The Affect Balance Scale in an American College Population

Bolin, Brien L.; Dodder, Richard A.

doi:10.1080/00224545.1990.9924639

Cited by 8 publications

(6 citation statements)

References 3 publications

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“…Barnette 1996;Bolin and Dodder 1990;. The method consists of presenting a set of statements (called stems) that a respondent has to rate for his or her degree of agreement or disagreement (the scale portion).…”

Section: Likert Scalesmentioning

confidence: 99%

“…Bolin and Dodder 1990;Cordery and Sevastos 1993;Fried and Ferris 1986;Greenberger et al 2003;Ibrahim 2001;Idaszak and Drasgow 1987;Kelloway, Catano, and Southwell 1992;Magazine, Williams, and Williams 1996;Marsh 1996;McGee, Ferguson, and Seers 1989;Motl, Conroy, and Horan 2000;Nielson 2002;Roberts, Lewinsohn, and Seeley 1993;Schmitt and Stults 1985). A study by Schriesheim and Eisenbach (1995) indicates that positive phrasing had substantially more trait variance than negative phrasing, suggesting that the positive statements are more valid indicators of true attitudes than are the negative statements.…”

Section: Psychometric Quality Of Negative Itemsmentioning

confidence: 99%

“…On the basis of a confirmatory factor analysis, Kennedy (2008) reported that a separate factor may appear if only 5% of respondents are careless. Some researchers, however, maintain that factors produced by negatively worded items are not necessarily artefactual in nature even if such factors do exhibit some 'methods effects' (Bolin and Dodder 1990;Chang 1995;Finney 2001;Horan, Distefano, and Motl 2003;van der Ploeg 1991, 1992;Mowday, Steers and Porter 1979;Pilotte and Gable 1990;Sandoval and Lambert 1978). For example, it has been argued that constructs such as pessimism and optimism are distinct orthogonal constructs rather than polar ends of a continuum, but Spector et al (1997) consider the evidence for this proposition to be rather unconvincing.…”

Section: Reasons For Aberrant Psychometric Behaviour Of Negative Stemsmentioning

confidence: 99%

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Shifting gears: consequences of including two negatively worded items in the middle of a positively worded questionnaire

Roszkowski

Soven

2010

Assessment & Evaluation in Higher Education

180

114

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A questionnaire used in student evaluations of interdisciplinary courses during six semesters contained two Likert items stated in a direct negative mode which were embedded in a questionnaire (14-18 items) in which the remaining items were phrased in a direct positive mode. In the seventh semester and thereafter, the two negative items were restated as direct positive stems. Item-analysis demonstrated that in the direct negative mode, the two items had low item-to-total correlations and that the internal consistency reliability of the sum score could be improved by eliminating the two negatively phrased items. Also, the two negatively worded items defined a separate factor. After they were reworded into a direct positive mode, these two items showed markedly improved item-to-total correlations. Moreover, the unique factor disappeared, which suggests that it was a methodological artefact probably attributable to respondent carelessness. Including a few negative items in an otherwise positively stated questionnaire leads to ambiguity of results rather than controlling for response sets. We therefore recommend against the practice.

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Section: Likert Scalesmentioning

confidence: 99%

Section: Psychometric Quality Of Negative Itemsmentioning

confidence: 99%

Section: Reasons For Aberrant Psychometric Behaviour Of Negative Stemsmentioning

confidence: 99%

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Shifting gears: consequences of including two negatively worded items in the middle of a positively worded questionnaire

Roszkowski

Soven

2010

Assessment & Evaluation in Higher Education

180

114

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“…The method effects refer to tendencies to answer questions in survey-based criteria unrelated to the content being measured, which causes irrelevant systematic variance ( American Educational Research Association, American Psychological Association, and National Council on Measurement in Education, 1999 ; Lindwall et al, 2012 ). Furthermore, both positively and negatively worded items can introduce significant method effects ( Bolin and Dodder, 1990 ; Wang et al, 2001 ). Some studies demonstrate that the negatively worded items cause stronger method effects compared to positively worded items ( Marsh, 1996 ; Quilty et al, 2006 ; DiStefano and Motl, 2009 ), whereas others show that it is the positively worded items that lead to the stronger method effects ( Farh and Cheng, 1997 ; Lindwall et al, 2012 ).…”

Section: Introductionmentioning

confidence: 99%

How Does the Valence of Wording Affect Features of a Scale? The Method Effects in the Undergraduate Learning Burnout Scale

2020

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A combination of both positively and negatively worded items is often employed in a survey to reduce participants' acquiescence bias, but such a combination may hurt the validity of the survey. The current study investigated the effect of valence of wording on participants' (N = 1132) responses to four versions of the Undergraduate Learning Burnout (ULB) scale. The results showed that the valence of wording affected a number of features of the scale. The internal consistency of both the original and the original-reverse versions (consisted of both positively and negatively worded items) was lower than that of the positive-only and the negative-only versions. The original and the original-reverse versions also had more factors than the positive-only and the negative-only versions. The original and the original-reverse versions showed method effects from both the positively and the negatively worded items, and those from the negatively worded items were stronger than those from the positively worded items. The method effects were predicted by participants' subjective well-being and future academic career plans. Together, this study suggests that using a combination of positively and negatively worded items can lead to a predictable response style and significant method effects, which reduce the scale's internal consistency and change the factor structure of the scale.

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“…All of the studies mentioned above agree with the finding that including reverse scored items in Likert type scales would influence measurement results in negative ways. Demonstrating in many studies analysing the factor structures of Likert type scales composed of straightforward and reverse scored items (Benson & Hocevar 1985;Bolin & Dodder. 1990;Herche & Engelland 1996;Kelloway, Catano & Southwell 1992;Lai, 1994;McInerney, McInerney & Roche, 1994;Pilotte & Gable 1990;Rodebaugh et al, 2004;Spector, van Katwyk, Brannick & Chen, 1997) that reverse scored items constitute a separate factor in themselves also support the findings obtained in this research because -as Ibrahimoğlu ( 2001) states-gathering straightforward and reverse scored items under different factors in a scale could mean that reverse scored items cause the inclusion of variables other than the property to be measured in measurement results (cited in Weems, Onwuegbuzie & Lustig, 2003).…”

mentioning

confidence: 99%

Likert Tipi Ölçeklerde Olumsuz Madde ve Kategori Sayısı Sorunu: Rasch Modeli ile Bir İnceleme

İlhan¹,

Güler²

2017

Eğitimde Ve Psikolojide Ölçme Ve Değerlendirme Dergisi

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This study aims to address reverse scored item and the number of response categories problems in Likert-type scales. The Fear of Negative Evaluation Scale (FNES) and the Oxford Happiness Questionnaire (OHQ) were used as data collection tools. The data of the study were analyzed according to the Rasch model. It was found that the observed and expected test characteristic curves were largely overlapped, each of the three rating scales worked effectively, and the differences between response categories could be distinguished successfully by the participants in straightforward items. On the other hand, it was determined that there were significant differences between the observed and expected test characteristic curves in reverse scored items. According to the results the participants could not distinguish the response categories of the reverse scored items at three, five and seven-point rating versions of both scales. Hence, the reverse scored items were removed from the data file, and the analysis was repeated. The results revealed that item discrimination, reliability coefficients for person facet, separation ratios and Chi square values calculated for the facets of person and items were higher in five-pointed rating compared to three and seven pointed rating. Based on these results it can be said that the scale categories in reverse scored items could not be discriminated by responders at all type of rating, and that reverse scored items did not measure the same latent structure as straightforward items did.

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The Affect Balance Scale in an American College Population

Cited by 8 publications

References 3 publications

Shifting gears: consequences of including two negatively worded items in the middle of a positively worded questionnaire

Shifting gears: consequences of including two negatively worded items in the middle of a positively worded questionnaire

How Does the Valence of Wording Affect Features of a Scale? The Method Effects in the Undergraduate Learning Burnout Scale

Likert Tipi Ölçeklerde Olumsuz Madde ve Kategori Sayısı Sorunu: Rasch Modeli ile Bir İnceleme

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