Effect of number of response options on the psychometric properties of Likert-type scales used with children

Alan, Ümran; Kabasakal, Kübra Atalay

doi:10.1016/j.stueduc.2020.100895

Cited by 25 publications

(18 citation statements)

References 34 publications

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“…A 4-point Likert scale was chosen based on the views of the health professionals, social workers and preschool teachers. Literature among children has shown the reliability and validity of 4-point Likert scales [ 52 ]. The children were instructed to choose a face (from a smiley face to a sad face) that best described their level of agreement with each statement (e.g., “I feel safe,” “I feel good at home,” “I enjoy learning”) by expressing strong or mild agreement or disagreement.…”

Section: Methodsmentioning

confidence: 99%

Promoting the health and wellbeing of children: A feasibility study of a digital tool among professionals

Skogberg

Mackiewicz²,

Mänd

et al. 2022

PLoS ONE

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The foundations of children’s health and wellbeing are laid in early childhood. A gamified app (EmpowerKids tool) was designed to support professionals to have discussions with 6- to 12-year-olds from low-income families about their health and wellbeing. The aim of this feasibility study was to evaluate the usability and acceptability of the tool from the perspective of professionals in social, health and education settings. The study was conducted using a one-group post-test-only design. The usability data were collected using System Usability Scale and the acceptability data were collected using an open-ended questionnaire distributed to professionals (n = 24) in Estonia, Finland and Latvia. The data were collected during two phases. The tool was modified further on the basis of the results. The total usability scores were 82/100 (first testing) and 84/100 (second testing), indicating excellent usability. The answers related to acceptability were divided into four categories: suitability for the context; satisfaction and quality; attractiveness; modification needs. The professionals perceived that the tool helped them to build an overall picture of a child’s health and wellbeing, and to gain information about the child’s individual needs. The requirements for modification detected during the first testing were mostly related to difficulties with textual expressions and graphics. No major modification requirements were expressed during the second testing. The tool is considered feasible and may be used by professionals from different settings to support children’s health and wellbeing. Further studies are needed to evaluate the effectiveness of the tool from the perspective of child outcomes.

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Section: Methodsmentioning

confidence: 99%

Promoting the health and wellbeing of children: A feasibility study of a digital tool among professionals

Skogberg

Mackiewicz²,

Mänd

et al. 2022

PLoS ONE

View full text Add to dashboard Cite

show abstract

“…In this context, we considered the importance of including students from different socioeconomic groups in the set of participants. Given the absence of official data that can provide information about the socioeconomic levels of schools in Turkey, researchers seek expert opinions when classifying schools in terms of socioeconomic levels (e.g., Alan & Atalay Kabasakal, 2020). In the present study, we followed the same process and consulted with three teachers and two school administrators.…”

Section: Methodsmentioning

confidence: 99%

“…Third, the emoji- and verbal-anchored scale forms were compared over a three-point rating in the current research. As the number of response categories is a variable that affects the psychometric properties of the measurements (e.g., Adelson & McCoach, 2010; Alan & Atalay Kabasakal, 2020; İlhan & Güler, 2017; Lozano et al, 2008), similar studies should be conducted for different numbers of response categories. In addition, we labeled the midpoint of the scale as “somewhat agree” in the verbal-anchored form and “” in the emoji-anchored version.…”

Section: Implications and Future Research Directionsmentioning

confidence: 99%

Effects of Category Labeling With Emojis on Likert-Type Scales on the Psychometric Properties of Measurements

İlhan

Teker

Güler³

et al. 2021

Journal of Psychoeducational Assessment

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Today, emoji have become a popular option for anchoring the categories of Likert-type scales applied to not only adults but also children. The aim of this study was to investigate the effects of category labeling with emoji by comparing the psychometric properties of the emoji- and verbal-anchored versions of the mathematics motivation scale applied to students aged 8–11 years (grades 3, 4, and 5). The participants of the study comprised 658 students. According to the research results, students used the upper categories of the scale more intensively in the emoji-anchored version than in the verbal-anchored one. Parallel to this, the means calculated for the emoji-anchored version were found to be significantly higher. Moreover, the results of the research revealed that the verbal-anchored scale form yielded more reliable and valid measures than the emoji-anchored version.

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“…For instance, the barriers of literacy and cognitive development can be addressed using emoticons, which have been suggested to enhance children’s understanding of questionnaires [ 47 , 48 , 49 ]. In addition, it might be appropriate to lessen the number of response options since fewer options lessen the load on verbal memory [ 50 , 51 , 52 ]. These proposed modifications might improve the reliability of questionnaires targeting young children [ 50 ].…”

Section: Introductionmentioning

confidence: 99%

“…In addition, it might be appropriate to lessen the number of response options since fewer options lessen the load on verbal memory [ 50 , 51 , 52 ]. These proposed modifications might improve the reliability of questionnaires targeting young children [ 50 ].…”

Section: Introductionmentioning

confidence: 99%

How I Feel About My School—Adaptation and Validation of an Educational Well-Being Measure among Young Children in Sweden

Riad

Westling

Siljehag

et al. 2021

IJERPH

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The well-being of children has received increasing attention in recent years. Nevertheless, we lack adequate brief self-report tools that enable us to consider young children’s well-being in policy evaluations and educational research. This study describes the adaptation and first validation of the Swedish version of How I Feel About My School (HIFAMS), a subjective well-being questionnaire suitable for children aged 4 to 12 years, which was originally developed in the United Kingdom (UK). Descriptive statistics with analysis of psychometric properties and confirmatory factor analysis (CFA) are based on the perceived well-being of 228 children in preschool and school aged 5 to 8 years old. The CFA endorsed a good fit to a one-factor model, and the scale showed moderate internal consistency (rα = 0.63). The results are largely in line with the findings of the original HIFAMS. We conclude that the Swedish version can be applied in early preschool/school settings and could provide first-hand information about children’s well-being from the first years of education until elementary school grades. Practitioners in early education settings might benefit from HIFAMS assessments when seeking to understand children’s current well-being to provide support to children with special educational needs or children at risk for mental health issues. Researchers could use the HIFAMS to standardize child well-being evaluations in policy evaluations and interventional studies.

show abstract

Effect of number of response options on the psychometric properties of Likert-type scales used with children

Cited by 25 publications

References 34 publications

Promoting the health and wellbeing of children: A feasibility study of a digital tool among professionals

Promoting the health and wellbeing of children: A feasibility study of a digital tool among professionals

Effects of Category Labeling With Emojis on Likert-Type Scales on the Psychometric Properties of Measurements

How I Feel About My School—Adaptation and Validation of an Educational Well-Being Measure among Young Children in Sweden

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