The Effects of Changing Negatively Worded Items to Positively Worded Items on the Reliability and the Factor Structure of Psychological Scales

IF 1.5 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Journal of Psychoeducational Assessment Pub Date : 2022-11-23 DOI:10.1177/07342829221141934
H. Dodeen
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引用次数: 1

Abstract

In survey measurement, acquiescence bias is a response effect that occurs when respondents agree to the item or the question in the scale regardless of its content. It is assumed that negative items force participants not to agree with some items. Using the mixture approach, however, is not without a substantial cost on both the structure and the scale psychometric properties. The effects of including negative items in scales is what this study tried to investigate. Therefore, the aim of the study is to empirically evaluate the effects of changing negative items to their equivalent positively worded items on the reliability and the factor structure of psychological scales. It is hypothesized that this approach improves the scale factors structures and reliability. Seven commonly used psychological scales that have both negatively and positively worded items have been selected. The scales were applied on seven different samples with a total number of 4192 participants from a public university in the United Arab Emirates. The results confirmed that changing negative items to their equivalent positively directed items systematically and significantly increased the reliability values as well as improved the factor structure of psychological scales.
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由否定词改为肯定词对心理量表信度和因子结构的影响
在调查测量中,默认偏差是一种反应效应,当受访者同意量表中的项目或问题时,无论其内容如何。假设负面项目迫使参与者不同意某些项目。然而,使用混合方法在结构和量表心理测量特性上并非没有实质性的成本。这项研究试图调查在量表中包含负面项目的影响。因此,本研究的目的是实证评估将否定项改为等价的肯定项对心理量表的信度和因子结构的影响。据推测,这种方法提高了标度因子的结构和可靠性。选择了七种常用的心理量表,它们既有消极的措辞,也有积极的措辞。该量表应用于七个不同的样本,共有4192名参与者来自阿拉伯联合酋长国的一所公立大学。结果证实,将负向项目系统地、显著地改为等价的正向项目可以提高信度值,改善心理量表的因子结构。
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来源期刊
Journal of Psychoeducational Assessment
Journal of Psychoeducational Assessment PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.30
自引率
5.90%
发文量
61
期刊介绍: The Journal of Psychoeducational Assessment (JPA) publishes contemporary and important information focusing on psychological and educational assessment research and evidence-based practices as well as assessment instrumentation. JPA is well known internationally for the quality of published assessment-related research, theory and practice papers, and book and test reviews. The methodologically sound and impiricially-based studies and critical test and book reviews will be of particular interest to all assessment specialists including practicing psychologists, psychoeducational consultants, educational diagnosticians and special educators.
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