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Research practices depend on clearly defined guidelines. Those guidelines include general suggestions for how to conduct research effectively, how to apply research to clinical practice, and also how to maximize research reliability and validity. The scientist-practitioner model has become the “framework for many training programs in clinical psychology,” (Belar & Perry, 1992, p. 71). However, it is also important to pay attention to specific statistical analyses due to the potential for misinterpreting data. Cortina (1993) points out the significance of coefficient alpha, noting that proper interpretations of alpha enhance research validity and reliability. Alpha can often be misunderstood, particularly in the realm of scientist-practitioner and other types of applied research. It is not just misinterpretation of the alpha coefficient that can stymie research validity in the social sciences. Measurement errors, attenuation, and related biases can also impede research validity (Schmidt & Hunter, 1996).
Another core area of concern in applied psychology research is whether to use broad versus narrow constructs in research design, and also the efficacy of core self-evaluations (Judge & Kammeyer-Meller, 2012). Depending on the area of applied research, such as intelligence testing or job skills testing, researchers can determine what type of construct to use. Yet research does not only guide practice; psychological research also informs theory. As Bacharach (1989) points out, researchers...
A review of literature on best practices in psychological research reveals ways to improve research design and application to ensure validity and reliability.
Belar & Perry (1992) present the findings of the National Conference on Scientist-Practitioner Education and Training for the Professional Practice of Psychology, addressing mainly the topic of the scientist-practitioner model in general, its relevance for applied psychology, and especially its merits for informing best practices in fields like human resources and other industrial-organizational (I-O) fields. Exposing the core of professional practice points, Belar & Perry (1992) do not necessarily focus on specific issues impacting research reliability and validity so much as they outline the merits of the scientist-practitioner framework and how it can be used and improved. Because many industrial-organizational psychologists will rely on the scientist-practitioner model, it is important to keep the core nine points the authors outline in mind, while also paying attention to research on specific research issues like those related to statistical analysis.
For example, Cortina (1993) and Schmidt & Hunter (1996) reflect on specific statistical analytical biases that can impede psychology research, adversely affecting the reliability…
References
Bacharach, S. B. (1989). Organizational theories: Some criteria for evaluation. Academy of Management Review, 14(4), 496-515.
Belar, C. D., & Perry, N. W. (1992). National conference on scientist–practitioner education and training for the professional practice of psychology. American Psychologist, 47(1), 71–75.
Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology, 78(1), 98-104.
Judge, T. A., & Kammeyer-Meller, J. D. (2012). General and specific measures in organizational behavior research: Considerations, examples, and recommendations for researchers. Journal of Organizational Behavior, 33(2), 161–174.
Schmidt, F. L., & Hunter, J. E. (1996). Measurement error in psychological research: Lessons from 26 research scenarios. Psychological Methods, 1(2), 199–223.
Human Memory Psychology This literature review upon human memory will cover a fairly wide spectrum of ideas regarding the subject. While there will be a number of connections among the divisions or categories of this literature review, there will certainly be several distinctions or differences among them. The psychological research a part of the review will span, roughly, the duration of the 21st century thus far, with a few sources of
Psychological Research Descriptive and Inferential Statistics Descriptive statistics is an style of analysis that is used when wanting to describe the entire population under study. But the population studied must be small enough to include every case, or each subject. ("Definition") On the other hand, inferential statistics also studies a population, but the purpose is to expand the results to include a much larger population in general. (Healey) In descriptive statistics, the
Thus, questions like "what is the meaning of life?" cannot be answered with the scientific method; there are no physically observable details related to this question, and each individual might -- and usually does -- come up with their own answer. Observation is the second step of the scientific method. In order to answer a scientific question, observations must be made that suggest possible answers to the question, or relationships
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Justifying Research Methods and Design Insider threats are one of the primary sources of risk to an enterprise network and to intellectual property. For decades, the internet security realm has been rather narrowly focused on pre-empting insider threats by mean of sophisticated architecture and conventional login identification barriers. More recently, internet communications and technology (ICT) experts have taken an active position by using technological capacity to identify risk patterns, and
Focus of the study will be males within the age group of 15-25 years old, with equal split across ethnic membership/race. Controlling for this variable is critical as this study will need to establish if there are differences in the intervention (short-term counseling) results across race or ethnic membership. The experimental group will participate in short-term counseling sessions, as described earlier in this proposal (i.e., weekly one-hour sessions for