A psycho-philosophical view on the ‘conceptualisation’ of psychological measure development

Abstract

Orientation: When researchers’ understanding and application of ‘conceptualisation’ can allude to nearly anything, it loses its philosophical purpose and stature. Negating the philosophical meaning of the term ‘conceptualisation’, because it appears obvious, will result in research inquiries becoming ambiguous and ideologically diminished. Paradigms and theoretical frameworks are rooted in philosophical principles, yet researchers often ‘conceptualise’ and conduct inquiries without understanding the foundation of their applied scientific methods.Research purpose: The historicity of psychological measurement development depicts a fusion of transdisciplinary knowledge systems and the stature of scientific methods is comprehensive. Yet the philosophical lenses through which researchers ‘conceptualise’ their measure to understand psychological behaviour are not as clear.Motivation for the study: Contemporary psychometric literature postulates the ‘conceptualisation phase’ as a mere point of departure to develop a psychological measure, whereas philosophical literature depicts ‘conceptualisation’ as the mainstay of any research inquiry.Research approach/design and method: A qualitative design was used with the conceptual analysis of terminology as approach. Textual or typographical psychometric and psychological literature was purposively sampled and inductively and deductively analysed, using the philosophical framework of Van der Walt and Potgieter.Main findings: The definition of the ‘conceptualisation phase’ is principally characterised as the scientific method to measure the scientific reality, while the integral human component, represented by the measure developer, is overlooked.Practical/managerial implications: Insights derived can enthuse future dialogues on the purpose and importance of the conceptualisation phase in the development of psychological measures.Contribution/value-add: A potential delineation of what the ‘conceptualisation phase’ should encapsulate is proposed.

The Sensory Classroom Teacher Questionnaire: A tool for assessing conducive classroom conditions for children with ADHD

“…Evidence of behaviour was systematically and objectively gathered, and items were created from which inferences can 2005). Mixed methods research is considered appropriate and is necessary for instrument conceptualisation, development and validation (Zhou, 2019) as it enables test developers to be iterative and intentional in abstracting, simplifying and categorising qualitative and quantitative evidence (Du Preez & De Klerk, 2019). The three phases used to develop this instrument are proposed by Creswell and Plano Clark (2017) in combination with a sequential mixed methods research design.…”

“…Evidence for instrument validity commences with an adept conceptualisation phase that requires identifying a suitable conceptual or theoretical framework, relevant extensive scholarly literature and a panel of experts to scrutinise the construct(s) and provide feedback on the content validity (Du Preez & De Klerk, 2019;Michell, 1997;Zhou, 2019). Existing scholarly theories were utilised to generate items for the SCTQ to measure sensory ergonomics as a latent construct.…”

What Is Real about “Real Time” Anyway? A Proposal for A Pluralistic Approach to Studying Identity Processes across Different Timescales

“…While the empirical research on "real-time identity processes" is blooming, we believe that a deeper conceptual analysis can strengthen this field yet further. Conceptual analysis entails the examination of concepts, terms, and constructs for clarity, and incoherencies, and for unjustified claims or implausible assumptions (Hibberd, 2021;Du Preez & De Klerk, 2019). Du Preez and De Klerk (2019) argued that while psychologists often assume that conceptual analysis is an…”

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“…Conceptual analysis entails the examination of concepts, terms, and constructs for clarity, and incoherencies, and for unjustified claims or implausible assumptions (Hibberd, 2021;Du Preez & De Klerk, 2019). Du Preez and De Klerk (2019) argued that while psychologists often assume that conceptual analysis is an…”