ASSIGNMENT COVER Course codePSY 5007Course nameIndividual Differences Assignment titleIssues in Questionnaire DesignInstructors nameMs. Menti DespoinaStudents namePavlou EleniDate07/05/2018Word count DECLARATION This work is the result of my own investigations, except where otherwise stated. This work has not previously been accepted in substance for any degree and is not being concurrently submitted in candidature for any degree. SignedPavlou Eleni(Candidate)Date07/05/2018 Is the Stages of Change a good questionnaire What would you do to change or improve it The Stages of Change Questionnaire or SoC is a psychometric measure that comes from the change of the Transtheoretical (TTM) Model of Change (Prochaska DiClemente, 1984, 1986). The University of Rhode Island Change Assessment (URICA) is as measure of readiness to change.
The URICA scale contains a 32 self-report questions that the participant agrees between a five-point scale from strongly agree to strongly disagree. It carries out scores for each stage of change, which are precontemplation, contemplation, action and maintenance as suggested by DiClemente and Prochaska (McConnaughy et al., 1983 Prochaska and DiClemente, 1992 Prochaska et al.
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, 1992a). Equally, for the MET and MI studies, The URICA scale was used to evaluate the worldwide substance use change instead of changing a particular substance. What is the internal reliability of the questionnaire Show your analysis and provide your interpretation. Can reliability be improved Include all relevant print outs in an Appendix. Reliability is focusing on how correct or specific a test score is. Additionally, the reliability relies on the structure and on how the tests are developed. Based on McMillan and Schumacher (2002, p.
10) reliability is the level of mistake that occurs while acquiring a measure of a variable. No measure or instrument is ideal each will contain some level of mistake. The fault may be due to a result of the individual (general abilities, mentalities, inspiration) or due to the way the instrument is planned and managed. Reliability is the estimate of the error in the assessment. Reliability is an essential part in assessment and is displayed as a viewpoint adding to legitimacy and not restricted to legitimacy. The idea of validity was conducted by Kelly (1927, p. 14) that believed that a test is legitimate when it measures what is supposed to measure.
For instance, an IQ test should only give information about intelligence and not anything else, for instance, memory. Moreover, there are two fundamental types of validity that are used to evaluate the validity of a test (i.e. questionnaire, interview) the Content and the predictive. Content validity focuses on how well an instrument can catch and envelop all the parts of a construct. The analyst has to make sure that the things he chose for his instrument are a sufficient example from some theoretical content space.
Predictive validity focuses on how well an instrument predicts or is related to observed signs of a given idea or measure (Bryant, 2000). For instance, the association of school performance and the IQ results, that took place the year before (Blacker Endicott 2000, Morgan et al. 2001). References Blacker D Endicott J (2000) Psychometric properties concepts of reliability and validity.
In Handbook of psychological measures. American Psychiatric Association, Washington, DC. Bryant, F. B. (2000). Assessing the Validity of Measurement. In G.
Laurence, P. R. Yar- nold (Eds.), Reading and Understanding More Multivariate Statistics (pp.
99-146). Washington DC American Psychology Association. Cronbach, L. J. (1971).
Test validation. In R. L. Thorndike (Ed.), Educational measurement (2nd ed., pp. 443-507).
Washington, DC American Council on Education. Kelley, T. L. (1927). Interpretation of educational measurements. New York Macmillan.
McConnaughy, E.A., Prochaska, J.O.
, Velicer, W.F., 1983. Stages of change in psychotherapy Measurement and sample profiles. Psychother. Theory Res.
Pract. 20 (3), 368375. McMillan, J. H.
, Schumacher, S. (2001). Research in Education. A Conceptual Introduction (5th ed.). New York Longman. Morgan GA, Gliner JA Harmon RJ (2001) Measurement validity.
Journal of the American Academy of Child Adolescent Psychiatry 40 729731. Prochaska J.O. (2003) Staging a revolution in helping people change. Managed Care 12 (9 Suppl.
), 69. Prochaska, J.O., DiClemente, C.C., 1992. Stages of change in the modification of problem behaviors.
Prog. Behav. Modif. 28, 183218. Prochaska, J.O., DiClemente, C.
C., Norcross, J.C., 1992a. In search of how people change. Applications to addictive behaviors. Am.
Psychol. 47 (9), 11021114. Appendices Appendix I Table for Case Processing Summary. Case Processing SummaryNCasesValid131100.
0Excludeda0.0Total131100.0a. Listwise deletion based on all variables in the procedure. Appendix II Table for Reliability Statistics regarding precontemplation. Reliability StatisticsCronbachs AlphaCronbachs Alpha Based on Standardized ItemsN of Items.772.
7808 Appendix III Table for Item Statistics for precontemplation. Item StatisticsMeanStd. DeviationNTime 1 SOC Q12.2371.2455131Time 1 SOC Q51.9851.0669131Time 1 SOC Q112.
0531.0100131Time 1 SOC Q132.2601.0925131Time 1 SOC Q232.3021.
1379131Time 1 SOC Q261.855.7758131Time 1 SOC Q292.3891.0566131Time 1 SOC Q312.2671.
0729131 Appendix IV Table for Item- Total Statistics for precontemplation. Item-Total StatisticsScale Mean if Item DeletedScale Variance if Item DeletedCorrected Item-Total CorrelationSquared Multiple CorrelationCronbachs Alpha if Item DeletedTime 1 SOC Q115.11122.490.330.209.
777Time 1 SOC Q515.36321.300.558.
414.732Time 1 SOC Q1115.29421.276.605.523.725Time 1 SOC Q1315.
08821.748.490.278.744Time 1 SOC Q2315.
04622.075.427.262.756Time 1 SOC Q2615.49223.
796.467.271.752Time 1 SOC Q2914.95822.816.396.
222.760Time 1 SOC Q3115.08021.172.568.413.
730 Appendix V Scale Statistics for precontemplation. Scale StatisticsMeanVarianceStd. DeviationN of Items17.34727.9345.28538 Appendix V Tables for Inter-Item Correlation Matrix for precontemplation Inter-Item Correlation MatrixTime 1 SOC Q1Time 1 SOC Q5Time 1 SOC Q11Time 1 SOC Q13Time 1 SOC Q23Time 1 SOC Q26Time 1 SOC Q29Time 1 SOC Q31Time 1 SOC Q11.000.
367.192.299.093.203.099.
263Time 1 SOC Q5.3671.000.579.340.216.
332.230.387Time 1 SOC Q11.192.5791.000.
364.290.462.261.533Time 1 SOC Q13.299.
340.3641.000.
367.326.225.
255Time 1 SOC Q23.093.216.290.
3671.000.255.
337.384Time 1 SOC Q26.203.
332.462.326.2551.000.
266.259Time 1 SOC Q29.099.230.
261.225.337.2661.000.
396Time 1 SOC Q31.263.387.533.255.
384.259.3961.000 Appendix VI Summary Item Statistics for precontemplation. Summary Item StatisticsMeanMinimumMaximumRangeMaximum / MinimumVarianceN of ItemsItem Means2.1681.
8552.389.5341.288.
0338Inter-Item Correlations.306.093.579.4866.219.0128 Appendix VII Table for Reliability Statistics regarding contemplation. Reliability StatisticsCronbachs AlphaCronbachs Alpha Based on Standardized ItemsN of Items.831.8448 Appendix VIII Table concerning Item Statistics for contemplation. Item StatisticsMeanStd. DeviationNTime 1 SOC Q24.153.8178131Time 1 SOC Q44.130.8171131Time 1 SOC Q84.107.8062131Time 1 SOC Q123.6111.1804131Time 1 SOC Q153.992.9647131Time 1 SOC Q193.740.9575131Time 1 SOC Q213.4431.1243131Time 1 SOC Q243.947.8257131 Appendix IX Table for Inter-Item Correlation Matrix contemplation Inter-Item Correlation MatrixTime 1 SOC Q3Time 1 SOC Q7Time 1 SOC Q10Time 1 SOC Q14Time 1 SOC Q17Time 1 SOC Q20Time 1 SOC Q25Time 1 SOC Q30Time 1 SOC Q31.000.600.307.352.285.131.379.500Time 1 SOC Q7.6001.000.430.454.409.391.409.548Time 1 SOC Q10.307.4301.000.261.441.322.227.310Time 1 SOC Q14.352.454.2611.000.358.310.567.620Time 1 SOC Q17.285.409.441.3581.000.400.328.440Time 1 SOC Q20.131.391.322.310.4001.000.351.436Time 1 SOC Q25.379.409.227.567.328.3511.000.700Time 1 SOC Q30.500.548.310.620.440.436.7001.000 Appendix X Summary Item for Statistics for contemplation Summary Item StatisticsMeanMinimumMaximumRangeMaximum / MinimumVarianceN of ItemsItem Means3.8583.7023.992.2901.078.0128Inter-Item Correlations.402.131.700.5695.342.0158 Appendix XI Item-Total Statistics for contemplation Item-Total StatisticsScale Mean if Item DeletedScale Variance if Item DeletedCorrected Item-Total CorrelationSquared Multiple CorrelationCronbachs Alpha if Item DeletedTime 1 SOC Q326.97718.869.514.440.827Time 1 SOC Q727.02317.961.682.525.803Time 1 SOC Q1027.13719.566.467.282.832Time 1 SOC Q1426.94719.297.590.440.816Time 1 SOC Q1727.04619.306.543.334.822Time 1 SOC Q2027.16019.474.464.316.833Time 1 SOC Q2526.87819.477.598.521.816Time 1 SOC Q3026.87018.745.743.649.800 Appendix XII Scale Statistics for contemplation Scale StatisticsMeanVarianceStd. DeviationN of Items30.86324.3664.93628 Appendix XIII Interclass Correlation for contemplation Intraclass Correlation CoefficientIntraclass Correlationb95 Confidence IntervalF Test with True Value 0Lower BoundUpper BoundValuedf1df2SigSingle Measures.393a.323.4716.171130910.000Average Measures.838c.792.8776.171130910.000Two-way mixed effects model where people effects are random and measures effects are fixed.a. The estimator is the same, whether the interaction effect is present or not.b. Type C intraclass correlation coefficients using a consistency definition-the between-measure variance is excluded from the denominator variance.c. This estimate is computed assuming the interaction effect is absent, because it is not estimable otherwise. Appendix XIV Reliability statistics for Maintenance Reliability StatisticsCronbachs AlphaCronbachs Alpha Based on Standardized ItemsN of Items.797.7978 Appendix XV Item Statistic Table for Maintenance Item StatisticsMeanStd. DeviationNTime 1 SOC Q63.3051.2019131Time 1 SOC Q92.8321.0965131Time 1 SOC Q163.2211.0762131Time 1 SOC Q183.4811.0909131Time 1 SOC Q223.573.9847131Time 1 SOC Q273.6341.1039131Time 1 SOC Q282.7181.1182131Time 1 SOC Q323.7291.0214131 Appendix XVI Inter-Item Correlation Matrix table for Maintenance Inter-Item Correlation MatrixTime 1 SOC Q6Time 1 SOC Q9Time 1 SOC Q16Time 1 SOC Q18Time 1 SOC Q22Time 1 SOC Q27Time 1 SOC Q28Time 1 SOC Q32Time 1 SOC Q61.000.255.381.403.365.386.374.369Time 1 SOC Q9.2551.000.292.377.275.197.331.244Time 1 SOC Q16.381.2921.000.446.344.270.340.289Time 1 SOC Q18.403.377.4461.000.429.231.547.446Time 1 SOC Q22.365.275.344.4291.000.194.288.366Time 1 SOC Q27.386.197.270.231.1941.000.159.205Time 1 SOC Q28.374.331.340.547.288.1591.000.414Time 1 SOC Q32.369.244.289.446.366.205.4141.000 Appendix XVII Summary Item Statistics table for Maintenance Summary Item StatisticsMeanMinimumMaximumRangeMaximum / MinimumVarianceN of ItemsItem Means3.3122.7183.7291.0111.372.1388Inter-Item Correlations.329.159.547.3893.452.0088 Appendix XIX Item-Total Statistics table for Maintenance Item-Total StatisticsScale Mean if Item DeletedScale Variance if Item DeletedCorrected Item-Total CorrelationSquared Multiple CorrelationCronbachs Alpha if Item DeletedTime 1 SOC Q623.18723.321.561.339.765Time 1 SOC Q923.66025.386.425.195.786Time 1 SOC Q1623.27124.574.520.284.772Time 1 SOC Q1823.01123.279.647.462.751Time 1 SOC Q2222.92025.411.494.270.776Time 1 SOC Q2722.85926.090.352.176.797Time 1 SOC Q2823.77524.089.541.367.768Time 1 SOC Q3222.76325.013.511.292.773 Appendix XX Scale Statistics table for Maintenance Scale StatisticsMeanVarianceStd. DeviationN of Items26.49231.2815.59298 Appendix XXI Interclass Correlation Coefficient table for Maintenance Intraclass Correlation CoefficientIntraclass Correlationb95 Confidence IntervalF Test with True Value 0Lower BoundUpper BoundValuedf1df2SigSingle Measures.329a.262.4064.917130910.000Average Measures.797c.739.8454.917130910.000Two-way mixed effects model where people effects are random and measures effects are fixed.a. The estimator is the same, whether the interaction effect is present or not.b. Type C intraclass correlation coefficients using a consistency definition-the between-measure variance is excluded from the denominator variance.c. This estimate is computed assuming the interaction effect is absent, because it is not estimable otherwise. Appendix XXII Reliability Statistics table for Action Reliability StatisticsCronbachs AlphaCronbachs Alpha Based on Standardized ItemsN of Items.838.8438 Appendix XXIII Item Statistics Table for Action Item StatisticsMeanStd. DeviationNTime 1 SOC Q33.8851.0049131Time 1 SOC Q73.840.9512131Time 1 SOC Q103.725.9451131Time 1 SOC Q143.916.8416131Time 1 SOC Q173.817.8927131Time 1 SOC Q203.702.9663131Time 1 SOC Q253.985.8037131Time 1 SOC Q303.992.7795131 Inter-Item Correlation MatrixTime 1 SOC Q3Time 1 SOC Q7Time 1 SOC Q10Time 1 SOC Q14Time 1 SOC Q17Time 1 SOC Q20Time 1 SOC Q25Time 1 SOC Q30Time 1 SOC Q31.000.600.307.352.285.131.379.500Time 1 SOC Q7.6001.000.430.454.409.391.409.548Time 1 SOC Q10.307.4301.000.261.441.322.227.310Time 1 SOC Q14.352.454.2611.000.358.310.567.620Time 1 SOC Q17.285.409.441.3581.000.400.328.440Time 1 SOC Q20.131.391.322.310.4001.000.351.436Time 1 SOC Q25.379.409.227.567.328.3511.000.700Time 1 SOC Q30.500.548.310.620.440.436.7001.000 Appendix XXIV Inter-Item Correlation Matrix Table for Action Appendix XXV Summary Item Statistics table for Action Summary Item StatisticsMeanMinimumMaximumRangeMaximum / MinimumVarianceN of ItemsItem Means3.8583.7023.992.2901.078.0128Inter-Item Correlations.402.131.700.5695.342.0158 Appendix XXVI Item-Total Statistics table for Action Item-Total StatisticsScale Mean if Item DeletedScale Variance if Item DeletedCorrected Item-Total CorrelationSquared Multiple CorrelationCronbachs Alpha if Item DeletedTime 1 SOC Q326.97718.869.514.440.827Time 1 SOC Q727.02317.961.682.525.803Time 1 SOC Q1027.13719.566.467.282.832Time 1 SOC Q1426.94719.297.590.440.816Time 1 SOC Q1727.04619.306.543.334.822Time 1 SOC Q2027.16019.474.464.316.833Time 1 SOC Q2526.87819.477.598.521.816Time 1 SOC Q3026.87018.745.743.649.800 Appendix XXVII Scale statistics table for Action Scale StatisticsMeanVarianceStd. DeviationN of Items30.86324.3664.93628 Appendix XXVIII Intraclass Correlation Coefficient table for Action Intraclass Correlation CoefficientIntraclass Correlationb95 Confidence IntervalF Test with True Value 0Lower BoundUpper BoundValuedf1df2SigSingle Measures.393a.323.4716.171130910.000Average Measures.838c.792.8776.171130910.000Two-way mixed effects model where people effects are random and measures effects are fixed.a. The estimator is the same, whether the interaction effect is present or not.b. Type C intraclass correlation coefficients using a consistency definition-the between-measure variance is excluded from the denominator variance.c. This estimate is computed assuming the interaction effect is absent, because it is not estimable otherwise. Appendix XXIX Inter-Item Correlation Matrix Table for Action Inter-Item Correlation MatrixTime 1 SOC Q2Time 1 SOC Q4Time 1 SOC Q8Time 1 SOC Q12Time 1 SOC Q15Time 1 SOC Q19Time 1 SOC Q21Time 1 SOC Q24Time 1 SOC Q21.000.649.675.301.616.316.344.434Time 1 SOC Q4.6491.000.574.236.626.437.339.330Time 1 SOC Q8.675.5741.000.432.624.415.380.425Time 1 SOC Q12.301.236.4321.000.362.182.450.278Time 1 SOC Q15.616.626.624.3621.000.389.280.337Time 1 SOC Q19.316.437.415.182.3891.000.193.235Time 1 SOC Q21.344.339.380.450.280.1931.000.440Time 1 SOC Q24.434.330.425.278.337.235.4401.000 Test validity may be defined as the degree to which a test measures what it is intended to measure. A test can be reliable without being valid, but not the other way round (Groth-Marnat 2003). For example, tests of processing speed that involve naming of alphabets or digits are usually highly reliable, but they may actually measure reading skills and not processing speed (Roivainen 2011). Most psychological constructs, such as processing speed, intelligence or personality are abstract by nature and cannot be directly observed. They must be studied by indirect means. However, psychological theories and the definition of psychological constructs change over time. Therefore, the first concern of a test constructor is to consider whether the test items they have selected are representative of the construct being measured. This aspect of validity is usually referred to as content validity. Content validity is subjective by nature, as it is based on the judgment of the test developers. Criterion validity refers to the correlation between a test and an outside measure. For example, IQ scores are highly correlated with school grades. If performance on a test item has zero correlation with education, then that item is probably a poor measure of intelligence. Predictive validity involves outside measurements that are performed some time after the psychological test, for example, the correlation of school grades with IQ scores from a test taken a year earlier (Blacker Endicott 2000, Morgan et al. 2001). 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