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Kinnunen, R., & Vauras, M. (1995). Comprehension Monitoring and the Level of Comprehension in High- and Low-Achieving Primary School Children’s Reading. Learning and Instruction, 5, 143-165. https://doi.org/10.1016/0959-4752(95)00009-R

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• TITLE: Validation and Validity: Self-Efficacy, Metacognition, and Knowledge-and-Appraisal Personality Architecture (KAPA)

  AUTHORS: Laura Ritchie, Benjamin T. Sharpe

  KEYWORDS: Metacognition, Self-Efficacy, Personality, Validation, KAPA, Personality Measurement, Questionnaire Development

  JOURNAL NAME: Psychology, Vol.13 No.10, September 30, 2022

  ABSTRACT: This research examines and reframes the long-standing pursuit of validation in personality research, in response to a shift in the field to focus on inter-individual idiographic contexts and constructs by focusing on Know- ledge-and-Appraisals Personality Architecture (KAPA) as a method for person-centred, non-trait-based personality research. Aspects of instrument validity and validation are addressed, exploring relationships of cognition with self-variables to support the unique and informative nature of KAPA model for measuring personality architecture. First the validity of two empirical questionnaires, Self-efficacy for Performing (SEP) and the Metacognitive Thinking Questionnaire (MTQ) are demonstrated through EFA and CFA. Then the KAPA model for personality architecture, a person-based method that sits outside the traditional questionnaire approach to measuring personality, is validated by using elements of traditional validation and through exploring theoretically expected ontological relationships.