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Reconsidering Formative Measurement

Reconsidering Formative Measurement The relationship between observable responses and the latent constructs they are purported to measure has received considerable attention recently, with particular focus on what has become known as formative measurement. This alternative to reflective measurement in the area of theory-testing research is examined in the context of the potential for interpretational confounding and a construct's ability to function as a point variable within a larger model. Although these issues have been addressed in the traditional reflective measurement context, the authors suggest that they are particularly relevant in evaluating formative measurement models. On the basis of this analysis, the authors conclude that formative measurement is not an equally attractive alternative to reflective measurement and that whenever possible, in developing new measures or choosing among alternative existing measures, researchers should opt for reflective measurement. In addition, the authors provide guidelines for researchers dealing with existing formative measures. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Psychological Methods American Psychological Association

Reconsidering Formative Measurement

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Publisher
American Psychological Association
Copyright
Copyright © 2007 American Psychological Association
ISSN
1082-989x
eISSN
1939-1463
DOI
10.1037/1082-989X.12.2.205
pmid
17563173
Publisher site
See Article on Publisher Site

Abstract

The relationship between observable responses and the latent constructs they are purported to measure has received considerable attention recently, with particular focus on what has become known as formative measurement. This alternative to reflective measurement in the area of theory-testing research is examined in the context of the potential for interpretational confounding and a construct's ability to function as a point variable within a larger model. Although these issues have been addressed in the traditional reflective measurement context, the authors suggest that they are particularly relevant in evaluating formative measurement models. On the basis of this analysis, the authors conclude that formative measurement is not an equally attractive alternative to reflective measurement and that whenever possible, in developing new measures or choosing among alternative existing measures, researchers should opt for reflective measurement. In addition, the authors provide guidelines for researchers dealing with existing formative measures.

Journal

Psychological MethodsAmerican Psychological Association

Published: Jun 1, 2007

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