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Related Experiment Video

Updated: Jun 20, 2026

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Published on: August 29, 2025

The wisdom development scale: further validity investigations.

Jeffrey A Greene¹, Scott C Brown

¹School of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599-3500, USA. jagreene@email.unc.edu

International Journal of Aging & Human Development

|August 29, 2009

Summary

This summary is machine-generated.

This study validated the Wisdom Development Scale (WDS), finding it a reliable measure for assessing wisdom in professionals and students. The scale demonstrated strong construct validity and criterion validity, supporting its use in educational research.

Related Experiment Videos

Last Updated: Jun 20, 2026

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Published on: August 29, 2025

Area of Science:

Educational Psychology
Psychometrics

Background:

Wisdom is an increasingly recognized educational outcome.
Existing models of wisdom lack rigorously tested measurement tools.

Purpose of the Study:

To assess the psychometric properties of Brown's Model of Wisdom Development and its associated Wisdom Development Scale (WDS).
To evaluate the construct validity, measurement invariance, criterion validity, and reliability of the WDS.

Main Methods:

The Wisdom Development Scale (WDS) was administered to over 3000 participants across two groups: professionals and college students.
Statistical analyses included assessments of construct validity, measurement invariance, criterion validity, and reliability.
Latent means analyses were conducted to compare groups.

Main Results:

The WDS demonstrated strong support for construct validity and reliability across both professional and student samples.
Measurement invariance was established, indicating the scale functions similarly across groups.
Latent means analyses revealed predicted group differences, and criterion validity was supported by correlations with other educational outcome measures.

Conclusions:

The Wisdom Development Scale (WDS) is a psychometrically sound instrument for measuring wisdom.
The findings support the use of the WDS in research with diverse adult populations, including students and professionals.
The study contributes to the rigorous measurement of wisdom as a complex educational outcome.