This study sought to establish the construct validity for an instrument for measuring anxiety. The researchers used a four-point questionnaire and a seven-point Osgood semantic differential scale on depression to ascertain the convergent validity while two instruments measuring aggression were employed to establish the divergent trait with anxiety using multitrait-multimethod matrix. The face validity was carried out by experts in Educational Measurement and Evaluation. Cronbach Alpha reliability estimates for internal consistency of the items yielded 0.76, 0.98 for anxiety measures; 0.74, 0.85 for depression measures and 0.63, 0.79 for aggression measures respectively. The PPMC coefficient was used to test the hypotheses. Samples of thirty Senior Secondary III students of University of Nigeria Demonstration Secondary School were purposively selected for the study. The results demonstrated moderate convergence (r = 0.20, 0.49, 0.39 for measures of anxiety, depression and aggression respectively) between two different methods of the same trait. Measures assessing anxiety and depression could be distinguished from measures assessing aggression. In conclusion the rejection of the first hypothesis and the retention of the second and third hypotheses based on the correlation confirm the convergent and divergent validities of the instruments; therefore, the instruments for measuring anxiety were deemed valid and reliable.Keywords: Multitrait-multimethod Matrix, Anxiety, Depression, Aggression, Anxiety Measures, Construct Validity Introduction A construct is a psychological trait, attribute or characteristic that is not directly observable. Constructs are assessed in psychology in order to furnish data that could explain some covert behaviour. Examples of psychological constructs include anxiety, depression, aggression, honesty, aptitude, interest, extraversion, introversion, self-control, friendliness, impulsivity etc. These psychological constructs are useful in explaining differences in behaviour among people. Assessment of these constructs requires the use of sound instruments, instruments with unquestionable psychometric properties-if the results obtained from such assessments are to be interpreted and upheld as a true reflection of the construct in question. This brings to bear the need for construct validation.
This paper provides a brief account of contemporary issues in overschooling. The main emphasis is on theoretical and measurement approaches to graduate overschooling. The paper draws on four models (the neoclassical account, Spence's Job-Screening Model, Thurow's Job-Competition Model, and Beck's Human Capital Theory) to explain the measures of overschooling, job-skill match and wage equilibrium on both the short run and the long run. The paper further assesses, based on literature from industrial psychology, how overschooling with attendant job dissatisfaction can result in adverse workplace behaviour with attendant counter-productivity. The paper then presents a prevue of the overschooling situation in Nigeria before it concludes with extensive recommendations for public and private policy makers, educators, economists, and education investors.
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