Measurement and data analysis in psychology

• To know advanced techniques of data prediction and data reduction in psychology, the execution of computer analyses, and the interpretation of the results.
• Be able to select the data-gathering and data-analysis strategies which are more convenient for different contexts.
• To know how to validate the measurement instruments used in data collection.
• To know how report results.

Introduction: Advanced models for prediction and data reduction.
Data-gathering strategies for research and planning intervention in psychology.
Validation of measurement instruments.
Analysis of the influence of mediator and moderator variables in psychological prediction.
Computer analyses and results interpretation.
Making reports.

BASIC BIBLIOGRAPHY
*Harlow, L. L. (2023). The essence of multivariate thinking: Basic themes and methods (3rd ed.). Routledge.

*Hayes, A. F. (2022). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (3rd ed.). The Guilford Press.

*Martínez-Arias, M. R., Hernández-Lloreda, M. J., & Hernández-Lloreda, M. V. (2006). Psicometría. Alianza. 2014 Electronic resource accessible via PRELO.

* Pardo, A., & San Martín, R. (2011). Análisis de datos en ciencias sociales y de la salud II. Síntesis. Electronic resource accessible via PRELO.


COMPLEMENTARY BIBLIOGRAPHY
*Abad, F. J., Olea, J., Ponsoda, V., & García, C. (2011). Medición en ciencias sociales y de la salud. Síntesis.

*American Educational Research Association, American Psychological Association, & National Council on Measurement in Education (2014). Standards for educational and psychological testing. American Educational Research Association.

*Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182. https://doi.org/10.1037/0022-3514.51.6.1173

*Colegio Oficial de Psicólogos (2015). Directrices internacionales para el uso de los tests. http://www.cop.es/index.php?page=directrices-internacionales

*Hayes, A. F., & Rockwood, N. J. (2017). Regression-based statistical mediation and moderation analysis in clinical research: Observations, recommendations, and implementation. Behaviour Research and Therapy, 98, 39-47. https://doi.org/10.1016/j.brat.2016.11.00

*Muñiz, J., & Fernández-Hermida, J. R. (2010). La opinión de los psicólogos españoles sobre el uso de los tests. Papeles del Psicólogo, 31(1), 108-121.

*Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics (7th ed.). Allyn and Bacon.

BASIC AND GENERAL
BC7 – To be able to apply previously acquired knowledge and capability of problem solving to new or less known contexts. Those new situations may belong to broaden (or multidisciplinary) frames related to the area of study.
GC1. To be able to do an analysis of the reality on the basis of scientific criteria and knowledge of psychology.
GC2. To know how to choose an appropriate strategy to handle the problems of the discipline. This strategy must be tailored to the context and the competences owned by oneself.
GC3. To be able to stablish action objectives ethically acceptable, achievable, and susceptible to later assessment.


TRANSVERSAL
TC2. To show ability to solve problems and make context-adapted decisions.


SPECIFIC
SC1 (Specific Competence 1). To acquire advanced knowledge and to develop the capacity of critical appraisal of psychological methods and techniques of the master's areas in order to deal with new problems in complex contexts.
SC3. To know how to identify and select techniques and tools specific to the areas of specialisation of the master in accordance with the objectives proposed.
SC4. To know how to adapt and apply psychological techniques and instruments to face situations which are specific of the professional practice in the domains of knowledge of the masters’ degree.

• Lesson-explanation.
• Laboratory work.
• Reading and analysis of texts and documents.
• Writing and/or presenting reports, essays, and works.
• Tutorials.

The classes will have a theoretical/practical character (lesson-explanation and laboratory work).

Assessment of the learning and acquired competence will involve several elements, whose partial weight in the final grade is the following:

(1) A maximum of 4 points in the final grade will come from reports, written works, and/or presentations. The maximum score of 4 points will only apply to those students with a minimum of 80% attendance to classes.

(2) A maximum of 6 points in the final grade will come from a final test which will include those contents addressed in expositive and interactive classes.

Development/handing of the activities referred to in point 1 involve entering the assessment process. This will entail a final qualification, even when the student does not attend the final test.

Expositive sessions: 15 hours.
Laboratory interactive sessions: 16 hours.
Student’s autonomous work: 57.5 hours.
Time devoted to prepare reports (or essays or works): 18 hours.
Individual and/or small-group tutorials: 6 hours.

In order to guarantee the desired achievement in this subject, it is recommended:

(1) Sustained dedication: development of planned activities, reading course materials, and study of contents.

(2) Attendance to tutorials to solve doubts and follow up of the learning process.

(3) Master in English reading and comprehension.


All students may consult any doubt about the subject in the usual tutorials timetable. The tutorials schedule for each of the professors in charge of the subject will be reported at the beginning of the course, it will be displayed on the Virtual Campus and in their respective offices. The institutional addresses for email inquiries are as follows:
elena.andrade@usc.es
msoledad.rodriguez@usc.es