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“Operational definitions are essential to research because they permit investigators to measure abstract concepts and constructs and permit scientists to move ...
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An abstraction encompassing observed events; a word that represe An abstraction encompassing observed events; a word that represe
nts the nts the
similarities or common aspects of objects or events that are oth similarities or common aspects of objects or events that are oth
erwise quite erwise quite
different from one another. The purpose of a concept is to simp different from one another. The purpose of a concept is to simp
lify thinking bylify thinking by
including a number of events (or the common aspects of otherwise including a number of events (or the common aspects of otherwise
diverse diverse
things) under one general heading (Ary 1985). things) under one general heading (Ary 1985).
Constructs are the “highest Constructs are the “highest
level abstractions” of complicated objects and events, level abstractions” of complicated objects and events,
created by combining concepts and less complex constructs. created by combining concepts and less complex constructs.
used to account for used to account for
observed regularities and relationships, and to summarize observ observed regularities and relationships, and to summarize observ
ations andations and
explanations (Ary 1985). explanations (Ary 1985).
A concept with added meaning of having been deliberately and con A concept with added meaning of having been deliberately and con
sciously invented or sciously invented or
adopted for a special scientific purpose. (1) it enters into th adopted for a special scientific purpose. (1) it enters into th
eoretical schemes and is eoretical schemes and is
related in various ways to other constructs. (2) it is defined related in various ways to other constructs. (2) it is defined
and specified so that it may and specified so that it may
be observed or measured (Kerlinger 1986). be observed or measured (Kerlinger 1986).
Scientists measure things in three classes: direct observables, Scientists measure things in three classes: direct observables,
indirect observables (not indirect observables (not
experienced or observed first hand), and constructs. These cons experienced or observed first hand), and constructs. These cons
tructs are defined as tructs are defined as
theoretical creations based on observations but cannot be observ theoretical creations based on observations but cannot be observ
ed directly or ed directly or
indirectly (Kaplan 1964). indirectly (Kaplan 1964).
It ascribes meaning to a concept or construct by specifying the It ascribes meaning to a concept or construct by specifying the
operations that operations that
must be performed in order to measure or manipulate the concept, must be performed in order to measure or manipulate the concept,
as the data as the data
collected during research is in terms of observable events (Ary collected during research is in terms of observable events (Ary
It defines or gives meaning to a variable by spelling out what t It defines or gives meaning to a variable by spelling out what t
he investigator he investigator
must do to measure it (Kerlinger 1986). must do to measure it (Kerlinger 1986).
Operational definitions are essential to research because they p Operational definitions are essential to research because they p
ermit ermit
investigators to measure abstract concepts and constructs and pe investigators to measure abstract concepts and constructs and pe
rmit scientists to rmit scientists to
move from the level of constructs and theory to the level of obs move from the level of constructs and theory to the level of obs
ervation” (Aryervation” (Ary
Two Types of Operational Definitions: Two Types of Operational Definitions:
Characteristics or attributes of an object, individual or organi Characteristics or attributes of an object, individual or organi
zation that can be zation that can be
measured or observed, and that varies among those objects or ind measured or observed, and that varies among those objects or ind
ividuals beingividuals being
studied (Creswell 2002). studied (Creswell 2002).
They possess values and levels (the dimensions on which they var They possess values and levels (the dimensions on which they var
y) (Sommer y) (Sommer
The concepts that are of interest in a study become the variable The concepts that are of interest in a study become the variable
s fors for
investigation (Ary 1985).” investigation (Ary 1985).”
Dichotomous: Dichotomous:
TwoTwo
valued variables. valued variables.
Example: Example:
Sex (male/female)Sex (male/female)
Polytomous: Polytomous:
Multiple values for variables.Multiple values for variables.
Example: Example:
Religion (Catholicism,Religion (Catholicism,
Islam, Judaism, Hinduism, Buddhism, etc…) Islam, Judaism, Hinduism, Buddhism, etc…)
Continuous: Continuous:
A variable that takes on an infinite number of values within aA variable that takes on an infinite number of values within a
range. range.
Example: Example:
Height & WeightHeight & Weight
… …
And More Kinds of Variables: And More Kinds of Variables:
Categorical: Categorical:
Referred to as nominal measurements. One creates ‘categories,’ Referred to as nominal measurements. One creates ‘categories,’
and classifies all variables that fall under this definition wit and classifies all variables that fall under this definition wit
hout rank order. Allhout rank order. All
variables under the same category are considered of equal value, variables under the same category are considered of equal value,
and notand not
differentiated. differentiated.
Latent: Latent:
An unobserved ‘entity’ that “stands between” the independent va An unobserved ‘entity’ that “stands between” the independent va
riable riable
and the dependent variable, and mediates the effect of the indep and the dependent variable, and mediates the effect of the indep
endent variableendent variable
on the dependent variable. It is dependent on the independent v on the dependent variable. It is dependent on the independent v
ariable as well as ariable as well as
other constructs, yet still plays a role in determining the outc other constructs, yet still plays a role in determining the outc
ome (possibly:ome (possibly:
Intervening, Mediating, Hypothetical construct). Intervening, Mediating, Hypothetical construct).
… …
And Still More Kinds of Variables: And Still More Kinds of Variables:
Control: Control:
An independent variable that is measured in a study because the An independent variable that is measured in a study because the
y y
potentially influence the dependent variable. It is a more clea potentially influence the dependent variable. It is a more clea
rly definedrly defined
independent variable in attempts to eliminate all bias in regard independent variable in attempts to eliminate all bias in regard
s to its effects on s to its effects on
the dependent variable. (Keeps the study in check). the dependent variable. (Keeps the study in check).
Confounding: Confounding:
Variables not actually measured or observed in a study, yet the Variables not actually measured or observed in a study, yet the
yy
exist, and its influence cannot be directly detected or understo exist, and its influence cannot be directly detected or understo
od in a study. One od in a study. One
becomes aware of a confounding variable at the end of a study, t becomes aware of a confounding variable at the end of a study, t
hey realize that hey realize that
there is an effect that was not measured or accounted for, but s there is an effect that was not measured or accounted for, but s
hould be addressedhould be addressed
(also: Spurious). (also: Spurious).
