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The validity and reliability of the Tertiary Student Values Scale (TSVS)
Author(s) -
Mariño Rodrigo,
Stuart Geoffrey W
Publication year - 2005
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2929.2005.02244.x
Subject(s) - reliability (semiconductor) , scale (ratio) , reliability engineering , psychology , medical education , medicine , engineering , geography , thermodynamics , physics , cartography , power (physics)
Objective To explore the factorial composition of an instrument developed to assess value orientations in tertiary students, the Tertiary Student Values Scale (TSVS), using data from culturally diverse undergraduate dental students. Methods A 68‐item questionnaire was used to collect the data. The questionnaire included 15 3‐item subscales developed in a manner consistent with the Kluckhohn and Strodtbeck value orientation model. The psychometric properties were evaluated using a sample of students from 4 Australian dental schools. The questionnaire was administered to 364 students aged 18–50 years, mean age 21.3 years (SD 3.45 years), using a convenience sampling method. Scores on the 45 items were factor analysed using the maximum‐likelihood estimation method for factor extraction with oblique rotation (oblimin). Internal consistency was examined on all of the 3‐item subscales, using Cronbach's alpha. Results The analysis indicates that the TSVS reflects the hypothesised 15‐dimension construct of value orientation. Furthermore, the analysis showed that the identified 15 factors were independent of one another and were sufficiently reliable for group comparisons. With 1 exception, all subscales yielded a Cronbach's alpha ≥ 0.55, the exception being 1 subscale with alpha = 0.40 (range 0.40–0.80). Conclusion Results indicated that value orientation is a complex construct, but that it is quantifiable along multiple dimensions in a psychometrically valid manner. Further refinement of this instrument would increase its value as a tool for policy makers designing educational programmes and services for culturally diverse student groups.