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An examination of the relationships ...

Hamby, Tyler.

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An examination of the relationships between response scale length, label format, reliability, and validity.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An examination of the relationships between response scale length, label format, reliability, and validity./
Author:	Hamby, Tyler.
Description:	106 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: B.
Contained By:	Dissertation Abstracts International76-11B(E).
Subject:	Quantitative psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3709723
ISBN:	9781321854251

An examination of the relationships between response scale length, label format, reliability, and validity.
Hamby, Tyler.

An examination of the relationships between response scale length, label format, reliability, and validity. - 106 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: B.

Thesis (Ph.D.)--The University of Texas at Arlington, 2015.

This research examined the impact that two qualities of scales---the number of response options and the response scale label format---have on reliability and validity. Based on a meta-analytic pilot study, I expected that these two scale qualities would interact to predict reliability, such that the association between response scale length and reliability would be stronger for fully labeled than for endpoint labeled scales. This study also examined three quantitative variables that have previously been hypothesized to moderate the association between response scale length and reliability: score variability, item homogeneity, and skewness. I randomly assigned 893 participants to one of six scale format conditions to fill out six questionnaires; the reliabilities of these measures were examined. Then, the subjects took two more questionnaires, and the scores of these measures were correlated with the scores from the first six questionnaires for construct validity coefficients. Response scale length and label format did interact to predict reliability but not as expected. However, this outcome may have been due to the characteristics of the chosen sample. I found that college educated respondents had higher reliabilities at seven-point scales, as compared to five-point scales, but this pattern was not seen in the less educated group. The three quantitative variables also moderated the response scale length and reliability relationship, though not all in the manner anticipated. Finally, the number of response options did influence validity, but the only generalizable conclusion was that fully labeled scales outperformed endpoint labeled scales at seven response options.

ISBN: 9781321854251Subjects--Topical Terms:

2144748
Quantitative psychology.

An examination of the relationships between response scale length, label format, reliability, and validity.
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245 1 3 $a An examination of the relationships between response scale length, label format, reliability, and validity.
300 $a 106 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: B.
500 $a Adviser: Daniel S. Levine.
502 $a Thesis (Ph.D.)--The University of Texas at Arlington, 2015.
520 $a This research examined the impact that two qualities of scales---the number of response options and the response scale label format---have on reliability and validity. Based on a meta-analytic pilot study, I expected that these two scale qualities would interact to predict reliability, such that the association between response scale length and reliability would be stronger for fully labeled than for endpoint labeled scales. This study also examined three quantitative variables that have previously been hypothesized to moderate the association between response scale length and reliability: score variability, item homogeneity, and skewness. I randomly assigned 893 participants to one of six scale format conditions to fill out six questionnaires; the reliabilities of these measures were examined. Then, the subjects took two more questionnaires, and the scores of these measures were correlated with the scores from the first six questionnaires for construct validity coefficients. Response scale length and label format did interact to predict reliability but not as expected. However, this outcome may have been due to the characteristics of the chosen sample. I found that college educated respondents had higher reliabilities at seven-point scales, as compared to five-point scales, but this pattern was not seen in the less educated group. The three quantitative variables also moderated the response scale length and reliability relationship, though not all in the manner anticipated. Finally, the number of response options did influence validity, but the only generalizable conclusion was that fully labeled scales outperformed endpoint labeled scales at seven response options.
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