Vocational students' learning preferences: the interpretability of ipsative data

A number of researchers have argued that ipsative data are not suitable for statistical procedures designed for normative data. Others have argued that the interpretability of such analyses of ipsative data are little affected where the number of variables and the sample size are sufficiently large. The research reported here represents a factor analysis of the scores on the Canfield Learning Styles Inventory for 1,252 students in vocational education. The results of the factor analysis of these ipsative data were examined in a context of existing theory and research on vocational students and lend support to the argument that the factor analysis of ipsative data can provide sensibly interpretable results.     

Psychometric critique of acculturation psychology: the case of Iranian migrants in Norway

The presumptions, terminology, psychometrics, statistical analyses, and ethics of the fourfold acculturation paradigm are criticized in detail. Illustrative data came from Iranian refugees in Norway (N = 80) answering: 1) the Satisfaction with Life Scale (SWLS), 2) Zung's Self-Rating Depression Scale (ZSRDS), 3) ipsative fourfold scales of Integration, Assimilation, Separation, and Marginalization, 4) orthogonal scales of attitudes towards Norwegian and Iranian cultures, measured independently and using balanced reverse-keying, and 5) ipsative forced-choice preferences for cultural practices of Norway, Iran, both, or from other societies as well. Iranians in Norway favored global multiculturalism and, as a group. did not show distress. The SWLS and ZSRDS were correlated, but the measures of acculturation failed to replicate one another. As unconstrained ipsative measures, the fourfold scales showed acquiescence response bias contamination and doubtful operationalization of scale constructs. Recommendations are discussed for improving acculturation research.     

Psychometric problems and issues involved with creating and using ipsative measures for selection

Data are described as ipsative if a given set of responses always sum to the same total. However, there are many properties of data collection that can give rise to different types of ipsative data. In this study, the most common type of ipsative data used in employee selection (forced‐choice ipsative data; FCID) is discussed as a special case of other types of ipsative data. Although all ipsative data contains constraints on covariance matrices (covariance‐level interdependence), FCID contains additional item‐level interdependencies as well. The psychological processes that give rise to FCID and the resultant psychometric properties are discussed. In addition, data from which both normative and ipsative responses were provided by job applicants illustrate very different patterns of correlations as well as very different selection decisions between normative, FCID and ipsatized measures.     

Validation of an ipsative personality measure (DISCUS)

The purpose of this study was to examine the construct validity of an ipsative personality test (DISCUS), and various effects of the ipsative format of the test. Both an ipsative and a normative version of the DISCUS test was administered to a sample of undergraduate students (N = 103), along with an adjective based personality test that measures the Big-Five personality traits (5PFa). The results indicated that the normative and the ipsative version of DISCUS are not equivalent, and caution is needed when using the ipsative version for psychometric evaluations as in validation studies. The four DISCUS dimensions (Dominance, Influence, Stability, and Carefulness) represented combinations of the Big-Five traits rather than independent traits as indicated by the correlations with the Big-Five measure.     

Ipsative and Normative Scales in Adjectival Measurement of Personality: Problems of Bias and Discrepancy

887 respondents completed ipsative and normative versions of the PAL-TOPAS personality questionnaire. Data were analysed to test for (1) systematic bias in scores associated with the two response formats and (2) predictors of the magnitude of the discrepancy in the individual's ipsative and normative scores. Discrepancy was assessed for both item responses and scale scores. Sources of biases investigated included ipsative scaling artifact, extremeness of scores on the normative scales and response variability. Results showed that systematic bias in scale scores and magnitude of discrepancy were predicted by different factors. One source of systematic bias was associated with ipsative scaling artifact: the ipsative scales measure both the scale itself and rejection of other alternatives. A second source of systematic bias was acquiescence in response to normative items. A confirmatory factor analysis showed that a good but imperfect fit to the data may be obtained by constructing a structural model of the inter-relationship between normative and ipsative scores which accommodates both sources of bias. The strongest influence on discrepancy in scale scores was extremeness of normative scoring, associated with a bias towards either general acceptance or rejection of trait adjectives. It is concluded that both normative and ipsative response formats have limitations, and it may often be desirable to assess both.     

Introduction

This article reports a comprehensive meta-analysis of the criterion-oriented validity of the Big Five personality dimensions assessed with forced-choice (FC) inventories. Six criteria (i.e., performance ratings, training proficiency, productivity, grade-point average, global occupational performance, and global academic performance) and three types of FC scores (i.e., normative, quasi-ipsative, and ipsative) served for grouping the validity coefficients. Globally, the results showed that the Big Five assessed with FC measures have similar or slightly higher validity than the Big Five assessed with single-stimulus (SS) personality inventories. Quasi-ipsative measures of conscientiousness (K = 44, N = 8794, ρ = .40) are found to be better predictors of job performance than normative and ipsative measures. FC inventories also showed similar reliability coefficients to SS inventories. Implications of the findings for theory and practice in academic and personnel decisions are discussed, and future research is suggested.     

An assessment of the Edwards Personal Preference Schedule from the perspective of the five-factor model.

We examined the validity of need scales of the Edwards Personal Preference Schedule (EPPS) by correlating them with a measure of the five basic factors of personality; we also considered test format as a possible source of invalidity. Three hundred thirty (223 women, 107 men) undergraduate students completed both the NEO Personality Inventory (NEO-PI)--a measure of the five factors--and one of two versions of the EPPS. Results show that both ipsative and normative versions of the EPPS could be meaningfully interpreted within the five-factor model, although the ipsative, forced-choice format of the standard EPPS apparently lowered validity coefficients and decreased convergent and discriminant validity. We argue that the five-factor model can provide a useful interpretive context for evaluating many clinical measures.     

Increasing Validity with Forced‐Choice Criterion Measurement Formats

The relative validities of forced‐choice (ipsative) and Likert rating‐scale item formats as criterion measures are examined. While there has been much debate about the relative technical and psychometric merits and demerits of ipsative instruments, the present research focused on the crucial question of whether the use of this format has any practical benefit – in terms of improved validity. An analysis is reported from a meta‐analysis data set. This demonstrates that higher operational validity coefficients (prediction of line‐manager ratings of competencies) are associated with the use of forced‐choice (r=.38) rather than rating scale (r=.25) item formats for the criterion measurement instrument when performance is rated by the same line managers on both formats and where the predictor is held constant. Thus the apparent criterion‐related validity of a predictor can increase by 50% simply by changing the format of the criterion measurement instrument. The implications of this for practice are discussed.     

Análisis factorial de ítems de respuesta forzada: una revisión y un ejemplo

Forced-choice tests are widely used in order to reduce the impact of different response set biases typically associated to psychological tests (e.g. acquiescence or social desirability). However, these tests produce ipsative data which have undesirable properties, thereby making an inappropriate application of classical factor analysis techniques for psychometric evaluation commonly used by researchers. This paper explains the analytical properties of forced-choice tests, along with an example that illustrates how these properties have an impact on the application of conventional statistical techniques and produce improper results. Additionally, one of the current proposals is presented in order to analyze these data based on the comparative judgment model by Thurstone, along with the results of a simulation study which illustrates its implementation and effectiveness in recovering the original factor structure.     

Normative versus ipsative configural frequency analysis in personality research—their use discussed in a reanalysis of data on situation-bound anxiety

Configural frequency analysis (CFA) tests whether certain individual patterns in different variables are observed more frequently in a sample than expected by chance. In normative CFA, these patterns are derived from the subject's specific position in relation to sample characteristics such as the median or the mean. In ipsative CFA, patterns are defined within an individual reference system, e.g. relative to the subject's median of different variable scores. Normative CFA examines dimensionality of scales and is comparable to factor analysis in this respect. Ipsative CFA rather yields information about location of scores in different variables, in a similar way to ANOVA or Friedman testing. However, both normative and ipsative CFA may supply information not obtainable by means of the aforementioned methods. This is illustrated in a reanalysis of data in four scales of an anxiety inventory. © 1997 John Wiley & Sons, Ltd.     

A comparison of ranking and rating procedures for value system measurement

Compared the validity and reliability of 2 value measurement techniques. 296 Ss (161 females and 135 males) in introductory psychology filled out the 2 measurement techniques and an attitude survey. The Rokeach Value Survey instructed Ss to separately rank 2 sets of 18 values in order of importance. A rating version of the Value Survey instructed Ss to rate the same 36 values from 1 to 99. 236 Sreturned 6 weeks later and again filled out both measurement techniques. Results of the multimethod factor analysis indicate very good convergent validity among the 4 measures of a given value (2 techniques × 2 sessions) and very good discriminant validity between measures of different values. Probably due to the ipsative nature of the ranking procedure, the test-retest reliabilities were higher for the ranked measurements than for the rated measurements. The construct validity of both measurement techniques, as determined by multiple regression and analysis of variance, were similar. Despite criticisms of ranking procedures, both the ranked and the rated versions were of equal reliability and validity.     

Internal Validity and Reliability of Kolb’s Learning Style Inventory Version 3 (1999)

This study explores the internal validity and reliability of Kolb’s revised Learning Style Inventory (LSI-2A and LSI-3) in a sample of 221 graduate and undergraduate business students. Research on the LSI is also reviewed and the implications of conducting factor analysis using ipsative data are explored. Experiential Learning Theory is presented and the concept of learning styles explained. This study largely supports prior research supporting the internal reliability of scales. Principle Component Analysis provides evidence for a 2 factor structure as hypothesized by Kolb.     

Masculinity-femininity in creative college women.

The possible relationship between masculinity and creativity in college women was investigated through a battery of masculinity-femininity scales that tapped both manifest and latent masculinity, factorially derived clusters, and an ipsative measure. Two samples (n = 45 each) of women who had scored above the 75th percentile and below the 25th percentile respectively on two measures of creativity were used. High creative subjects scored higher on activity and described themselves as more masculine; indications are that they possess a broader, less stereotyped sex-role identity.     

Improving the Assessment of Implicit Motives Using IRT: Cultural Differences and Differential Item Functioning

Summary: The possible relationship between masculinity and creativity in college women was investigated through a battery of masculinity-femininity scales that tapped both manifest and latent masculinity, factorially derived clusters, and an ipsative measure. Two samples (n = 45 each) of women who had scored above the 75th percentile and below the 25th percentile respectively on two measures of creativity were used. High creative subjects scored higher on activity and described themselves as more masculine; indications are that they possess a broader, less stereotyped sex-role identity.     

Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression: Related Yet Unique Language Systems in Grades 1, 3, 5, and 7

Age-normed tests of Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression were administered in grades 1 (n=128), 3, and 5 or 3 (n=113), 5, and 7. Confirmatory factor analyses compared one- and four- factor models at each grade level and supported a four- factor model of Language by Ear, Mouth, Eye, and Hand. Multiple regressions identified which of the three other language skills explained unique variance in each of the four language skill outcomes and provided additional evidence that language is not a single skill. Individuals' ipsative scores (amount that the standard score for age on each language measure deviated from individual's mean for all four measures) showed that 25% to 30% of individuals showed relative strengths or weaknesses (+ or - 1 SD) in specific language skills, but only 7% were stable across grades 3 and 5. Findings are discussed in reference to (a) theoretical implications for idea comprehension and expression via language by ear, mouth, eye, and hand, and (b) educational applications of observed developmental and individual differences for general, special, and gifted education.     

Scores composites CHC pour le WISC-IV : normes francophones

Although the WISC-IV references the Cattell–Horn–Carroll (CHC) theory in the manual, the composite scores of this battery (VCI, PRI, WMI, and PSI) were not defined according to this model. Nevertheless, we recommend examining the subtests scores of the WISC-IV in reference to the nomenclature of the cognitive abilities proposed in the CHC theory, so as to bring additional insight on the observed performance. The objective of the first part of this paper is to provide normative tables for five CHC cognitive abilities of the French WISC-IV: fluid reasoning (Gf), comprehension–knowledge (Gc), visual processing (Gv), short-term-memory (Gsm), and processing speed (Gs); these tables were created using a statistical approximation procedure. The objective of the second part is to test the validity of these tables with data obtained from 250 children. Correlation between the standard indices of the WISC-IV (VCI, PRI, WMI, and PSI) and the CHC composite scores were high, demonstrating the validity of these CHC scores. These tables, for the French version of the WISC-IV, allow using the CHC composite scores as complementary measures, in order to conduct normative and ipsative analyses.     

A longitudinal study of personality change in young adulthood

The present research examined personality continuity and change in a sample of young men and women assessed at the beginning and end of college. Two-hundred seventy students completed measures of the Big Five personality traits when they first entered college and then 4 years later. Analyses indicate small- to medium-sized normative (i.e., mean-level) changes, large rank-order stability correlations, high levels of stability in personality structure, and moderate levels of ipsative (i.e. profile) stability. Overall, the findings are consistent with the perspective that personality traits exhibit considerable continuity over time, yet can change in systematic ways.     

Factor analysis of ipsative data: a simulation study

This paper introduces a summary on how to proceed to conduct a factor analysis when the input data are ipsative. The classical factor analysis procedures cannot be used because the covariance matrix is singular. Additionally, previous research on the optimal conditions to conduct factor analysis for ipsatized data is reviewed, and the results of a simulation study are presented. The study includes conditions of sample size, model complexity, and model specification (correct vs. incorrect). The results suggest that researchers should be careful when factor analyzing ipsatized data, particularly if they suspect that the model is incorrectly specified and includes a smaller number of factors.     

The Rokeach Value Survey: Underlying Structure and Multidimensional Scaling

Studies have demonstrated that the ordinal, ipsative data provided by the Rokeach Value Survey (RVS; Rokeach 1973) are not suited to factor analysis. In this study, nonmetric multidimensional scaling (MDS) was used with a sorting task to identify the underlying subset of values. American college students were the participants, and the results indicate that individualism-achievement and collectivism-affiliation are the underlying dimensions of the RVS for both the terminal and the instrumental values. Observed variation in the use of MDS space was predicted, based on participants' developmental differences as measured by the Maslowian Assessment Survey (Williams & Page, 1989). Gender differences in the use of MDS space by participants were not observed. Analysis of angular variance was used to test both hypotheses.     

当代大学生自比型价值观数据的潜在结构

本研究对采自3796名在校大学生的Rokeach Value Survey自比型数据进行了因素分析和多维尺度分析。因素分析从两组价值观选项中分别获得6个双极因素,虽然内容各不相同,但均体现出个人指向-亲社会指向的特点。多维尺度分析所获得的两组选项的2维空间距离分布结果也体现类似特点,结果显示终极性价值观可分为四类,工具性价值观可分为五类。当前大学生价值观中存在着舒适的物质生活、兴奋的生活、幸福、快乐和自尊以及雄心壮志的、勇敢的和诚实的等个人取向内容占优势的可能性。在两种分析方法中,多维尺度分析更适合对自比型价值观数据潜在结构的探究。