Positive First or Negative First?

Methodology ◽  
2010 ◽  
Vol 6 (3) ◽  
pp. 118-127 ◽  
Author(s):  
Dagmar Krebs ◽  
Juergen H.P. Hoffmeyer-Zlotnik

To examine whether starting a response scale with the positive or the negative categories affects response behavior, a split-ballot design using reverse forms of an 8-point scale assessing the subjective importance of job characteristics was used. Response behavior varied according to the scale format employed. Responses were more positive on the scale starting with the category “very important” (split 2). By contrast, the scale starting with the category “not at all important” (split 1) did not elicit more negative responses, but rather less positive ones. However, differences in response behavior did not systematically reflect the direction of the respective scales. Starting with the differences between the two split versions, the factorial structure of indicators assessing two dimensions of job motivation was tested for each scale type separately and then for both scale types simultaneously. Finally, models placing increasingly severe equality constraints on both scale types were tested. The paper concludes with a discussion of the results and desiderata for further research.

2007 ◽  
Vol 23 (1) ◽  
pp. 32-38 ◽  
Author(s):  
Beatrice Rammstedt ◽  
Dagmar Krebs

When developing a questionnaire, one puts much effort into item formulation. Whether the format of the corresponding response scales affects response behavior, however, has rarely been studied, to date. The present study investigates (1) the effects of the response scale direction (ranging from positive to negative vs. negative to positive) and (2) the match between numerical labeling and scale direction, i.e., assigning high numbers to the positive pole and low numbers to the negative pole or vice versa. These response scale effects were studied based on responses in the BFI-10, the short-scale version of the widely-used Big Five Inventory (BFI), assessing the Big Five dimensions of personality by two items each. Using a dependent sample design, subjects answered the 10 items using end-point labeled response scales ranging from the negative (labeled “1”) to the positive pole (labeled “8”) at Time 1. At Time 2 (approximately 3 weeks later), respondents were split into two conditions: The BFI-10 was administered again with an 8-point scale ranging from the positive to the negative pole. In the first condition, the positive pole was labeled “8” and the negative pole was labeled “1”; in the second condition, the positive pole was labeled “1” and the negative pole was labeled “8.” Results clearly support the notion that the direction of the response scale (Condition 1) does not affect response behavior. There were no differences in means, standard deviations, or in the intercorrelations patterns. However, there seems to be an intuitive match between the positive pole and high numerical labeling. When poles were counterintuitively labeled (Condition 2), significant differences could be identified for all analyses conducted.


1997 ◽  
Vol 24 (2) ◽  
pp. 85-87 ◽  
Author(s):  
Diane Catanzaro

This article describes how the job characteristics model, used by industrial-organizational psychologists to enhance the motivating potential of jobs in industry, can be applied to enhance the motivating potential of psychology courses. The job characteristics model describes the relation among the core job characteristics of skill variety, task identity, task significance, autonomy, feedback, and employee intrinsic job motivation. Empirical support for the job characteristics model has been established in organizational research. Application of this model to course design provides a framework for enriching course design to increase student motivation. This conceptual framework can be used to strengthen teaching methods, evaluation methods, policies, and other aspects of how a course is structured.


1987 ◽  
Vol 64 (2) ◽  
pp. 359-362 ◽  
Author(s):  
Robert L. Armstrong

Previous studies on the points of the Likert-scale format have not addressed the question of the effect on the score resulting from the use of “neutral” or “undecided” as the midpoint of a five-point scale. The present study addressed this topic with a scale on attitude toward the school board, using 389 undergraduate and 190 graduate students in education, the latter having at least one year of teaching experience, in seven geographically separated universities in the United States. The two formats of the scale were identical (strongly agree to strongly disagree) except that one scale midpoint was designated “undecided” and the midpoint of the other scale was designated as “neutral” with “undecided” as a no-answer alternative. Analysis showed differences were negligible and little if any erosion of score appears to result.


Author(s):  
L. Coombes ◽  
K. Bristowe ◽  
C. Ellis-Smith ◽  
J. Aworinde ◽  
L. K. Fraser ◽  
...  

Abstract Introduction Self-report is the gold standard for measuring children’s health-related outcomes. Design of such measures is complex and challenging. This review aims to systematically appraise the evidence on recall period, response scale format, mode of administration and approaches needed to enable children and young people < 19 years to participate in valid and reliable self-reporting of their health outcomes. Method PsycInfo, Medline, CINAHL and Embase were searched from 1 January 1990 to 15 March 2020, and citation searching undertaken in Scopus. Articles were included if they were primary research or case reports of ≥ 3 participants reporting the following: recall period, response scale selection, administration modality. Quality was assessed using QualSyst, and results synthesised narratively. This review was conducted and reported according to PRISMA guidelines. Results 81 of 13,215 retrieved articles met the inclusion criteria. Children < 5 years old cannot validly and reliably self-report health outcomes. Face scales demonstrate better psychometric properties than visual analogue or Likert scales. Computerised and paper scales generally show equivalent construct validity. Children prefer computerised measures. Children ≤ 7 years old think dichotomously so need two response options. Those > 8 years old can reliably use a 3-point scale. Conclusion The results of this review have both clinical and research implications. They can be used to inform appropriate choice of PROM for use with CYP in the clinical setting. We also give eight recommendations for future development of self-reported outcome measures for children and young people.


Endoscopy ◽  
2018 ◽  
Vol 50 (08) ◽  
pp. 770-778 ◽  
Author(s):  
Keith Siau ◽  
Paul Dunckley ◽  
Roland Valori ◽  
Mark Feeney ◽  
Neil Hawkes ◽  
...  

Abstract Background Direct Observation of Procedural Skills (DOPS) is an established competence assessment tool in endoscopy. In July 2016, the DOPS scoring format changed from a performance-based scale to a supervision-based scale. We aimed to evaluate the impact of changes to the DOPS scale format on the distribution of scores in novice trainees and on competence assessment. Methods We performed a prospective, multicenter (n = 276), observational study of formative DOPS assessments in endoscopy trainees with ≤ 100 lifetime procedures. DOPS were submitted in the 6-months before July 2016 (old scale) and after (new scale) for gastroscopy (n = 2998), sigmoidoscopy (n = 1310), colonoscopy (n = 3280), and polypectomy (n = 631). Scores for old and new DOPS were aligned to a 4-point scale and compared. Results 8219 DOPS (43 % new and 57 % old) submitted for 1300 trainees were analyzed. Compared with old DOPS, the use of the new DOPS was associated with greater utilization of the lowest score (2.4 % vs. 0.9 %; P < 0.001), broader range of scores, and a reduction in competent scores (60.8 % vs. 86.9 %; P < 0.001). The reduction in competent scores was evident on subgroup analysis across all procedure types (P < 0.001) and for each quartile of endoscopy experience. The new DOPS was superior in characterizing the endoscopy learning curve by demonstrating progression of competent scores across quartiles of procedural experience. Conclusions Endoscopy assessors applied a greater range of scores using the new DOPS scale based on degree of supervision in two cohorts of trainees matched for experience. Our study provides construct validity evidence in support of the new scale format.


Author(s):  
Dagmar Krebs ◽  
Jan Karem Höhne

Abstract The effects of scale direction on response behavior are well known in the survey literature, where a variety of theoretical approaches are discussed, and mixed empirical findings are reported. In addition, different types of survey completion devices seem to vary in their susceptibility to scale direction effects. In this study, we therefore investigate the effect of scale direction and device type on response behavior in PC and smartphone surveys. To do so, we conducted a web survey experiment in a German non-probability access panel (N = 3,401) using a two-step split-ballot design with four groups that are defined by device type (PC and smartphone) and scale direction (decremental and incremental). The results reveal that both PCs and smartphones are robust against scale direction effects. The results also show that response behavior differs substantially between PCs and smartphones, indicating that the device type (PC or smartphone) matters. In particular, the findings show that the comparability of data obtained through multi-device surveys is limited.


1981 ◽  
Vol 48 (2) ◽  
pp. 519-525 ◽  
Author(s):  
Robert Knoop

The importance of locus of control as moderator between job characteristics and job attitudes was investigated. Rotter's I-E Scale, Hackman and Oldham's Job Diagnostic Survey, and several work-outcome measures were administered to a sample of 1,812 teachers. The results showed that internally scoring subjects ( N = 702) perceived their jobs to be more enriched (in terms of five core-job dimensions) and held more positive attitudes (job satisfaction, job motivation, job involvement, participation in decision making, work alienation, and experienced powerlessness) than externally scoring subjects ( N = 568). Correlations between job and personal work outcomes were significantly stronger for externally oriented than for internally oriented subjects in 17 of the 36 relationships examined; because correlations were small to moderate in size, alternative explanations for the findings were discussed.


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