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For divergent validity, instruments were used to measure depression (Fenouillet et al., 2015; Jovanovic & Zuljevic, 2013; Zappulla et al., 2014), mental health (Zappulla et al., 2014), and anxiety and stress (Jovanovic & Zuljevic, 2013).
For convergent validity, instruments were used to measure self-esteem (Jovanovic & Zuljevic, 2013; Zappulla et al., 2014), self-concept (Zappulla et al., 2014), positive relationships with others (Zappulla et al., 2014), positive affect (Jovanovic & Zuljevic, 2013), and other instruments of life satisfaction (Fenouillet et al., 2015; Irmak & Kuruüzüm, 2009).
In Study 1 five PRO construct validity instruments were administered.
We measured convergence validity (instruments measuring aspects hypothetically influencing aR) with Spearman rank correlations [ 29].
Five major concepts were applied in this search; quality of life, the population (older people aged 65 years and over), validity, instruments and study contexts defined as community aged care or residential aged care.
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Reliability and validity of instruments were effectively demonstrated.
We used the standard battery of econometric tests performed to assess the validity of instruments.
Moreover, it is wise to test for the validity of instruments.
The Hansen J test assesses the validity of instruments (in an over identified context) and their exclusion restrictions.
Reliability and validity of instruments for evaluating education were assessed.
To analyze the construct validity of instruments, we assessed convergent and divergent validity.
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