Running head: MEASURING MOTIVATION 3 Construct Development, Scale Creation, and Process Analysis Measuring Motivation Construct Development, Scale Creation, and Process Analysis Measuring Motivation Operational Definitions Items Used to Sample the Domain Method of Scaling Appropriate for the Domain Justification of Selection of Scaling Method Instrument to Query Respondents Justification for Interview v. Self-Report Instrument (Austin) This particular instrument would be an interview instrument. An interview instrument would allow for less bias than a self-reporting instrument. A highly trained professional would administer the instrument to measure motivation and would record observations in the notated boxes. An interview instrument would allow for some structure; meaning that the responses are rigid and allow for little open-ended responses. However, interview instruments also allow some open-ended responses (Cohen & Swerdlik, 2018) that will allow for a deeper look into processes. Norming the Instruments and Reliability Measures Used Number of People Participating Characteristics of Respondents Whom the Instrument would be Generalized (Austin) The instrument would be used to measure motivation of students to learn within a public school in the United States. The instrument would be generalized to fit the general psychological development stage of growing children. The instrument would also be generalized to ensure that it does not appeal more favorably to urban versus rural populations. Furthermore, the instrument would not be culturally biased to influence responses based on ethnicity or race, as well as socioeconomic background. The instrument would be used to measure school aged children, ages 8-13, in terms of motivation to learn, taking into account the varying disorders that are present in public schools across the nation. Establishing Validity Methods Used for Item Selection Cut-Off Scores Evaluation of Item Selection References Measuring Motivation using the ABCs of Behavior Student Number Time/Subject Antecedent Behavior Consequence Interview Response Antecedent: · 1=Intrinsic Motivator · 2=Extrinsic Motivator Behavior: · 1=Student motivated to complete task · 2= student not motivated to complete task Consequence · 1=Teacher redirection · 2=Teacher tries again · 3=Teacher finds alternative motivator · 4=Other – Please specify Interview Response · Interviewer asks student: what best motivates you to learn? · 1=Extrinsic rewards · 2=Praise or positive reinforcement · 3=Intrinsic motivators · 4=Parent approval · 5=Peer attention · 6=Other – Please specify PSYCHOMETRICS ***This is due in 24 hours*** This is a dual assignment! Part I and Part II is one assignment and it is a part of a group assignment. The second assignment are 3 questions that should have a minimum word count of 175 words for each question. Session I ***This is a group assignme ...

1. Running head: MEASURING MOTIVATION 3
Construct Development, Scale Creation, and Process Analysis
Measuring Motivation
Construct Development, Scale Creation, and Process Analysis
Measuring Motivation
Operational Definitions
Items Used to Sample the Domain
Method of Scaling Appropriate for the Domain
Justification of Selection of Scaling Method
Instrument to Query Respondents
Justification for Interview v. Self-Report Instrument (Austin)
This particular instrument would be an interview
instrument. An interview instrument would allow for less bias
than a self-reporting instrument. A highly trained professional
would administer the instrument to measure motivation and
would record observations in the notated boxes. An interview

2. instrument would allow for some structure; meaning that the
responses are rigid and allow for little open-ended responses.
However, interview instruments also allow some open-ended
responses (Cohen & Swerdlik, 2018) that will allow for a deeper
look into processes.
Norming the Instruments and Reliability Measures Used
Number of People Participating
Characteristics of Respondents
Whom the Instrument would be Generalized (Austin)
The instrument would be used to measure motivation of
students to learn within a public school in the United States.
The instrument would be generalized to fit the general
psychological development stage of growing children. The
instrument would also be generalized to ensure that it does not
appeal more favorably to urban versus rural populations.
Furthermore, the instrument would not be culturally biased to
influence responses based on ethnicity or race, as well as
socioeconomic background. The instrument would be used to
measure school aged children, ages 8-13, in terms of motivation
to learn, taking into account the varying disorders that are
present in public schools across the nation.
Establishing Validity
Methods Used for Item Selection
Cut-Off Scores
Evaluation of Item Selection
References
Measuring Motivation using the ABCs of Behavior

3. Student Number
Time/Subject
Antecedent
Behavior
Consequence
Interview Response

4. Antecedent:
· 1=Intrinsic Motivator
· 2=Extrinsic Motivator
Behavior:
· 1=Student motivated to complete task
· 2= student not motivated to complete task
Consequence
· 1=Teacher redirection
· 2=Teacher tries again
· 3=Teacher finds alternative motivator
· 4=Other – Please specify
Interview Response
· Interviewer asks student: what best motivates you to learn?
· 1=Extrinsic rewards
· 2=Praise or positive reinforcement
· 3=Intrinsic motivators
· 4=Parent approval
· 5=Peer attention
· 6=Other – Please specify
PSYCHOMETRICS
***This is due in 24 hours***

5. This is a dual assignment! Part I and Part II is one assignment
and it is a part of a group assignment. The second assignment
are 3 questions that should have a minimum word count of 175
words for each question.
Session I ***This is a group assignment***
Look at the attachments that was submitted for my group
****I am responsible for only the highlighted portions of the
assignment.***
a. Part I: Construct Development and Scale Creation
Choose a construct you would like to measure. Measuring
motivation of school-aged children to learn in a public-school
classroom)
Create an operational definition of your construct using at least
three peer-reviewed journal articles as references.
Select and list five items used to sample the domain.
Select the method of scaling appropriate for the domain. (1
PARAGRAPH)
Justify why you selected the scaling method you did.
Format the items into an instrument with which you would
query respondents.
Justify whether this is an interview or self-report instrument.
Part II: Analysis and Justification

6. Write a 1,400- to 1,750-word analysis of how you developed
your instrument.( I HAVE TO WRITE 2-3 PARAGRAPHS
ONLY)
Describe how you would norm this instrument and which
reliability measures you would use.
Discuss how many people you would give it to.
Describe the characteristics that your respondents would have.
(2 PARAGRAPH)
Explain to whom the instrument would be generalized.
Describe how you would establish validity.
Describe the methods you used for item selection.
Discuss whether or not cut-off scores would be established.
Explain how item selection will be evaluated.
Format your paper according to APA guidelines.
SESSION II
**You must answer 3 questions using 175 words minimum word
count must be original work and must cite references using APA
style**
Question 1: What is meant by the utility of a test? What are
factors that affect a test's utility?
Question 2: What are the pros and cons of using either
interviews or self-report when administering a psychometric
test/assessment?
Question 3: Do you think that in current times that IQ tests are
still racially biased? Please look at attached article” Exploring
racially…..”http://eds.a.ebscohost.com/eds/detail/detail?vid=0&
sid=a25e7b37-defc-454c-a7b0-26d67b423d98%40sdc-v-
sessmgr03&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1lZHMtbG
l2ZSZzY29wZT1zaXRl#AN=131192291&db=sih