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The effects of reverse items on psychometric properties and respondents’ scale scores according to different item reversal strategies

Year 2024, Volume: 11 Issue: 1, 20 - 38, 16.03.2024
https://doi.org/10.21449/ijate.1345549

Abstract

This study aimed to examine the effects of reverse items created with different strategies on psychometric properties and respondents’ scale scores. To this end, three versions of a 10-item scale in the research were developed: 10 positive items were integrated in the first form (Form-P) and five positive and five reverse items in the other two forms. The reverse items in the second and third forms were crafted using antonyms (Form-RA) and negations (Form-RN), respectively. Based on the research results, Form-P was unidimensional, while other forms were two-dimensional. Moreover, although reliability coefficients of all forms were obtained as above .80, the lowest one was acquired for Form-RN. There were strong-positive relationships between students’ scores in the three scale forms. However, the lowest one was estimated between Form-P and Form-RN. Finally, there was a significant difference between the students’ mean scores obtained from Form–RN and other two versions, but the effect size of the said difference was small. In conclusion, all these results indicate that different types of reverse items influence psychometric properties and respondents’ scale scores differently.

Ethical Statement

Dicle University, 27.12.2021-21445.

References

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  • Bulut, H.Ç., & Bulut, O. (2022). Item wording effects in self-report measures and reading achievement: Does removing careless respondents help? Studies in Educational Evaluation, 72(2). https://doi.org/10.1016/j.stueduc.2022.101126
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  • Dagnew, A. (2017). The relationship between students’ attitudes towards school, values of education, achievement motivation and academic achievement in Gondar secondary schools, Ethiopia. Research in Pedagogy, 7(1), 30–42. https://doi.org/10.17810/2015.46
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  • DeVellis, R. (2017). Scale development: Theory and applications (4th ed.). Sage.
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  • Dueber, D.M., Toland, M.D., Lingat, J.E., Love, A.M.A., Qiu, C., Wu, R., & Brown, A.V. (2021). To Reverse item orientation or not to reverse item orientation, that is the question. Assessment, 29(7), 1422–1440. https://doi.org/10.1177/10731911211017635
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  • Ebesutani, C., Drescher, C.F., Reise, S.P., Heiden, L., High, T.L., Damon, J.D., & Young, J. (2012). The loneliness questionnaire-short version: An evaluation of reverse- worded and non-reverse-worded items via item response theory. Journal of Personality Assessment, 94(4), 427–437. https://doi.org/10.1080/00223891.2012.662188
  • Fabrigar, L.R., Wegener, D.T., MacCallum, R.C., & Strahan, E.J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272–299. http://dx.doi.org/10.1037/1082-989X.4.3.272
  • Finney, S.J. (2001). A comparison of the psychometric properties of negatively and positively worded questionnaire items (Publication No. 3009716) [Doctoral dissertation, University of Nebraska]. ProQuest Dissertations & Theses Global.
  • Furr, R.M. (2018). Psychometrics: An introduction (3rd ed.). Sage.
  • Geddes, J.D., Murrell, A.R., & Bauguss, J. (2010). Childhood learning: An examination of ability and attitudes toward school. Creative Education, 1(3), 170 183. https://doi.org/10.4236/ce.2010.13027
  • Gnambs, T., & Schroeders, U. (2020). Cognitive abilities explain wording effects in the Rosenberg Self Esteem Scale. Assessment, 27(2), 404 418. https://doi.org/10.1177/1073191117746503
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The effects of reverse items on psychometric properties and respondents’ scale scores according to different item reversal strategies

Year 2024, Volume: 11 Issue: 1, 20 - 38, 16.03.2024
https://doi.org/10.21449/ijate.1345549

Abstract

This study aimed to examine the effects of reverse items created with different strategies on psychometric properties and respondents’ scale scores. To this end, three versions of a 10-item scale in the research were developed: 10 positive items were integrated in the first form (Form-P) and five positive and five reverse items in the other two forms. The reverse items in the second and third forms were crafted using antonyms (Form-RA) and negations (Form-RN), respectively. Based on the research results, Form-P was unidimensional, while other forms were two-dimensional. Moreover, although reliability coefficients of all forms were obtained as above .80, the lowest one was acquired for Form-RN. There were strong-positive relationships between students’ scores in the three scale forms. However, the lowest one was estimated between Form-P and Form-RN. Finally, there was a significant difference between the students’ mean scores obtained from Form–RN and other two versions, but the effect size of the said difference was small. In conclusion, all these results indicate that different types of reverse items influence psychometric properties and respondents’ scale scores differently.

References

  • Ahlawat, K.S. (1985). On the negative valence items in self-report measures. The Journal of General Psychology, 112(1), 89–99. https://doi.org/10.1080/00221309.1985.9710992
  • Aybek, E.C. (2021). Data preparation for factor analysis. URL: https://shiny.eptlab.com/dp2fa/
  • Bandalos, D.L. (2018). Measurement theory and applications for the social sciences. The Guilford.
  • Benson, J., & Hocevar, D. (1985). The impact of item phrasing on the validity of attitude scales for elementary school children. Journal of Educational Measurement, 22(3), 231–240. https://doi.org/10.1111/j.1745-3984.1985.tb01061.x
  • Bergstrom, B.A., & Lunz, M.E. (1998, 13–17, April). Rating scale analysis: Gauging the impact of positively and negatively worded items. Annual Meeting of the American Educational Research Association, San Diego.
  • Boley, B.B., Jordan, E., & Woosnam, K.M. (2021). Reversed polarity items in tourism scales: Best practice or dimensional pitfall? Current Issues in Tourism, 24(4), 1 13. https://doi.org/10.1080/13683500.2020.1774517
  • Bolt, D., Wang, Y.C., Meyer, R.H., & Pier, L. (2020). An IRT mixture model for rating scale confusion associated with negatively worded items in measures of social-emotional learning. Applied Measurement in Education, 33(4), 1 18. https://doi.org/10.1080/08957347.2020.1789140
  • Brace, I., & Bolton, I. (2022). Questionnaire design: How to plan, structure and write survey material for effective market research (5th ed.). Kogan Page.
  • Bulut, H.Ç. (2021). Item wording effects in psychological measures: Do early literacy skills matter? Journal of Measurement and Evaluation in Education and Psychology, 12(3), 239-253. https://doi.org/10.21031/epod.944067
  • Bulut, H.Ç., & Bulut, O. (2022). Item wording effects in self-report measures and reading achievement: Does removing careless respondents help? Studies in Educational Evaluation, 72(2). https://doi.org/10.1016/j.stueduc.2022.101126
  • Carlson, M., Wilcox, R., Chou, C.-P., Chang, M., Yang, F., Blanchard, J., Marterella, A., Kuo, A., & Clark, F. (2011). Psychometric properties of reverse-scored items on the CES-D in a sample of ethnically diverse older adults. Psychological Assessment, 23(2), 558–562. https://doi.org/10.1037/a0022484
  • Chamberlain, V.M., & Cummings, M.N. (1984). Development of an instructor/course evaluation instrument. College Student Journal, 18(3), 246–250.
  • Chyung, S.Y.Y., Barkin, J.R., & Shamsy, J.A. (2018). Evidence-based survey design: The use of negatively worded items in surveys. Performance Improvement, 57(3), 16–25. https://doi.org/10.1002/pfi.21749
  • Coleman, C.M. (2013). Effects of negative keying and wording in attitude measures: A mixed-methods study [Unpublished doctoral dissertation, James Madison University]. https://commons.lib.jmu.edu/diss201019/73/
  • Conrad, K.J., Wright, B.D., McKnight P., McFall, M., Fontana, A., & Rosenheck, R. (2004). Comparing traditional and Rasch analyses of the Mississippi PTSD Scale: Revealing limitations of reverse-scored items. Journal of Applied Measurement, 5(1), 15–30.
  • Coolican, H. (2013). Research methods and statistics in psychology (5th ed.). Routledge.
  • Dagnew, A. (2017). The relationship between students’ attitudes towards school, values of education, achievement motivation and academic achievement in Gondar secondary schools, Ethiopia. Research in Pedagogy, 7(1), 30–42. https://doi.org/10.17810/2015.46
  • Dawson, J. (2017). Analysing quantitative survey data for business and management students. Sage.
  • DeVellis, R. (2017). Scale development: Theory and applications (4th ed.). Sage.
  • Diedenhofen, B., & Musch, J. (2015). Cocor: A comprehensive solution for the statistical comparison of correlations. PLoSONE, 10(4), 1 12. https://doi.org/10.1371/journal.pone.0121945
  • Dooden, H. (2014). The effects of positively and negatively worded items on the factor structure of the UCLA loneliness scale. Journal of Psychoeducational Assessment, 33(3), 259–267. https://doi.org/10.1177/0734282914548325
  • Dueber, D.M., Toland, M.D., Lingat, J.E., Love, A.M.A., Qiu, C., Wu, R., & Brown, A.V. (2021). To Reverse item orientation or not to reverse item orientation, that is the question. Assessment, 29(7), 1422–1440. https://doi.org/10.1177/10731911211017635
  • Dunbar, M., Ford, G., Hunt, K., & Der, G. (2000). Question wording effects in the assessment of global self-esteem. European Journal of Psychological Assessment, 16(1), 13–19. https://doi.org/10.1027//1015-5759.16.1.13
  • Ebesutani, C., Drescher, C.F., Reise, S.P., Heiden, L., High, T.L., Damon, J.D., & Young, J. (2012). The loneliness questionnaire-short version: An evaluation of reverse- worded and non-reverse-worded items via item response theory. Journal of Personality Assessment, 94(4), 427–437. https://doi.org/10.1080/00223891.2012.662188
  • Fabrigar, L.R., Wegener, D.T., MacCallum, R.C., & Strahan, E.J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272–299. http://dx.doi.org/10.1037/1082-989X.4.3.272
  • Finney, S.J. (2001). A comparison of the psychometric properties of negatively and positively worded questionnaire items (Publication No. 3009716) [Doctoral dissertation, University of Nebraska]. ProQuest Dissertations & Theses Global.
  • Furr, R.M. (2018). Psychometrics: An introduction (3rd ed.). Sage.
  • Geddes, J.D., Murrell, A.R., & Bauguss, J. (2010). Childhood learning: An examination of ability and attitudes toward school. Creative Education, 1(3), 170 183. https://doi.org/10.4236/ce.2010.13027
  • Gnambs, T., & Schroeders, U. (2020). Cognitive abilities explain wording effects in the Rosenberg Self Esteem Scale. Assessment, 27(2), 404 418. https://doi.org/10.1177/1073191117746503
  • Greenberger, E., Chen, C., Dmitrieva, J., & Farruggia, S.P. (2003). Item-wording and the dimensionality of the Rosenberg Self-Esteem Scale: Do they matter? Personality and Individual Differences, 35(6), 1241 1254. https://doi.org/10.1016/S0191 8869(02)00331-8
  • Guyatt, G.H., Cook, D.J., King, D., Norman, G.R., Kane, S.L., & Van Ineveld, C. (1999). Effect of the framing of questionnaire items regarding satisfaction with training on residents’ responses. Academic Medicine, 74(2), 192 194. https://doi.org/10.1097/00001888 199902000-00018
  • Hazlett-Stevens, H., Ullman, J.B., & Craske, M.G. (2004). Factor structure of the Penn State worry questionnaire: Examination of a method factor. Assessment, 11(4), 361–370. https://doi.org/10.1177/1073191104269872
  • Herche, J., & England, B. (1996). Reversed-polarity items and scale unidimensionality. Journal of the Academy of Marketing Science, 24(4), 366 374. https://doi.org/10.1177/0092070396244007
  • Hooper, M., Arora, A., Martin, M.O., & Mullis, I.V.S, (2013, 24–25 June). Examining the behavior of “reverse directional” items in the TIMSS 2011 context questionnaire scales [Conference presentation]. 5th IEA International Research Conference. National Institute of Education, Nanyang Technological University, Singapore. https://www.iea.nl/sites/default/files/2019-04/IRC-2013_Hooper_etal.pdf
  • Hughes, G.D. (2009). The impact of incorrect responses to reverse-coded survey items. Research in the Schools, 16(2), 76–88.
  • Ilhan, M., & Guler, N. (2017). The number of response categories and the reverse scored item problem in Likert-type scales: A study with the Rasch model. Journal of Measurement and Evaluation in Education and Psychology, 8(3), 321 343. http://dx.doi.org/10.21031/epod.321057
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There are 74 citations in total.

Details

Primary Language English
Subjects Psychological Methodology, Design and Analysis
Journal Section Articles
Authors

Mustafa İlhan 0000-0003-1804-002X

Neşe Güler 0000-0002-2836-3132

Gülşen Taşdelen Teker 0000-0003-3434-4373

Ömer Ergenekon 0000-0001-9964-5535

Early Pub Date March 13, 2024
Publication Date March 16, 2024
Submission Date August 18, 2023
Published in Issue Year 2024 Volume: 11 Issue: 1

Cite

APA İlhan, M., Güler, N., Taşdelen Teker, G., Ergenekon, Ö. (2024). The effects of reverse items on psychometric properties and respondents’ scale scores according to different item reversal strategies. International Journal of Assessment Tools in Education, 11(1), 20-38. https://doi.org/10.21449/ijate.1345549

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