Predictive Validity Of Scales Research Articles

A Longitudinal Study of the Well-being of Students Using the Student Wellbeing Process Questionnaire (Student WPQ)

Background: Previous research shows that the Student Well-being Process Questionnaire (Student WPQ) has good content validity, construct validity, and discriminate validity. Objective: The present research examined the reliability and predictive validity of the Student WPQ scales. Method: Eighty-seven university undergraduate and postgraduate students aged 18-47 years participated in a longitudinal study which involved completing an online survey twice, with the sessions being 10 weeks apart. The data were used to assess the test-re-test reliability and the predictive validity of the scales. Results: Positive personality and social support had high test-re-test reliability and demands and negative coping had slightly lower reliability suggesting that the WPQ measures both stable traits and changes in state. Cross-sectional analyses confirmed that the predictor variables were associated with wellbeing outcomes. Cross-lag analysis showed that the positive personality and demands at time 1 predicted wellbeing at time 2. Changes in positive personality predicted changes in wellbeing. Conclusion: These findings show that the student WPQ has good test-re-test reliability and can be used in longitudinal studies which give a stronger indication of causality

Validation of the Mindfulness in Teaching Scale

This article presents the results of a series of studies conducted to develop and validate a self-report measure of the Mindfulness in Teaching Scale. Results from study 1 suggested the presence of two distinct factors measuring teacher intrapersonal mindfulness and teacher interpersonal mindfulness. Both constructs demonstrated strong positive loadings, weak cross-loadings, and adequate internal consistency. In study 2, the validity of these two constructs was confirmed though confirmatory factor analysis. In study 3, we examined the 6-month test–retest reliability, concurrent validity, and predictive validity of scales in a separate sample of 392 teachers. Test–retest reliabilities for both scales were medium–large range. Absolute values of concurrent correlations with measures of teacher burnout and instructional efficacy were in the small-medium range for the teacher interpersonal mindfulness scale whereas teacher intrapersonal mindfulness was unrelated to burnout or instructional efficacy measures. Over a 6-month period, interpersonal mindfulness predicted scores on teacher burnout (emotional exhaustion, depersonalization) and instructional efficacy in working with students (social-emotional and behavior management) whereas intrapersonal mindfulness failed to predict burnout our efficacy measures over this same time period. Results suggest that the Mindfulness in Teaching scale is a promising measure of mindfulness in teachers with good psychometric properties, with the interpersonal subscale predictive of teacher burnout and instructional efficacy over time.

Concurrent and predictive validity of indicator scales developed for the Comprehensive Assessment and Referral Evaluation interview schedule.

Evidence for the concurrent and predictive validity of indicator scales developed to assess psychiatric, social, and medical conditions of elderly adults is presented. These scales were developed from the Comprehensive Assessment and Referral Evaluation (CARE) on probability samples of 445 elderly community residents in New York City and 396 in London, England. Corroborative information was also collected from key collaterals of a random subsample of 162 of the New York elderly adults. Concurrent validity of the cognitive impairment and activity limitation scales was tested in relation to family report of inconvenience and decision to institutionalize. Predictive validity of the scales was assessed using morbidity and mortality as outcome variables. Individuals classified as having medical and psychiatric disorders at Time 1 were significantly more likely to manifest such disorders 1 year later at Time 2 than were persons not so classified. In addition, the odds that individuals with cognitive impairment, somatic complaints, activity limitation, and difficulty ambulating at Time 1 would be dead within 1 year were two to three times greater than for those without the disorder, a result that provides support for the contention that these scales are useful predictors of outcomes.

The Predictive Validity of Scales Constructed to Measure Attitudes Toward Education 1

The Predictive Validity of Scales Constructed to Measure Attitudes Toward Education 1