Social Identity Theory’s (SIT) explanations of psychological and group phenomena have been endorsed repeatedly through numerous laboratory experiments (to cite a few Tajfel, 1978; Tajfel, 1982; Turner, & Oakes, 1997; Oakes, Haslam, & Turner, 1994; Ellmers, Spears & Doosje, 2002; Hogg & Cooper, 2007). However many studies applying the framework include only a small subset of the key SIT constructs that form an integral part of the overall model (Abrams & Brown, 1978; Turner & Brown, 1978). Consequently, there are only a few measures of these socio-structural variables that are widely available internationally and this problem is more pronounced in the local South African context. This research study thus aimed to construct a reliable and valid measure of fundamental SIT constructs and pilot them on naturally occurring groups within the tertiary education context. The SIT constructs included in the scale were: in-group/ out-group closeness; in-group/out-group identification; group permeability; stability; legitimacy; conflict; intergroup differentiation; and in-group/out-group homogeneity. A sample of n = 510 university students were recruited for participation in one of two study conditions. In condition one participants’ sex (male or female) was the salient social identity for intergroup comparison. In condition two participants’ student identity (undergraduates or postgraduates) was made salient. These study conditions were chosen because the groups that were used were naturally occurring groups, to elaborate, the two groups that were compared in condition one had impermeable boundaries and the status hierarchy was illegitimate; whilst in condition two the two groups had permeable boundaries and legitimate categories for comparison. A reliability analysis was then conducted in order to examine the reliability of the scale as well as to improve the scales by weeding out poor items. A confirmatory factor analysis was then performed in order to confirm the independence and statistical coherence / logic of the constructs included in the inventory. Finally four hypotheses based on SIT literature were tested to partially test the construct validity for a subset of the subscales. These procedures resulted in subscales that loaded independently and predictably on coherent factors and had an acceptable to good reliability as research instruments, but not for psychometric or testing purposes. Finally the hypothesis tests confirmed that, in accordance with theoretical predictions from SIT there were significant relationships between: (1) in-group identification and group status; (2) permeability, status and in-group identification; (3) in-group identification and in-group homogeneity. However, a fourth and more complex hypothesis, namely that low status group members in groups with low legitimacy would express more conflict than members of low status groups with high legitimacy, was not confirmed. The successful hypothesis tests indicate that the in-group/out-group identification, status, permeability, and in-group/out-group homogeneity sub-scales were able to correctly replicate the theoretical predictions that were drawn from Social Identity Theory. These findings are useful indicators of the construct and criterion validity of these subscales. Based on these results, one can conclude that the Social Identity Inventory has a reasonable reliability and there are some indications of validity. However additional research is needed to further explore the reliability and validity of the scale using a more representative sample of the general population and with the recommended final versions of the scales. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.

The Order Dominance Scale (ODS) was constructed and proven reliable by Jones (2009). The scale is based on the combination of two theories; namely, Broken Windows Theory or BWT (Wilson & Kelling, 1982) and Reversal Theory (Apter, 1982). BWT provided the gap in the literature on which the personality trait of order dominance is based, while Reversal Theory provided the means with which to measure this trait. The purpose of this research was to take the completed scale constructed by Jones (2009) and test it for various types of psychometric validity. The research was able to establish predictive validity (although not in the way it would conventionally be done) and construct validity (which was established in conjuncture with convergent and discriminant validity). After going through testing for both reliability and validity, the ODS can now be considered a worthwhile scale by psychometric standards. The sample with which the data for this research was collect yielded a new set of norms for the ODS. The new set of norms gives it a mean of 31.38 with a standard deviation of 7.79, an absolute range of 0-50, an observed range of 8-48, and a reliability coefficient (alpha) of 0.7527. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

Mental health recovery is a complex phenomenon involving clinical, functional, physical, and social dimensions. The social dimension is understood to involve meaningful relationships and integration with supportive individuals and a wider community. While the recovery model developed from a movement led by consumers and survivors of the mental health system to promote hope, self-determination, and social inclusion, the clinical aspects of recovery have dominated mental health research and practice. The under-investigated area of social recovery calls for psychometrically sound measurement instruments. The purpose of the current study was to develop and validate the Social Recovery Measure (SRM). The study was grounded in disability and mad theories which locate disability at the intersection of the person and the environment. The SRM is a 19-item self-administered instrument scored on a 5-point Likert scale that consists of two domains: Self and Community. Items for the SRM were developed through focus groups and interviews with 41 individuals in recovery from mental health challenges and the preliminary measure was administered to a purposive, nonprobability sample of 228 individuals in recovery. A confirmatory factor analysis (CFA) was conducted and a re-specified model resulted in good model fit. The SRM exhibited excellent internal consistency with a Cronbach's coefficient alpha of .951 and demonstrated excellent test-retest reliability, content validity, and construct validity. Social recovery is highly relevant for social work given the discipline's commitment to disenfranchised populations and investment in creating enabling environments. The SRM has utility for use in evidence based practice and evaluation. The SRM can be used to further research in social recovery, test underlying theory bases, and explore the differential effects of the multiple dimensions of recovery. There is a need to better understand social recovery which this measure can facilitate.

The purpose of this study was to develop and validate a self-esteem inventory for Thai college women. Research questions included whether or not the developed inventory proved to be unidimensional or multidimensional and, if the latter proved to be the case, how many dimensions underlie the construct. The item pool consisted of 70 self-esteem statements derived from the Rosenberg Self-Esteem Inventory, the Coopersmith Self-Esteem Inventory (Adult Form), and items developed for this investigation. Responses to each item were based upon a four point, Likert-type scale. The Delphi technique was applied as the content validation method. As a result of the Delphi process, 68 items were retained and used as a pilot study instrument. The pilot study was conducted among 70 college- age women in Bangkok, Thailand. Based upon item discrimination criteria, 52 items were selected for the final test instrument. The reliability of the pilot study instrument was determined to be +.91, based upon the Hoyt-Stunkard method. The 52-item instrument was then administered to 531 college-age female students in Bangkok, Thailand. Internal consistency reliability was +.94. Factor analysis was utilized to establish construct validity, to determine the dimensionality of the self-esteem instrument, and to identify the number of latent factors related to self-esteem. The concept of self-esteem was found to be multidimensional. The final 36-item instrument which resulted from this study was assessed by Hoyt-Stunkard analysis of variance to assure its reliability. Internal consistency reliability for the final instrument was +.91. Findings revealed that seven factors which reflected characteristics of self-esteem among Thai women were clustered significantly. These factors consisted of: 1) sense of family relations, 2) sense of self-worth, 3) sense of adequacy, 4) sense of competence, 5) sense of efficacy, 6) sense of confidence, and 7) sense of social and peer relations. Conclusions and implications derived from the study will provide a contribution to educational and psychological fields and to related women studies. / Graduation date: 1993

There is a dire need for psychological tests to be standardized for the African child and for appropriate norms to be developed. This study is part of two larger studies that began in 2008, namely the National Early Learning Standards Age Validation Study (NELDS) (Kvalsvig, Govender & Taylor; 2008) (Principal Investigator – Dr. S. Kauchali), and the INSTAPA Work Package 6 Study (Kvalsvig, Govender & Taylor; 2008) (Principle Investigator – Dr. J.D. Kvalsvig). This study considers aspects of the Kilifi Development Inventory (KDI) as a measurement tool used to provide a structured and standardized procedure for monitoring the cognitive development of children from the age of 6 to 35 months. It is situated in the positivist paradigm and has adopted the classical test theory in attempting to establish the reliability of the Kilifi Developmental Inventory. Stratified purposive sampling techniques were used to select the South African sample, which comprised 120 participants categorized by gender (males and females), age (6 – 18 months and 18 – 35 months) and area (urban and peri urban/rural). The internal reliability of the KDI was investigated. Results from the data analysis (using SPSS 18.0) suggest that the measurement tool as a whole had inadequate internal reliability and therefore, further investigations and modifications have to be undertaken in certain subtests of the measurement tool before the assessment tool can be standardized for the South African population. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.

Increasing focus is being placed on fair assessment practices in South Africa. Most psychological tests used in this country were designed and developed in other countries. Research has shown that when using these tests on a different target population, it is important to determine the suitability of the test for that population. This involves investigating reliability, validity and possible sources of bias. It is equally important to have local normative data with which scores can be compared and interpreted. Research in this area has been limited. The purpose of this study was to undertake such research by evaluating a widely used test, the Raven's Coloured Progressive Matrices (RCPM), and its existing norms, for Zulu children in South Africa. The study also aimed to provide raw data, which could be used to assist with the compilation of local norms. The test was administered to a convenience sample of 522 primary school children between the ages of 5 and 12 years old. The sample was divided into two groups to represent two different geographical locations: rural and urban. The sample consisted of 284 rural children and 237 urban children. There were 263 males and 259 females in the sample. Findings indicated good test reliability for this sample. Test validity however could not be confirmed as possible sources of bias at the content and item levels were shown. Age had a significant effect on performance, but level of education appeared to be the strongest predictor of performance on the RCPM for this sample. Significant gender differences were found. There was a tendency for males to outperform females on the test. Location had a significant effect on scores, where urban children performed better than rural children. Comparison of Zulu sample scores with those produced by the British standardisation sample, revealed a large discrepancy in performance between the two different cultural groups. The Zulu sample mean scores were significantly lower than the British mean scores. These findings highlight the need for locally developed normative data. The validity of the test for the sample requires further investigation. Results indicate that test adaptation may be required for Zulu children. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.