Using Harter and Likert Response Formats in Middle Childhood: A Comparison of Attachment Measures

Abstract

Self-report questionnaires based on Harter’s response format (“Some kids . . . but other kids . . . ”) are commonly used in developmental and clinical research settings, but the reliability and validity of this format in middle childhood are still under debate. The current study aimed to test the psychometric proprieties of Harter versus Likert response formats as applied to two attachment questionnaires in a sample of 410 Italian children aged 8 to 10 years. Participants completed the Experiences in Close Relationships–Revised Child version ( n = 102, 4-point Likert-type scale; n = 104, adapted Harter version) and the Security Scale ( n = 95, Harter’s format; n = 109 adapted 4-point Likert version). Results of multigroup confirmatory factor analyses indicated that the two response formats exhibited comparable reliability and factorial validity, although a slight superiority of Harter’s format emerged for the Security Scale. External validity was supported for both answer formats. Implications for developmental theory and practice are discussed.

Development and Psychometric Properties of a New Self-Report Questionnaire Measuring Attachment in School-Age Children: The Attachment in Middle Childhood Questionnaire (AMCQ)

“…Overall, results supported good psychometric properties in terms of factorial and external validity, even though in the Italian version, some items showed relatively low factor loadings and high modification indexes and were thus removed (see Marci et al, 2019b). Furthermore, invariance across boys and girls was established in Italian children (Marci et al, 2019b), but empirical evidence for invariance of PACQ scores between mother and father forms is not yet available.…”

“…In the newly developed questionnaire, each item was rated using the "some/other format" and is scored on a 4-point scale (Kerns et al, 2001). Children received instructions as described in Marci et al (2019b).…”

“…Indeed, despite the cognitive advancements occurring in middle childhood, many children still have difficulties with logical forms of sentences, and especially younger children are less able to respond to negatively worded items (Borgers et al, 2000; Marsh, 1986). On the contrary, Harter-type questions might be particularly suitable for younger children due to the absence of potential double negatives, which can adversely impact children’s comprehension of questions and therefore undermine reliability of the questionnaire (Marci et al, 2019b).…”

“…The “Some/Other” format (Harter, 1982) used in the SS was chosen as a response format for the new questionnaire. It was introduced by Harter (1982) to limit socially desirable responses and has shown good psychometric properties across attachment questionnaires (Marci et al, 2019b). Thus, the original Likert-type items of the ECR–RC were changed into Harter’s response type.…”

“…Thus, the original Likert-type items of the ECR–RC were changed into Harter’s response type. Of note, twelve items had been adapted by Marci et al (2019b) in a previous study; following the same procedure, we adapted the rest of the items.…”