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Final reflection on personality tests
Analyze personality test
Analyze personality test
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In this research, the main measures being used are reliability and validity. The difference between the two is that reliability determines whether or not other researches can reproduce results if provided similar conditions. Validity, however, is whether or not the measure being used is doing what it says it is doing. If the test is focused on one construct, it is called convergence, which means that the test is valid. If the test is focused on several constructs, the results cannot be significant, and this is called divergence, which means that the test is not valid. For example, a spelling test that has five mathematic related questions on it is given to three samples of students. The test should be reliable if all three groups produce consistent results, but the test will not be valid because the test uses mathematical questions to attempt to determine ability in spelling. One important reason to focus on validity and reliability is to see if the results give the ability to make significant conclusions and therefore discuss correlations. If the test is not valid or reliable, then it is likely that the results should not be reported due to flaws in the survey.
Methods
For this survey, there were 100 student participants. Among these college students, 17 were boys and 83 were girls. The minimum age for these 100 people was 18 and the maximum was 27. There were three people missing in the age question, and the reason for this is un-known. With that in mind, results showed a younger audience (M = 19.76), and these participants had generally low variability (SD =1.07). The scale that was used is called the Rosenberg Self-Esteem scale. The scale had ten items, the mean of the response to the ten items gave a representative scale o...
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...One way that we can measure the reliability of the Rosenberg self-esteem scale would be to collect a group of people from the survey that had relatively low responses to the construct, inform them of the construct and what it is, and have them retake the survey to see the correlation between the original test and the new test, this is called In the data set, there is little to no correlation between height and self-esteem. This supports the construct validity of the survey, because height would be a separate construct that should not be related to the data set at all. If height was a separate construct, then there would be a nonsignificant difference between height and self-esteem, rather than a positive self-esteem shown by the entire sample. If there was a correlation, that would indicate that the data set is not measuring what it is supposed to be measuring.
There are two basic psychometric properties, validity and reliability that have been used to evaluate the quality of scale development. Psychometric testing used to evaluate the quality of instrument (Polit& Beck, 2010).
2.) We began our study by interviewing a classmate, then interviewing another PLHS student for homework and recording our data. We then proceeded to fill out a Google form, which aided us in planting the anonymous data in a data table and combining it. Following that, we sorted and graphed the data by gender and ethnicity to see how different groups responded to each inquiry. Upon doing th...
The Beck Anxiety Inventory was designed by Aaron T. Beck and is self report scale that consists of 21 items. The items are short and straightforward, making it easy to read and comprehend. All items are related to anxiety and describe a symptom of anxiety that is rate on a four point likert scale according to severity. The answers range from 0-3 and the responses range from “not at all” to “severely; I could barely stand it” and all items are added for a total score. The instructions on the test ask for the respondent to “indicate how much you have been bothered by each symptom during the past week, including today, by placing an X in the corresponding space in the column next to each symptom” (Dowd, 2008). The assessment is intended for adolescents and adults and can be administered individually or in a group setting. An additional copy of the inventory test is also available in Spanish. It was originally created from a sample of 810 outpatients of that were predominately affected by mood and anxiety disorders and research on the original development is described as informative and thorough.
Many studies have been conducted on the importance of self-esteem in children and young adults...
The articles, published after 1996, contain varied methods of research attainment, but share similarities such as being a self-survey, having a small sample size, and being
In this study, 218 university students, all females between the ages of 14 a 34, partici...
...increase or decrease self-esteem correlated with income. The results from the “Self Esteem” study are accurate to results from other studies that self-esteem develops throughout life.
The father of quantitative analysis, Rene Descartes, thought that in order to know and understand something, you have to measure it (Kover, 2008). Quantitative research has two main types of sampling used, probabilistic and purposive. Probabilistic sampling is when there is equal chance of anyone within the studied population to be included. Purposive sampling is used when some benchmarks are used to replace the discrepancy among errors. The primary collection of data is from tests or standardized questionnaires, structured interviews, and closed-ended observational protocols. The secondary means for data collection includes official documents. In this study, the data is analyzed to test one or more expressed hypotheses. Descriptive and inferential analyses are the two types of data analysis used and advance from descriptive to inferential. The next step in the process is data interpretation, and the goal is to give meaning to the results in regards to the hypothesis the theory was derived from. Data interpretation techniques used are generalization, theory-driven, and interpretation of theory (Gelo, Braakmann, Benetka, 2008). The discussion should bring together findings and put them into context of the framework, guiding the study (Black, Gray, Airasain, Hector, Hopkins, Nenty, Ouyang, n.d.). The discussion should include an interpretation of the results; descriptions of themes, trends, and relationships; meanings of the results, and the limitations of the study. In the conclusion, one wants to end the study by providing a synopsis and final comments. It should include a summary of findings, recommendations, and future research (Black, Gray, Airasain, Hector, Hopkins, Nenty, Ouyang, n.d.). Deductive reasoning is used in studies...
In an analysis of the results of four different personality tests, I discovered not only my personality type, but also my study skills and time management skills. I learned that my personality type corresponds with the traits necessary to my desired career in social work. This analysis is helpful in understanding my personality and its relation to my success in college and in life.
Zimmerman, M. A., Copeland, L. A., Shope, J. T., & Dielman, T. E. (1997). A longitudinal study of self-esteem: Implications for adolescent development. Journal of Youth and Adolescence, 26, 117-141. DOI 10.1023/A:1024596313925
The two questions were designed to provide useful information. The respondents who are female and age between 18-24 or 25-35 contributed to the research. Others were seen as invalid questionnaires. The third section is the most important section of the questionnaire. There were ten closed questions in the third section which follow an easy to hard order, but eight of them were single answer questions whereas the rest two were multiple choice questions.
...ores were both in the range that would be considered less than good self esteem. This is due to the evaluation, it was not clear on its instructions as to how the questions should be properly answered. The most important thing learned from this study is that you must be careful in choosing how you gather your data. Minor mistakes can cause grave differences in your end results.
This study’s focus on self-esteem’s influence on academic success is directly related to the current study because the implication of this study completed by C. Brown et al. is that the relationship between self-esteem and academic success is not significant. The current study will define self-esteem using different measures from the self-esteem assessment created by Rosenberg (1965) which was used by C. Brown et al. However, this study will use the same construct to measure academic success, which is the current GPA of the college student. The constructs measured in the current study will focus only on the correlation between self-esteem and academic success in an effort to see if a relationship exists within the current sample of students. The hypothesis for this study is that there is a positive correlation between the self-esteem of a college student and his or her academic
The survey, conducted for this project started off by asking the participants for demographic information like age and role on the team. The first actual question on self-confidence asked who the most confident player on the team was. While one player received the most votes with four out of 19, two players tied for second place with three votes. Interestingly, the player leading the poll is not the best player on the team, if you look into team statistics. The questionnaire proceeded by asking the participants what it was, that made the person they listed confident. For this question, the
...he process of looking at oneself in order to assess aspects that are important to one's identity. Various studies consistently show that one of the major components important to ones identity is physical appearance. Young people with issues regarding physical appearance are at risk for developing low self-esteem as socioemotional problems, that focuses on negative variations that occur in an individuals personality, emotions, and relationships with others during ones lifetime. Thus this week is the central focus of what this program is essentially targeting. Through self assessment tools such as the Rosenberg self esteem scale, a scale that has been extensively used in cross-cultural studies in more than 50 nations, we will be able to obtain data on how one sees themselves thus allowing for individualization of the curriculum based on the indivuals self reflection.