A caveat on using single‐item versus multiple‐item scales

By R. Loo. 2002

370 citations recorded by the source corpus.

Subfields: Organizational Behavior and Human Resource Management, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/03aa60c32956aa685e9512e81d18d498c8c0224c

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In Organizational Behavior and Human Resource Management

In Sociology and Political Science

Citations in the corpus

Mapping the Decision to Quit: A Refinement and Test of the Unfolding Model of Voluntary Turnover (2008, background): “Loo (2002) suggests that single-item measures may be used with caution.”
Does Team Culture Matter? Roles of Team Culture and Collective Regulatory Focus in Team Task and Creative Performance (2016, background): “However, scholars caution that single-item measures can not only preclude capturing relatively complex constructs reliably (Loo, 2002) but also overestimate or underestimate the relationships among variables.”
Job Satisfaction in Britain: Coping with Complexity (2005, neutral): “Some applied psychologists ( Loo 2001; Oshagbemi 1999) are troubled by what they see as the uncertain internal consistency reliability of single-item measures of overall job satisfaction.”
Burned by Bullying in the American Workplace: Prevalence, Perception, Degree and Impact† (2007, positive): “We used single item scales to measure job satisfaction, overall ranking of work experiences, and work environment-related stress since considerable research indicates that single-item measures are strongly correlated with multiple-item measures of the same concept (Cunny and Perri, 1991; Loo, 2002; ”
Judgment Confidence and Judgment Accuracy of Teachers in Judging Self-Concepts of Students (2013, background): “To explain this unexpected result, Marsh (1986) developed the internal/external frame of reference model (I/E model).”
The Feasibility of Single-Item Measures for Organizational Justice (2008, methodology): “This type of measure has been used to assess job satisfaction, intent to leave, job performance, as well as for hiring, firing, and promotion decisions ( Loo, 2002 ; Wanous & Hudy, 2001 ).”
The Single-Item Math Anxiety Scale (2014, methodology): “Although single-item scales have been criticized for not providing reliable measurements of relatively complex constructs (Loo, 2001; Loo & Kells, 1998; Wanous & Reichers, 1996; Wanous, Reichers, & Hudy, 1997), in our view, the SIMA overcomes this criticism.”
Evaluating Training Programs: Development and Correlates of the Questionnaire for Professional Training Evaluation (2013, methodology): “For example, they are easy to apply and provide a time-efficient method for collecting data in large samples (Loo, 2002).”
Guidelines for choosing between multi-item and single-item scales for construct measurement: a predictive validity perspective (2012, background): “A third option is to base item choice on statistical criteria such as an indicator’s communality (e.g., Loo 2002) or the reliability of the indicator (e.g., Wanous et al. 1997).”
Developing and investigating the use of single-item measures in organizational research. (2016, background): “Concern over the use of single-item measures to assess psychological constructs is a long-standing issue (e.g., Gardner, Cummings, Dunham, & Pierce, 1998; Loo, 2002; Schriesheim, Hinkin, & Podsakoff, 1991).”
Employee Perceived Training Effectiveness Relationship to Employee Attitudes. (2008, methodology): “…multiple-item ones, especially when measuring concepts such as job satisfaction (Gorsuch and McFarland, 1972; Wanous et al., 1997), customer satisfaction (Hurley and Estelami, 2007), “perceived amount of participation in decision making” (Loo, 2002), teaching effectiveness (Wanous and Hudy, 2001).”
The Single-Item Math Anxiety scale (SIMA): An alternative way of measuring mathematical anxiety (2014, methodology): “Although single-item scales have been criticized for not providing reliable measurements of relatively complex constructs (Loo, 2001; Loo & Kells, 1998; Wanous & Reichers, 1996; Wanous, Reichers & Hudy, 1997), in our view, the SIMA overcomes this criticism.”
Student Perceptions of Teacher Support and Competencies for Fostering Youth Purpose and Positive Youth Development: Perspectives From Two Countries (2014, background): “Another methodological limitation involves the single-item indicators of teacher support and teacher competencies; multiple indicators of constructs are typically considered more suitable to reliable and valid measurement (however, for a defense of single-item measures, see Loo, 2002).”
Parents' math–gender stereotypes, children's self-perception of ability, and children's appraisal of parents' evaluations in 6-year-olds (2015, background): “This has provided consistent empirical evidence that—at least for highly homogeneous, unidimensional, and clearly defined constructs (Loo, 2002)—single-itemmeasuresmayalsohavegoodpsychometric properties.”