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On the adequacy of the experimental approach to construct validation: the case of advertising literacy.

ABSTRACT: Given the significant number of the studies conducted to explore construct validity, adopting various approaches, and the paucity of the studies that employed the experimental approach to validation, the current study was aimed at exploring the adequacy of the experimental approach to construct validation, drawing upon advertising literacy as the construct of the researchers' concern. To this end, the researchers pursued the experimentation, test administration, and validation phases, respectively. To identify the effect of the experimentation, an independent samples t-test was run; there was a significant difference between the experimental and control groups. The closing phase was devoted to verification of the construct validity of the test. Hence, it was referred to the divergence of scores on the test of advertising literacy and a midterm examination of general English proficiency. The results indicated a low correlation between the two sets of scores. Therefore, it could be argued for the desirable degree of construct validity. Accordingly, the adequacy of the approach is evidentially verified.

SUBMITTER: Salehi M

PROVIDER: S-EPMC6525293 | biostudies-literature | 2019 May

REPOSITORIES: biostudies-literature

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On the adequacy of the experimental approach to construct validation: the case of advertising literacy.

Salehi Mohammad M Farhang Afsaneh A

Heliyon 20190515 5

Given the significant number of the studies conducted to explore construct validity, adopting various approaches, and the paucity of the studies that employed the experimental approach to validation, the current study was aimed at exploring the adequacy of the experimental approach to construct validation, drawing upon advertising literacy as the construct of the researchers' concern. To this end, the researchers pursued the experimentation, test administration, and validation phases, respective ...[more]

PMID: 31193249

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Project description:Watching vlogs of social media influencers has become a favorite pastime for children and adolescents. For advertisers, vlogs are an excellent way to reach young viewers. As such, vlogs have become a powerful marketing tool. However, for children and adolescents it is often unclear whether a vlog contains advertising, which raises questions regarding the fairness and transparency of this type of advertising. If children do not recognize the commercial intent of in-vlog advertising, then they are unlikely to activate their advertising literacy, which may serve as a critical coping mechanism. The aim of this study was to investigate if a sponsorship disclosure stimulates children and adolescents' (7-16 years old) to activate their advertising literacy when exposed to embedded advertising in vlogs and, subsequently, if advertising literacy activation is related to children's brand attitude. Furthermore, we investigated whether the relation between exposure to a sponsorship disclosure and advertising literacy activation was moderated by children's dispositional advertising literacy and their age. An innovative aspect of the current study is that advertising literacy activation was measured in two ways: with a self-reported questionnaire and via an indirect measurement task (Advertising Literacy Activation Task). The results showed that the children who were exposed to a sponsorship disclosure did not activate their advertising literacy to a higher extent than the children who were not exposed to such a disclosure. This might be because of the high prominence of the brand in the vlog; thus children may not have needed the disclosure to realize that the vlog was sponsored and accordingly activate their advertising literacy. The results also showed that stronger attitudinal advertising literacy activation led to a more negative brand attitude. Interestingly, this effect was only found when attitudinal advertising literacy was assessed with a questionnaire and not when it was assessed with the indirect measurement task. Thus, children who were more critical toward the in-vlog advertisement through self-reporting also had a more negative brand attitude. This suggests that direct and indirect measurements of advertising literacy activation reveal different processes through which children make sense of, and are affected by, advertising.

Project description:BackgroundHealth literacy (HL) is implicated in improved health decision-making and health promotion, and reduced racial, ethnic, and socioeconomic health disparities. Three major areas of HL include functional, interactive, and critical HL. HL skills develop throughout the lifespan as individuals' psychosocial and cognitive capacities develop and as they accumulate experiences with navigating health systems. Though adolescence is marked by increased involvement in health decision-making, most HL studies and measures of HL have focused on adults. Both the adult and adolescent HL literature are also limited by the paucity of validated test-based measures for assessing HL. The existing test-based validated HL measures for adolescents were originally designed for adults. However, adolescents are at an earlier phase of developing their HL skills (e.g., fewer experiences navigating the health system) compared to adults and measures originally designed for adults may assume prior knowledge that adolescents may lack therein underestimating adolescents' HL. This study developed and validated test-based assessments of adolescents' functional, interactive, and critical HL.MethodsItems were generated in an iterative process: focus groups with adolescents informed item content, cognitive interviews with adolescents and expert consultation established content and face validity of the initial items, and items were revised or removed where indicated. High school students (n = 355) completed a measurement battery including the revised HL items. The items were evaluated and validated using Rasch measurement models.ResultsThe final 6-item functional, 10-item interactive, and 7-item critical HL assessments and their composite (23 items) fit their respective Rasch models. Item-level invariance was established for gender (male vs. female), age (12-15-year-olds vs. 16-18-year-olds), and ethnicity in all assessments. The assessments had good convergent validity with an established measure of functional HL and scores on the assessments were positively related to reading instructions before taking medicine and questioning the truthfulness of health information found online.ConclusionsThese assessments are the first test-based measures of adolescents' interactive and critical HL, the first test-based measure of functional HL designed for adolescents, and the first composite test-based assessment of all three major areas of HL. These assessments should be used to inform strategies for improving adolescents' HL, decision-making, and behaviors.

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On the adequacy of the experimental approach to construct validation: the case of advertising literacy.

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On the adequacy of the experimental approach to construct validation: the case of advertising literacy.

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