The DOI matches its Crossref record; 31 of the 31 references it cites were found in a registry or an index.
Does the number of response options matter? Psychometric perspectives using personality questionnaire data.
Open accessAbstract
Psychological tests typically include a response scale whose purpose it is to organize and constrain the options available to respondents and facilitate scoring. One such response scale is the Likert scale, which initially was introduced to have a specific 5-point form. In practice, such scales have varied considerably in the nature and number of response options. However, relatively little consensus exists regarding several questions that have emerged regarding the use of Likert-type items. First, is there a "psychometrically optimal" number of response options? Second, is it better to include an even or odd number of response options? Finally, do visual analog items offer any advantages over Likert-type items? We studied these questions in a sample of 1,358 undergraduates who were randomly assigned to groups to complete a common personality measure using response scales ranging from 2 to 11 options, and a visual analog condition. Results revealed attenuated psychometric precision for response scales with 2 to 5 response options; interestingly, however, the criterion validity results did not follow this pattern. Also, no psychometric advantages were revealed for any response scales beyond 6 options, including visual analogs. These results have important implications for psychological scale development. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
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Clark, L. A., & Watson, D. (2019) · Psychological Assessment · doi:10.1037/pas0000626 · Cited by 1,470
A Review of Key Likert Scale Development Advances: 1995–2019
Jebb, A. T., Ng, V., & Tay, L. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.637547 · Cited by 770
Clarifying the structure and nature of left-wing authoritarianism.
Costello, T. H., Bowes, S. M., Stevens, S. T., Waldman, I. D., Tasimi, A., & Lilienfeld, S. O. (2022) · Journal of Personality and Social Psychology · doi:10.1037/pspp0000341 · Cited by 316
Kusmaryono, I., Wijayanti, D., & Maharani, H. R. (2022) · International Journal of Educational Methodology · doi:10.12973/ijem.8.4.625 · Cited by 283
Krieglstein, F., Beege, M., Rey, G. D., Ginns, P., Krell, M., & Schneider, S. (2022) · Educational Psychology Review · doi:10.1007/s10648-022-09683-4 · Cited by 118
Metadata
- Authors
- Simms, L. J., Zelazny, K., Williams, T. F., & Bernstein, L.
- Venue
- Psychological Assessment
- Published
- 2019-04
- Volume
- 31
- Issue
- 4
- Pages
- 557-566
- ISSN
- 1040-3590 (ISSN-L)
- 1939-134X
- OpenAlex
- W2921851212
- Cited by
- 441
- References
- 31
- FWCI
- 27.19
- Type
- journal article
- Language
- en
- Open access
- hybrid
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