This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Pilotte, W. J. Articles by Gable, R. K. Search for Related Content Social Bookmarking                         What's this?

The Impact of Positive and Negative Item Stems on the Validity of a Computer Anxiety Scale

University of Connecticut

Robert K. Gable

University of Connecticut

For a sample of 270 high school students, the differences between positive and negative item stems are studied using three forms of a computer anxiety scale (original scale, negated items, and mixed stems) to ascertain if the items for each form tended to define a single construct or two different constructs. Internal-consistency estimates of reliability for each form yielded alpha coefficients which ranged from .73 for the mixed-stem format to .95 for the original format. Confirmatory factor analysis (LISREL VI) was employed to test the hypothesis that, for high school students, negative and positive item stems are indicative of different latent variables. The findings tended to support the hypothesis and were consistent with those obtained by other researchers (Benson, 1987 Benson and Hocevar, 1985; Schmitt and Stults, 1985). It was concluded that one should view results with caution when the instrument includes mixed stems, as the two sets of items do not appear to define a single construct.

Educational and Psychological Measurement, Vol. 50, No. 3, 603-610 (1990)
DOI: 10.1177/0013164490503016


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				J. A. Roberts, C. Manolis, and J. F. Tanner Jr. Family Structure, Materialism, and Compulsive Buying: A Reinquiry and Extension Journal of the Academy of Marketing Science, July 1, 2003; 31(3): 300 - 311. [Abstract] [PDF]

				M. S. Samuelstuen Psychometric Properties and Item-Keying Direction Effects for the Learning and Study Strategies Inventory-High School Version with Norwegian Students Educational and Psychological Measurement, June 1, 2003; 63(3): 430 - 445. [Abstract] [PDF]

				J. A. Penny Exploring Differential Item Functioning in a 360-Degree Assessment: Rater Source and Method of Delivery Organizational Research Methods, January 1, 2003; 6(1): 61 - 79. [Abstract] [PDF]

				J. J. Barnette Effects of Stem and Likert Response Option Reversals on Survey Internal Consistency: If You Feel the Need, There is a Better Alternative to Using those Negatively Worded Stems Educational and Psychological Measurement, June 1, 2000; 60(3): 361 - 370. [Abstract] [PDF]

				J. Veiga, M. Lubatkin, R. Calori, and P. Very Research Note Measuring Organizational Culture Clashes: A Two-Nation Post-Hoc Analysis of a Cultural Compatibility Index Human Relations, April 1, 2000; 53(4): 539 - 557. [Abstract] [PDF]

				P. E. Spector, P. T. Van Katwyk, M. T. Brannick, and P. Y. Chen When Two Factors Don't Reflect Two Constructs: How Item Characteristics Can Produce Artifactual Factors Journal of Management, October 1, 1997; 23(5): 659 - 677. [Abstract] [PDF]

				S. L. Magazine, L. J. Williams, and M. L. Williams A Confirmatory Factor Analysis Examination of Reverse Coding Effects in Meyer and Allen's Affective and Continuance Commitment Scales Educational and Psychological Measurement, April 1, 1996; 56(2): 241 - 250. [Abstract]

				C. A. Schriesheim and R. J. Eisenbach An Exploratory and Confirmatory Factor-Analytic Investigation of Item Wording Effects on the Obtained Factor Structures of Survey Questionnaire Measures Journal of Management, December 1, 1995; 21(6): 1177 - 1193. [Abstract] [PDF]