Types of Validity

1
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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Types of Validity

• Construct Validity
• Extent to which hypotheses about construct are
  supported by data
• Define construct, generate hypotheses about
  constructs 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
 
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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)
• N67
• Yes/no responses to statements
• Recall of learning events
• Two types of learning theoretical, practical (2)
  
• Two types of outcomessuccess, failure (2)
• 2 x 2 events per participant
• 112 items constructed in total

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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

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Learning Style Orientation Measure

• Validation Study (study 2)
• N350 -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

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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

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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

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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

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