| Abstract: | Multiple operational definitions in educational psychology research reflect the complexity inherent in both theoretical and empircal inquiry into teaching-learning activities and their interactions. The application of univariate techniques, however, to analyze multiply operationalized constructs results in profligate Type I error rates. The present purpose was to examine the prevalence of multiple operational definitions of outcome constructs and to estimate the incidence of Type I error rates when univariate procedures are applied to multiple variables in educational psychology. |
