Classical Perspectives of Controlling Acquiescence with Balanced Scales

Primi, Ricardo; Filho, Nelson Hauck; Valentini, Felipe; Santos, Daniel

doi:10.1007/978-3-030-43469-4_25

Cited by 3 publications

(9 citation statements)

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“…The identity scales of SENNA include 108 items (6 × 18) forming a balanced scale given that each facet has three positively and three negatively keyed items, or a total of 54 “antonym” pairs. We calculated an acquiescence index (ACQ) for each student, computing the average score across all 108 items, before reversing the negatively keyed items, per individual (see Soto et al, 2008 , and Soto and John, 2017 ; for details on this procedure; Primi et al, 2020 for psychometric details and https://github.com/rprimi/noisecanceling for a R package to implement this method). If a student used the response scale in a fully symmetrical way, they would tend to have answer profiles such as 1–5, 2–4, 3–3, 4–2, or 5–1 to the two items in each semantic antonym, resulting in an ACQ score of 3, exactly at the mid-point of the 1–5 response scale labeled as:‘1’ (not at all like me), ‘2’ (little like me), ‘3’ (moderately like me), ‘4’ (a lot like me) and ‘5’ (completely like me) 6 .…”

Section: Methodsmentioning

confidence: 99%

“…Finally, given the anticipated heterogeneous and young respondent samples it is critically important to think about ways to reduce systematic error due to response styles that can compromise structural and predictive validity ( Primi et al, 2019a , b , d , 2020 ). Soto et al (2008) observed that psychometric and structural analyses of personality descriptive items of younger and less-educated samples rarely resemble the better structural validities found in adults and well-educated samples.…”

Section: Introductionmentioning

confidence: 99%

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SENNA Inventory for the Assessment of Social and Emotional Skills in Public School Students in Brazil: Measuring Both Identity and Self-Efficacy

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Responding to the need for school-based, broadly applicable, low-cost, and brief assessments of socio-emotional skills, we describe the conceptual background and empirical development of the SENNA inventory and provide new psychometric information on its internal structure. Data were obtained through a computerized survey from 50,000 Brazilian students enrolled in public school grades 6 to 12, spread across the entire State of São Paulo. The SENNA inventory was designed to assess 18 particular skills (e.g., empathy, responsibility, tolerance of frustration, and social initiative), each operationalized by nine items that represent three types of items: three positively keyed trait-identity items, three negatively keyed identity items, and three (always positively keyed) self-efficacy items, totaling a set of 162 items. Results show that the 18 skill constructs empirically defined a higher-order structure that we interpret as the social-emotional Big Five, labeled as Engaging with Others, Amity, Self-Management, Emotional Regulation, and Open-Mindedness. The same five factors emerged whether we assessed the 18 skills with items representing (a) a trait-identity approach that emphasizes lived skills (what do I typically do?) or (b) a self-efficacy approach that emphasizes capability (how well can I do that?). Given that its target youth group is as young as 11 years old (grade 6), a population particularly prone to the response bias of acquiescence, SENNA is also equipped to correct for individual differences in acquiescence, which are shown to systematically bias results when not corrected.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

SENNA Inventory for the Assessment of Social and Emotional Skills in Public School Students in Brazil: Measuring Both Identity and Self-Efficacy

et al. 2021

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“…Ao final, apesar de João ter concordado mais com um item positivo, ele recebeu um escore total igual ao de Maria. e Primi et al (2020) mostraram que o escore final é proporcional à diferença entre a resposta positiva vs negativa antes de inverter ([5-3]/2 + 3=4 vs ([4-2]/2 + 3=4). Essa fórmula permite intuir como ocorre a correção automática.…”

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“…Isso ocorre porque, quanto maior for a variância de aquiescência em uma amostra, mais ela tenderá a suprimir as correlações entre pares de itens + e -, e amplificar as correlações entre pares de itens + + e --. Disso, poderá resultar uma solução de dois fatores, mesmo que o modelo verdadeiro seja unidimensional (veja Primi et al 2020).…”

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“…Portanto, uma escala balanceada produz 1. escores brutos controlados por aquiescência e 2. os recursos apropriados para que os escores individuais sejam controlados por esse viés em uma análise fatorial (ou outra) subsequente. O controle da aquiescência prévio à análise fatorial deve ser abordado seguindo alguma das estratégias técnicas disponíveis, que podem ser consultadas em , Primi et al (2020) e no editorial 16(2).…”

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2021

Aval. Psicol.

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Por que Escalas Balanceadas Controlam a Aquiescência nos Escores Brutos?Uma recomendação clássica é que escalas psicométricas de autorrelato devem ser balanceadas para que seja possível o controle da aquiescência . Ser "balanceada" significa que a escala se apresenta constituída por igual número de itens com semântica positiva e negativa em relação ao fator . Por exemplo, existe mesma quantidade de afirmações do tipo "Sou comunicativo" e "Sou tímido". O presente editorial apresenta um argumento geral em favor do uso de escalas balanceadas como condição suficiente para o controle da aquiescência nos escores brutos e precondição para o controle em uma análise fatorial.Como já detalhado em outros editoriais da revista [ver 16(2), 17(2), 20(1)], a aquiescência se caracteriza como um viés de concordar com itens em escala tipo Likert, mesmo quando possuem conteúdo antônimo (Hofstee et al., 1998;Jackson & Messick, 1958). Escalas balanceadas apresentam a propriedade de terem seus escores brutos automaticamente corrigidos para a aquiescência. Abaixo, é oferecida uma explicação simplificada dessa propriedade, com o subsequente auxílio de padrões hipotéticos de resposta.Vamos assumir que, nas equações abaixo, a f =carga fatorial do fator de conteúdo, e a acq =carga fatorial da aquiescência. Para simplificar, vamos supor também que os itens medem o construto com a mesma "dificuldade". Sendo assim, não incluímos o intercepto nas equações do item. Assim, considere um par de itens positivo (Item + ) e negativo (Item -), que avaliam um mesmo fator:

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Development and validation of the Multidimensional Cognitive Attentional Syndrome Scale (MCASS).

Conboy¹,

Fergus²,

Bardeen³

2021

Psychological Assessment

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The cognitive attentional syndrome (CAS), a multidimensional construct that consists of maladaptive forms of self-regulation, is central to the metacognitive model. Despite the CAS's central importance to the metacognitive model, as well as evidence that components of the CAS are risk factors for the development of emotional disorders, a psychometrically sound self-report measure that accounts for the multidimensional nature of the CAS has yet to be developed. The present set of studies details the development and initial validation of the Multidimensional Cognitive Attentional Syndrome Scale (MCASS). In study 1, a pool of 69 items, assessing the seven self-regulation strategies of the CAS, was administered to U.S. adults recruited through a crowd-sourcing website (N = 323). Structural analyses supported the proposed 7-factor solution and three items with the highest loadings on each factor, without salient cross-loadings, were retained. In Study 2, adult participants (N = 389) completed a battery of self-report measures, including the retained 21 MCASS items. The reduced item pool was examined using both firstand second-order measurement models. The 7-factor first-order measurement model and the second-order measurement model, with each of the first-order factors loading on a higher-order construct (i.e., CAS), provided adequate model fit. Each of the seven, first-order factors exhibited significant loadings on the second-order construct. Convergent, discriminant, and concurrent validity analyses further supported the construct validity of the MCASS scale scores. The MCASS may be particularly useful for examining the theoretical underpinnings of the metacognitive model, as well as for more comprehensive clinical monitoring of the CAS. Public Significance StatementWe developed the first comprehensive multidimensional self-report measure of the cognitive attentional syndrome (i.e., Multidimensional Cognitive Attentional Syndrome [MCASS]), a construct that evidence suggests is involved in the development of a wide variety of emotional disorders. The MCASS may be particularly useful for better understanding the etiology of emotional disorders and may result in increased use of clinical interventions that are tailored to the specific needs of each patient.

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Classical Perspectives of Controlling Acquiescence with Balanced Scales

Cited by 3 publications

References 17 publications

SENNA Inventory for the Assessment of Social and Emotional Skills in Public School Students in Brazil: Measuring Both Identity and Self-Efficacy

SENNA Inventory for the Assessment of Social and Emotional Skills in Public School Students in Brazil: Measuring Both Identity and Self-Efficacy

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Development and validation of the Multidimensional Cognitive Attentional Syndrome Scale (MCASS).

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