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Further Considerations in Using Items With Diverse Content to Measure Acquiescence
Chester Chun Seng Kam
2016-02-01
Source PublicationEducational and Psychological Measurement
ISSN0013-1644
Volume76Issue:1Pages:164-174
Abstract

To measure the response style of acquiescence, researchers recommend the use of at least 15 items with heterogeneous content. Such an approach is consistent with its theoretical definition and is a substantial improvement over traditional methods. Nevertheless, measurement of acquiescence can be enhanced by two additional considerations: first, to ensure that it is not confounded with item valence, equal numbers of positively and negatively phrased items should be used; second, the validity of acquiescence scores can be substantially improved when derived from more than 15 items: about twice that number appears to be the minimum. These issues are illustrated empirically and recommendations are made for research practice.

KeywordAcquiescence Measurement Response Style
DOI10.1177/0013164415586831
URLView the original
Indexed BySCIE ; SSCI ; SSCI
Language英語English
WOS Research AreaPsychology ; Mathematics
WOS SubjectPsychology, Educational ; Mathematics, Interdisciplinary Applications ; Psychology, Mathematical
WOS IDWOS:000367852400008
PublisherSAGE PUBLICATIONS INC
Scopus ID2-s2.0-84953375338
Fulltext Access
Citation statistics
Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorChester Chun Seng Kam
AffiliationUniversity of Macau,Taipa, Macau,Macao
First Author AffilicationUniversity of Macau
Corresponding Author AffilicationUniversity of Macau
Recommended Citation
GB/T 7714
Chester Chun Seng Kam. Further Considerations in Using Items With Diverse Content to Measure Acquiescence[J]. Educational and Psychological Measurement, 2016, 76(1), 164-174.
APA Chester Chun Seng Kam.(2016). Further Considerations in Using Items With Diverse Content to Measure Acquiescence. Educational and Psychological Measurement, 76(1), 164-174.
MLA Chester Chun Seng Kam."Further Considerations in Using Items With Diverse Content to Measure Acquiescence".Educational and Psychological Measurement 76.1(2016):164-174.
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