Two types of outcomes=success, failure (2) • 2 x 2 events per participant • 112 items constructed in total

  11. Learning Style Study • Study 1 Part 2: • Created 112 items from critical incidents • Administered to 154 participants • 5-point likert scale (agree/disagree) • Extracted 5 factor solution w/factor analyses • 54 items loaded highly on the 5 factors • Content validity: item sorting by 8 grad students • Also administered personality scale

  12. Learning Style Study • Item Development Study (study 1) • Convergent Validity • High reliabilities of subscales of Learning Style (.81-.91) • Corr b/w different measures (subscales) of learning style =.01 to.32 but 1 only corr is significant • Weak support for convergent validity of new learning style measure • Discriminant validity • Corr b/w different measures of different constructs (Learning Style & personality) .42 to .01 should be lower than and sig diff from corr b/w different measures of same construct (subscales of learning style) .01 to .32

  13. Learning Style Orientation Measure • Validation Study (study 2) • N=350 -193 • New learning style, Personality, old Learning style, preferences for instructional & assessment methods • Construct validity • Confirmatory factor analysis confirms 5 dimensions • Reliability of new learning style subscales=.74 to .87 compared to… • Reliability of old learning style subscales=.83 to .86 • Reliability of personality subscales=.86 to .95

  14. Learning Style Orientation Measure • Validation Study (study 2) • Convergent validity • Corr b/w similar measures of key construct =Corr b/w diff subscales of new learning style 01 to .23 should be comparable to… • Corr b/w similar measures of other constructs in the study • Diff subscales of old learning style .23 to .40 • Diff subscales of personality .01 to .27

  15. Learning Style Orientation Measure • Validation Study (study 2) • Discriminant validity • Corr b/w measures of similar constructs= Corr b/w new learning style subscales & old learning style = .01 to .31 • Corr b/w measures of different constructs • Corr b/w new learning style & personality subscales is .01 to .55 • Corr b/w old learning style & personality subscales= .02 to .38

  16. Learning Style Orientation Measure • Validation Study • Incremental validity (aka construct validity) • Additional variance explained by old vs. new learning style measures in preferences for assessment & instruction

  17. Types of Validity Construct Validity Criterion Validity Content Validity Predictive Validity Concurrent Validity Convergent Validity Discriminant Validity Adapted from Sekaran, 2004

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