Academic literature on the topic 'Likert-Type scale and semantic differential scale'

This article presents the results of an exploratory study comparing interval-valued scales (IVSs) and semantic differential scales (SDSs). The article investigates consumer perceptions regarding specific scale attributes and utilizes a controlled, between-subjects, experimental pen-and-paper design to assess the preferences of respondents when using the IVSs and SDSs. The rationale of this comparison lies with the fact that the newly introduced IVS has a built-in mechanism that allows the direct capture of respondent uncertainty toward the asked question, a feature that is absent from the SDS and other widely used, single-point capturing scales in marketing research such as the Likert and Stapel. Results show that overall consumer preferences of the IVS and SDS are equal, although “speed of use” results favor the IVS. The consistency of respondent evaluations regarding the two scales may indicate their interchangeability in marketing research and opens up pathways for future exploration of IVSs for the accumulation of more reliable and robust results. The main contribution of the article is the introduction of a novel IVS, within the context of marketing, for collecting respondent answers while also directly capturing respondent uncertainty. Furthermore, this article adds to the discussion of consumer perceptions and preferences regarding different scales, scale development, and optimal rating scales that may lessen ambiguity for survey respondents and researchers.

The aim of this study is to improve measurement in marketing research by constructing a new, simple, nonparametric, consistent, and powerful test to study scale invariance. The test is called D-test. D-test is constructed using symbolic dynamics and symbolic entropy as a measure of the difference between the response patterns which comes from two measurement scales. We also give a standard asymptotic distribution of our statistic. Given that the test is based on entropy measures, it avoids smoothed nonparametric estimation. We applied D-test to a real marketing research to study if scale invariance holds when measuring service quality in a sports service. We considered a free-scale as a reference scale and then we compared it with three widely used rating scales: Likert-type scale from 1 to 5 and from 1 to 7, and semantic-differential scale from −3 to +3. Scale invariance holds for the two latter scales. This test overcomes the shortcomings of other procedures for analyzing scale invariance; and it provides researchers a tool to decide the appropriate rating scale to study specific marketing problems, and how the results of prior studies can be questioned.

The scale is usually used to check and determine the value of a qualitative factor in quantitative measures. The measurement scale is a management in agreement that is used as a reference to determine the short length of the interval that is in the measuring instrument, so that the measuring instrument when used in measurements will produce quantitative data. The results of the scale management calculation must be interpreted carefully because in addition to producing a rough picture, the respondent's answers are not just straightforward to be trusted. Types of measurement scales: Likert scale, Guttman scale, semantic differential scale, rating scale, Thurstone scale, Borgadus scale, and various other measurement management scales. One of the most difficult jobs for information technology researchers faced with the necessity of measuring variables is: finding directions in the midst of many existing sizes. If there is a good size for a particular variable, it seems that there are not many reasons to compile a new size yourself. Keywords: Scale, Measurement, Variables.

To measure sexist attitudes, 50 men and 50 women completed two instruments One was a nondisguised type—the Rombough-Ventimiglia Sexism Scale; the other disguised—the semantic differential with ratings on sex-role concepts. On the basis of scores on the Rombough-Ventimiglia Scale, men were divided into High (traditional) and Low (emancipated) scoring groups. The same procedure was followed for women's scores. As expected the Rombough-Ventimiglia scales showed significant differences between High and Low attitude groups and also between men and women. However, the semantic differential comparisons between High and Low scoring groups for men show significant differences on only three of the 36 concepts rated; women's scores show 10 significant differences. Comparisons between men and women on the semantic differential show significant differences on 20 concepts. The results can be interpreted as indicating that men may introduce a certain element of distortion in responding to conventional sexism scales.

The article presents the rationale for the classification of international students based on civilizational criteria. The authors identified and characterized eight cultural profiles: two post-Soviet profiles, European, Latin American, African, Arabic, Chinese, and southern.The authors propose to use sociological scales to identify and measure the socio-political attitudes of international students. The authors proposed their options for the following scales: the social distance of E. Bogardus, equal intervals of L. Thurstone, total ratings of R. Likert, the scale of L. Guttman. We also proposed the author’s interpretation of the method of semantic differential of C. Osgood. Each scale allows you to identify and measure attitudes towards Russia. Finally, the authors proposed an integral index of socio-political attitudes. The integral index consists of an average of five of the above indices. The integrated index allows you to minimize research errors and compare the attitudes of students from different cultural profiles.

The objectives of the present study were to 1) assess student attitudes to physiology, 2) evaluate student opinions about the influence of an objective structured practical examination (OSPE) on competence, and 3) assess the validity and reliability of an indigenously designed feedback questionnaire. A structured questionnaire containing 16 item statements, 8 items on an Osgood's 5-point semantic differential scale and 8 items on a Likert's 5-point scale, was used. Options were assigned scores of 1–5 according to weightage. For Osgood's semantic differential scale items, a χ2-test was done to analyze student attitudes toward the subject. For Likert scale items, mean score and SD were calculated to analyze student opinions of the OSPE. Item validity was assessed by item analysis, and reliability was assessed by calculating Crohnbach's α. The subject as a whole was interesting to 82% of the students ( n = 135). The theory was interesting to 75% of the students ( n = 132) but complex to 42% ( n = 118). The practical was interesting to 93% of the students ( n = 134); 76% of the students ( n = 104) felt that the practical was simple, whereas 4% felt it was complex. The OSPE was interesting to 79% of the students ( n = 131); 57% of the students ( n = 116) felt it was simple, whereas 24% found it complex. Components of the subject, intricateness, and student interests were strongly associated. Students chose options on a higher weight scale, favoring the OSPE. Items were found to be valid and reliable. In conclusion, the subject of physiology was interesting but not simple to understand. Student interests varied with the components of the subject, and the components of the subject had varied intricateness. Students were in favor of the OSPE for assessment. The questionnaire used for the study was valid and reliable.

The article is dedicated to the improving the methodical approach to the assessment of service competitiveness provided by service organizations. The author considers the concept of service competitiveness and quality, analyzes the scientific literature and existing methods for assessing competitiveness grouped into three groups. The article substantiates the use of the scale of pairwise comparisons and rating scales for determining the significance of characteristics, and gives result of their comparative analysis. The formulas for determining the importance of characteristics are given. The author offers to use marketing scales for the assessment of relationships, when surveying respondents. For example, the Likert scale, the semantic differential, the Stepel scale, and the graphic scales should be used for evaluating the qualitative indicators of services. The article gives the sequence of determining the relative level of each characteristic of the service in question in comparison with the selected basic service. A new element is the methodology of scaling norms proposed in the article, which makes it possible to evaluate the parameters of the service more accurately. The author makes the values of the characteristics of service competitiveness comparable in the normalization of scales. The purpose of rating scales is that the ranges of possible variation of each characteristic should be the same, and accordingly the change in each characteristic relative to the base services should be perceived equivalent. The article gives and justifies the computational formulas of the competitiveness coefficient by non-economic indicators or the service rating. The author offers estimation of economic parameters of service provided by company, and calculation of the competitiveness coefficient by economic indicators. The integral coefficient of competitiveness is given.

One weakness of akhlak teaching method applied in schools is its teacher centered assessment. Teachers feel as the most well-informed sources about students’ akhlak while teachers’ capability of knowing students’ akhlak comprehensively is limited. Teachers’ chance to meet face-to-face with students is only in the learning process so that teachers’ assessment can not show the real akhlak of their students. Teachers should involve other parties who often associate with students, especially their peers. In addition, assessment instrument used by the teachers should not be limited to examination only. Therefore, comprehensive akhlak assessment is needed. In this writing, I describe alternative method to assess students’ akhlak. With this method, we can assess batiniyah dimensions including willingness, conscience, value and attitude and also lahiriyah dimensions manifested in behaviors. This method applies self and peer assessment by involving students in inter and intra relations. Assessment instruments could be questionnaires, observation and portfolios in likert scale, semantic differential and thurstone scale.

Cette recherche a consisté en le développement et la validation d'outils psychométriques servant à mesurer chez les étudiants une évolution dans les croyances épistémiques (c.-à-d. les croyances concernant les sciences, l'enseignement et l'apprentissage) et les attitudes épistémiques (c.-à-d. les conceptions, affects et valeurs envers des objets épistémiques comme la connaissance ou le savoir scientifique). Les valeurs et affects sont d'une importance primordiale dans l'éducation épistémologique, comme le sont les croyances ou les valeurs. Toutefois, ils semblent souvent négligés dans les approches pédagogiques ou dans la recherche. De plus, avant la présente recherche, il n'y avait pas d'instrument quantitatif fiable adapté au contexte français pour mesurer les croyances envers les sciences, l'enseignement et l'apprentissage. Pour ces raisons, nous avons développé dans la langue française un Questionnaire sur les Attitudes et les Croyances Epistémiques (QACE ou EBAI en anglais pour Epistemic Beliefs and Attitudes Inventory), qui est composé d'échelles de Likert et de différentiateurs sémantiques. Nous avons mené trois études. La première (Study 1) a été menée en France auprès de 283 étudiants pour explorer la structure de la première version du QACE (QACE1). Ensuite, cette version été utilisée pour évaluer l'impact de deux modules d'épistémologie sur les populations d'étudiants concernées. Les résultats ont indiqué une bonne consistance interne des échelles et leur capacité à mesurer des changements significatifs dans les attitudes et croyances épistémiques des étudiants. Dans une deuxième étude menée au Vietnam, nous avons examiné les propriétés psychométriques d'une traduction vietnamienne du QACE1 auprès de 228 étudiants ou professeurs (Study 2). Un résultat marquant est que les différentiateurs sémantiques se sont révélé être des outils novateurs simples et prometteurs pour mesurer les attitudes et croyances épistémiques. Cela peut être expliqué par leur robustesse psychométrique, leur forte sensibilité pour discriminer entre les groupes et la facilité avec laquelle on peut les adapter dans une autre culture. Troisièmement, la version préliminaire de l'instrument a été améliorée. Nous avons ensuite conduit en France une étude de validation de cette nouvelle version (QACE2) après de 729 étudiants (Study 3). Plusieurs construits théoriquement apparentés (comme le Epistemological Beliefs Inventory de Schraw et al., 2002; le Cognitive Complexity Indicator indiquant les position de Perry à partir du questionnaire Learning Environment Preferences de Moore, 1989; et l'échelle de dogmatisme de Shearman & Levine, 2006) ont été utilisés pour établir la validité du QACE2. Les résultats de la validation croisée sur les moitiés d'échantillons et de la fiabilité test-retest ont mis en évidence que le QACE2 est un outil fiable, stable et valide pour mesurer les croyances et attitudes épistémiques. Cette recherche a ouvert de nombreuses perspectives concernant, notamment, la vérification de la capacité du QACE2 à mesurer l'impact de modules d'épistémologie, la vérification de son adaptation à d'autres contextes francophones ou encore l'utilisation potentielle des différentiateurs sémantiques pour les recherches interculturelles sur l'épistémologie personnelle
This research has focused on developing and validating psychometric tools to measure changes in university students' epistemic beliefs (i.e., beliefs about science, teaching, and learning) and epistemic attitudes (i.e., conceptions, affects, and values towards epistemic objects e.g., knowledge, scientific knowledge). Epistemic affects and values are of primary importance in epistemological education, as epistemic beliefs or conceptions do. However they seem to be often neglected in the pedagogical and research approaches. Moreover, before the present research, there was no reliable quantitative instrument to measure beliefs about science, learning and teaching specifically adapted to the French context. For these reasons, we developed the Epistemic Beliefs and Attitudes Inventory (EBAI), a set of Likert-type and semantic differential scales. We conducted three studies. The first study (Study 1) was conducted in France on 283 university students to explore the structure of the first version of the EBAI (EBAI1). The EBAI1 has then been used to evaluate the impact of two scientific epistemology related modules on the corresponding two students' populations. Results indicated robust internal consistencies of the scales and their ability to measure changes in students' epistemic beliefs and attitudes. In a second study, we preliminarily examined the psychometric properties of a Vietnamese translation of the EBAI1 in Vietnam with 228 participants, university students and teachers (Study 2). The results unravelled inadequacies of some scales to the Vietnamese context. One striking result is that the semantic differential scales appeared to be promising innovative and simple tools to measure epidemic attitudes and epistemic beliefs. We explain that by their strong psychometric properties, their high sensitivity in group discrimination, and the easiness to adapt them to another culture. Thirdly, the preliminary version of the instrument was revised for improvement and strengthening. We then conducted, in France, a validation study of this new version (EBAI2) among 729 students (Study 3). Several theoretically related constructs (e.g., general epistemological beliefs measured by the Epistemological Beliefs Inventory, Schraw et al., 2002; Cognitive Complexity Indicator indicating Perry's positions measured by the Learning Environment Preferences, Moore, 1989; and dogmatism measured by the Dogmatism Scale, Shearman & Levine, 2006) were used to establish the construct validity of the updated instrument (EBAI2). Results of double-split cross-validation and test-retest reliability showed a high reliability and temporal stability of the EBAI2. In summary, the findings supported that the EBAI2 is a reliable, stable and valid tool to measure epistemic beliefs and attitudes. This research opened many perspectives such as, for instance, checking for the EBAI2 ability to measure the impact of scientific epistemology related modules, checking for its adaptation to other francophone contexts, or using semantic differentials for cross-cultural researches in personal epistemology

碩士
淡江大學
資訊管理學系碩士班
104
Over the past decade, cognitive neuroscience has gener- ated many advances in the basic understanding of information processing, decision making, and behavior by directly and objectively measuring the brain activity that underlies various decision-making, cognitive, amd emotional. Currently, there are many studies of likert scales and semantic differential scales applied in IS research.Chin(2008) used TAM to campare likert scales to semantic differential scales,but there is none of scale research combine with cognitive neuroscience.Therefore, the study combined with cognitive neuroscience,used EEG to measure users’ brainwave activity during answered likert sacles and semantic differntial scales. Analyzing brainwave with ERPs, investigating cognitive differences with P300.The study found there are cognitive differnces between likert scales and semantic differential scales,and likert scales have lager P300 amplitudes than semantic differential scales.

Chapter 3 focuses on DOM in Old Romanian, for both direct and indirect objects. The data are organized according to the type of DOM mechanisms, with separate sections for CD, DOM-p, and CD+DOM-p. The focus is on the pragmatic effects of DOM, since this operation is discourse triggered in Old Romanian (i.e., CD for backgrounding, as opposed to DOM-p for foregrounding the object). The discourse triggers for DOM are defined and illustrated, as well as their changes. The synopsis is that CD becomes productive with indirect objects but unproductive with direct objects; DOM-p is at the peak of its productivity with nouns and extends up to the end of both semantic scales (i.e., definiteness/specificity and animacy); whereas CD+DOM-p is in its emerging stages and affects pronouns rather than nouns.