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Dixon, Paul N.; And Others – Educational and Psychological Measurement, 1984
The influence of scale format on results was examined. Two Likert type formats, one with all choice points defined and one with only end-points defined, were administered. Each subject completed half the items in each format. Results indicated little difference between forms, nor did subjects indicate a format preference. (Author/DWH)
Descriptors: Higher Education, Rating Scales, Response Style (Tests), Test Format
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Schriesheim, Chester A. – Educational and Psychological Measurement, 1981
Effects of item presentation mode on degree of leniency bias in responses to field research questionnaires were studied. Two modes were examined: first with items measuring the same dimensions grouped together and second with such items distributed randomly. The random mode showed substantially less leniency response bias. (Author/BW)
Descriptors: Adults, Leadership Qualities, Questionnaires, Response Style (Tests)
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Schriesheim, Chester A.; Hill, Kenneth D. – Educational and Psychological Measurement, 1981
The empirical evidence does not support the prevailing conventional wisdom that it is advisable to mix positively and negatively worded items in psychological measures to counteract acquiescence response bias. An experiment, evaluating subjects' ability to respond accurately to both positive and reversed items on a questionnaire, analyzed post-hoc…
Descriptors: Bias, Higher Education, Questionnaires, Response Style (Tests)
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Chan, Jason C. – Educational and Psychological Measurement, 1991
A study involving 102 high school students (49 males and 53 females) from Taiwan revealed that the order of response scale labels had a primacy effect on subjects' choices of the alternatives in Likert-type attitude scales. Practical implications of the response-order effects for measurement are discussed. (SLD)
Descriptors: Correlation, Factor Analysis, Factor Structure, Foreign Countries