The effects of changes in the order of verbal labels and numerical values on children's scores on attitude and rating scales

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Betts, L. ORCID: 0000-0002-6147-8089 and Hartley, J., 2012. The effects of changes in the order of verbal labels and numerical values on children's scores on attitude and rating scales. British Educational Research Journal, 38 (2), pp. 319-331. ISSN 0141-1926

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Official URL: http://dx.doi.org/10.1080/01411926.2010.544712

Abstract

Research with adults has shown that variations in verbal labels and numerical scale values on rating scales can affect the responses given. However, few studies have been conducted with children. The study aimed to examine potential differences in children’s responses to Likert-type rating scales according to their anchor points and scale direction, and to see whether or not such differences were stable over time. 130 British children, aged 9 to 11, completed six sets of Likert-type rating scales, presented in four different ways varying the position of positive labels and numerical values. The results showed, both initially and 8-12 weeks later, that presenting a positive label or a high score on the left of a scale led to significantly higher mean scores than did the other variations. These findings indicate that different arrangements of rating scales can produce different results which has clear implications for the administration of scales with children.

Item Type:

Journal article

Publication Title:

British Educational Research Journal

Creators:

Betts, L. and Hartley, J.

Publisher:

Wiley-Blackwell Publishing Ltd.

Date:

2012

Volume:

Number: