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Educational and Psychological Measurement
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Single-Item Versus Multiple-Item Measurement Scales: An Empirical Comparison

Donald G. Gardner

University of Colorado at Colorado Springs, dgardner{at}mail.uccs.edu

L. L. Cummings

University of Minnesota-Minneapolis

Randall B. Dunham

University of Wisconsin-Madison

Jon L. Pierce

University of Minnesota-Duluth

Common methods variance often is a problem with psychological measures that require respondent self-reports of attitudes, beliefs, perceptions, and the like. The present study examined this problem by comparing multiple-item, Likert-type measures of psychological constructs to single-item, non-Likert-type measures of the same constructs. Using confirmatory factor analysis, the alternative forms were compared on criteria of methods variance and construct validity. Neither method appeared to be empirically better than the other. Unusual situations in which well-developed single-item measures might be appropriate are discussed.

Educational and Psychological Measurement, Vol. 58, No. 6, 898-915 (1998)
DOI: 10.1177/0013164498058006003
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