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Direct linkBollen, Kenneth A. – Psychological Methods, 2007
R. D. Howell, E. Breivik, and J. B. Wilcox (2007) have argued that causal (formative) indicators are inherently subject to interpretational confounding. That is, they have argued that using causal (formative) indicators leads the empirical meaning of a latent variable to be other than that assigned to it by a researcher. Their critique of causal…
Descriptors: Researchers, Structural Equation Models, Formative Evaluation, Transformative Learning
