Journal of Pedagogical Sociology and Psychology
Psychometric properties career of commitment instrument using classical test theory and graded response model
Muh. Asriadi Am 1 2 * , Farida Agus Setiawati 1, Samsul Hadi 1, Edi Istiyono 1
More Detail
1 Educational Research and Evaluation, Yogyakarta State University, Yogyakarta, Indonesia
2 Indonesian University of Education, Indonesia
* Corresponding Author
Open Access Full Text (PDF)
ARTICLE INFO

Journal of Pedagogical Sociology and Psychology, 2023 - Volume 5 Issue 2, pp. 26-40
https://doi.org/10.33902/jpsp.202320018

Article Type: Research Article

Published Online: 19 Aug 2023

Views: 1223 | Downloads: 793

ABSTRACT
A good instrument is one that is a measuring tool with good psychometric properties. This exploratory study aims to describe the psychometric properties of the career commitment instrument using the classical test theory approach and the graded response model. The data was obtained from a career commitment questionnaire with 12 statement items and 250 randomly selected respondents. The summated ratings (Likert) method was used for scaling, with five response options. Data were analyzed using R Studio's traditional Graded Response Model Theory Test technique. According to the findings, the career commitment instrument's quality has an estimated reliability of 0.77 (reliable) and a standard error measurement of 3.3. This instrument has a good Index of Endorsements and a Discrimination Index, with a classic and modern approach. Furthermore, the graded response model analysis revealed that 10 items fit and 2 did not. If given to respondents with low ability levels (θ=-2) to high ability levels (θ=2), this instrument provides complete information of 58.93 with a standard error of 1.0. As a result, an instrument is created that is ideal for companies to use in assessing their employees' career commitment.
KEYWORDS
psychometric properties classical test theory graded response model
In-text citation: (Am et al., 2023)
Reference: Am, M. A., Setiawati, F. A., Hadi, S., & Istiyono, E. (2023). Psychometric properties career of commitment instrument using classical test theory and graded response model. Journal of Pedagogical Sociology and Psychology, 5(2), 26-40. https://doi.org/10.33902/jpsp.202320018
In-text citation: (1), (2), (3), etc.
Reference: Am MA, Setiawati FA, Hadi S, Istiyono E. Psychometric properties career of commitment instrument using classical test theory and graded response model. Journal of Pedagogical Sociology and Psychology. 2023;5(2), 26-40. https://doi.org/10.33902/jpsp.202320018
In-text citation: (1), (2), (3), etc.
Reference: Am MA, Setiawati FA, Hadi S, Istiyono E. Psychometric properties career of commitment instrument using classical test theory and graded response model. Journal of Pedagogical Sociology and Psychology. 2023;5(2):26-40. https://doi.org/10.33902/jpsp.202320018
In-text citation: (Am et al., 2023)
Reference: Am, Muh. Asriadi, Farida Agus Setiawati, Samsul Hadi, and Edi Istiyono. "Psychometric properties career of commitment instrument using classical test theory and graded response model". Journal of Pedagogical Sociology and Psychology 2023 5 no. 2 (2023): 26-40. https://doi.org/10.33902/jpsp.202320018
In-text citation: (Am et al., 2023)
Reference: Am, M. A., Setiawati, F. A., Hadi, S., and Istiyono, E. (2023). Psychometric properties career of commitment instrument using classical test theory and graded response model. Journal of Pedagogical Sociology and Psychology, 5(2), pp. 26-40. https://doi.org/10.33902/jpsp.202320018
In-text citation: (Am et al., 2023)
Reference: Am, Muh. Asriadi et al. "Psychometric properties career of commitment instrument using classical test theory and graded response model". Journal of Pedagogical Sociology and Psychology, vol. 5, no. 2, 2023, pp. 26-40. https://doi.org/10.33902/jpsp.202320018
REFERENCES
  • Azevedo, J. M., Oliveira, E. P., & Beites, P. D. (2019). Using learning analytics to evaluate the quality of multiple-choice questions: a perspective with classical test theory and item response theory. International Journal of Information and Learning Technology, 36(4), 322–341. https://doi.org/10.1108/IJILT-02-2019-0023
  • Bellamkonda, N., & Pattusamy, M. (2022). Validation of fear of COVID-19 scale in India: Classical test theory and item response theory approach. International Journal of Mental Health and Addiction, 20(4), 2400–2407. https://doi.org/10.1007/s11469-021-00521-2
  • Carson, K. D., & Bedeian, A. G. (1994). Career commitment: Construction of a measure and examination of its psychometric properties. Journal of Vocational Behavior, 44(3), 237–262. https://doi.org/10.1006/jvbe.1994.1017
  • Cicek, I., Karaboga, T., & Sehitoglu, Y. (2016). A New Antecedent of Career Commitment: Work to Family Positive Enhancement. Procedia - Social and Behavioral Sciences, 229, 417–426. https://doi.org/10.1016/j.sbspro.2016.07.152
  • Creswell, J. W. (2012). Educational Research: planning, conducting, and evaluating quantitative and qualitative research. Pearson.
  • Dai, S., Vo, T. T., Kehinde, O. J., He, H., Xue, Y., Demir, C., & Wang, X. (2021). Performance of polytomous IRT models with rating scale data: an investigation over sample size, instrument length, and missing data. Frontiers in Education, 6(September), 1–18. https://doi.org/10.3389/feduc.2021.721963
  • Debelak, R., & Koller, I. (2020). Testing the local independence assumption of the Rasch model with Q3-Based nonparametric model tests. Applied Psychological Measurement, 44(2), 103–117. https://doi.org/10.1177/0146621619835501
  • Dorfman, L. Y., & Kalugin, A. Y. (2020). Resources, potentials and academic achievements of students: Part 1. Differentiation of resources and potentials [Соотношение ресурсов, потенциалов и академических достижений студентов cообщение 1. дифференциация ресурсов и потенциалов]. Obrazovanie i Nauka, 22(4), 64–88. https://doi.org/10.17853/1994-5639-2020-4-64-88
  • Eleje, L. I., Onah, F. E., & Abanobi, C. C. (2018). Comparative study of Classical Test Theory and Item Response Theory using diagnostic quantitative economics skill test item analysis results. European Journal of Educational & Social Sciences, 3(1), 57–75.
  • Foster, R. C. (2020). A generalized framework for classical test theory. Journal of Mathematical Psychology, 96, 102330. https://doi.org/10.1016/j.jmp.2020.102330
  • Fu, J. R., & Chen, J. H. F. (2015). Career commitment of information technology professionals: The investment model perspective. Information and Management, 52(5), 537–549. https://doi.org/10.1016/j.im.2015.03.005
  • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2017). Multivariate Data Analysis (MVDA). In Pearson. https://doi.org/10.1002/9781118895238.ch8
  • Hambleton, R. K., & Swaminathan, H. (1985). Item Response theory: principles and applications. Springer.
  • Hambleton, R. K., Swaminathan, H., & Rogers, H. J. (1991). Fundamentals of item response theory. In SAGE Publications, Inc. (Vol. 29, Issue 07). https://doi.org/10.5860/choice.29-4185
  • Himelfarb, I. (2019). A primer on standardized testing: History, measurement, classical test theory, item response theory, and equating. Journal of Chiropractic Education, 33(2), 151–163. https://doi.org/10.7899/JCE-18-22
  • Hu, S., Cai, W., Gao, T., & Wang, M. (2022). An automatic residual-constrained and clustering-boosting architecture for differentiated heartbeat classification. Biomedical Signal Processing and Control, 77. https://doi.org/10.1016/j.bspc.2022.103690
  • Ingarianti, T. M., Fajrianthi, & Purwono, U. (2019). Adaptasi Instrumen Komitmen Karier. Jurnal Psikologi, 18(2), 199–217.
  • Jimam, N. S., Ahmad, S., & Ismail, N. E. (2019). Psychometric Classical theory test and item response theory validation of patients’ knowledge, attitudes and practices of uncomplicated Malaria instrument. Journal of Young Pharmacists, 11(2), 186–191. https://doi.org/10.5530/jyp.2019.11.39
  • Jones, M. L., Zanko, M., & Kriflik, G. (2006). On the antecedents of career commitment. Proceedings of the Australian and New Zealand Academy of Management Conference, 1–22.
  • Kline, R. B. (2011). Principles and practice of structural equation modeling. In The Guilford Press (Vol. 245). The Guilford Press. https://doi.org/10.1097/00003086-198908000-00042
  • Linden, W. J. van der, & Hambleton, R. K. (1997). Handbook of Modern Item Response Theory. In Springer Science+Business Media, LLC. Springer Science+Business Media, LLC. https://doi.org/10.1007/978-1-4757-2691-6
  • M.Najib, H. H., & Aljanabi, A. R. A. (2020). The Mediation Role of Career Adaptability between Career Commitment and Career Motivation: An Empirical Investigation. Information Management and Business Review, 12(1), 27–40.
  • Mamun, M. A., Alimoradi, Z., Gozal, D., Manzar, M. D., Broström, A., Lin, C. Y., Huang, R. Y., & Pakpour, A. H. (2022). Validating insomnia severity index (Isi) in a bangladeshi population: Using classical test theory and rasch analysis. International Journal of Environmental Research and Public Health, 19(1). https://doi.org/10.3390/ijerph19010225
  • Mateucci, M., & Stracqualursi, L. (2006). Student assessment via graded response model. STATISTICA, 66(4), 435–447.
  • Nima, A. Al, Cloninger, K. M., Lucchese, F., Sikström, S., & Garcia, D. (2020). Validation of a general subjective well-being factor using Classical Test Theory. PeerJ, 2020(6), 1–29. https://doi.org/10.7717/peerj.9193
  • Nur, L., Nurani, L. A., Suryana, D., & Ahmad, A. (2020). Rasch model application on character development instrument for elementary school students. International Journal of Learning, Teaching and Educational Research, 19(3), 437–459. https://doi.org/10.26803/ijlter.19.3.24
  • Polat, M. (2022). Comparison of Performance measures obtained from foreign language tests according to item response theory vs classical test theory. International Online Journal of Education and Teaching, 9(1), 471–485.
  • Reise, S. P., Du, H., Wong, E. F., Hubbard, A. S., & Haviland, M. G. (2021). Matching IRT Models to patient-reported outcomes constructs: the graded response and log-logistic models for scaling depression. Psychometrika, 86(3), 800–824. https://doi.org/10.1007/s11336-021-09802-0
  • Rogers, G., & Badham, L. (2003). Evaluation in schools: Getting started with training and implementation. In Routledge. Routledge. https://doi.org/10.4324/9780203393314
  • Rubio, V. J., Aguado, D., Hontangas, P. M., & Hernández, J. M. (2007). Psychometric properties of an emotional adjustment measure: An application of the graded response model. European Journal of Psychological Assessment, 23(1), 39–46. https://doi.org/10.1027/1015-5759.23.1.39
  • S.R, D. (2018). A Study on career commitment of teaching profession in Chennai City. Journal of Management (JOM), 5(3), 45–51.
  • Scotti di Uccio, U., Colantonio, A., Galano, S., Marzoli, I., Trani, F., & Testa, I. (2019). Design and validation of a two-tier questionnaire on basic aspects of quantum mechanics. Physical Review Physics Education Research, 15(1), 1–25. https://doi.org/10.1103/physrevphyseducres.15.010137
  • Sethar, W. A., Pitafi, A., Bhutto, A., Nassani, A. A., Haffar, M., & Kamran, S. M. (2022). Application of Item Response Theory (IRT)-Graded Response Model (GRM) to Entrepreneurial Ecosystem Scale. Sustainability (Switzerland), 14(9), 1–27. https://doi.org/10.3390/su14095532
  • Silvia, P. J., Rodriguez, R. M., Beaty, R. E., Frith, E., Kaufman, J. C., Loprinzi, P., & Reiter-Palmon, R. (2021). Measuring everyday creativity: A Rasch model analysis of the Biographical Inventory of Creative Behaviors (BICB) scale. Thinking Skills and Creativity, 39, 100797. https://doi.org/10.1016/j.tsc.2021.100797
  • Singhal, H., & Rastogi, R. (2018). Psychological capital and career commitment: the mediating effect of subjective well-being. Management Decision, 56(2), 458–473. ,https://doi.org/10.1108/MD-06-2017-0579
  • Sorenson, B., & Hanson, K. (2021). Using Classical Test Theory and Rasch Modeling to Improve General Chemistry Exams on a per Instructor Basis. Journal of Chemical Education, 98(5), 1529–1538. https://doi.org/10.1021/acs.jchemed.1c00164
  • Sultana, R., Yousaf, A., Khan, I., & Saeed, A. (2016). Probing the interactive effects of career commitment and emotional intelligence on perceived objective/subjective career success. Personnel Review, 45(4), 724–742. https://doi.org/10.1108/PR-11-2014-0265
  • Tabaku, E., & Cerri, S. (2016). An Assessment of Service Quality and Customer Satisfaction in the Hotel Sector. Tourism & Hospitality Industry 2016, 12(1), 480–489.
  • van der Lans, R. M., van de Grift, W. J. C. M., & van Veen, K. (2018). Developing an Instrument for teacher feedback: using the Rasch model to explore teachers’ development of effective teaching strategies and behaviors. Journal of Experimental Education, 86(2), 247–264. https://doi.org/10.1080/00220973.2016.1268086
  • Widyaningsih, S. W., Yusuf, I., Prasetyo, Z. K., & Istiyono, E. (2021). The development of the hots test of physics based on modern test theory: Question modeling through e-learning of moodle lms. International Journal of Instruction, 14(4), 51–68. https://doi.org/10.29333/iji.2021.1444a
  • Yuan, T., Honglei, Z., Xiao, X., Ge, W., & Xianting, C. (2021). Measuring perceived risk in sharing economy: A classical test theory and item response theory approach. International Journal of Hospitality Management, 96(April), 102980. https://doi.org/10.1016/j.ijhm.2021.102980
  • Zhu, D., Kim, P. B., Milne, S., & Park, I. J. (2021). A Meta-Analysis of the Antecedents of Career Commitment. Journal of Career Assessment, 29(3), 502–524. https://doi.org/10.1177/1069072720956983
LICENSE
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.