Imputation of Missing Item Responses: Some Simple Techniques

By Mark Huisman. 2000

308 citations recorded by the source corpus.

Subfields: Management Science and Operations Research, Sociology and Political Science, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/29b2ccedadf814c4a39339a1a59ba0db041dda4d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Management Science and Operations Research

1. P. V. Avermaet
2. Dimitri Van Maele
3. M. V. van Aken
4. J. Demanet
5. A. Oldehinkel
6. P. Stevens
7. A. Karreman
8. A. Barrett

In Sociology and Political Science

1. René Veenstra
2. P. V. Avermaet
3. Dimitri Van Maele
4. M. V. van Aken
5. J. Demanet
6. A. Oldehinkel
7. P. Stevens
8. A. Karreman

In Statistics and Probability

1. P. V. Avermaet
2. Dimitri Van Maele
3. M. V. van Aken
4. J. Demanet
5. A. Oldehinkel
6. P. Stevens
7. A. Karreman
8. A. Barrett

Citations in the corpus

• Bullying and victimization in elementary schools: a comparison of bullies, victims, bully/victims, and uninvolved preadolescents. (2005, methodology): “…4.83 935 Isolation Teacher 2.19 0.76 1.00 4.33 935 Academic performance Teacher 3.74 0.86 1.20 5.00 932 Prosocial behavior Teacher 3.42 0.66 1.55 5.00 935 Dislikability Peers 0.13 0.13 0.00 0.85 1,065 We used corrected-item-mean imputation to handle missing data at the item level (Huisman, 2000).”
• Truancy in late elementary and early secondary education: The influence of social bonds and self-control— the TRAILS study (2010, methodology): “We employed corrected-item-mean (CIM) imputation to handle missing data at the item level (Huisman, 2000).”
• The quality of school life: teacher-student trust relationships and the organizational school context (2011, methodology): “In variables based on a scale (see Measures section), missing values on the items were substituted by means of item correlation substitution ( Huisman 1999 ).”
• Gendered experiences in midlife: Implications for age identity (2005, methodology): “Missing values on items used in scale construction were imputed using corrected item mean substitution (Huisman, 2000); these include perceived financial well-being, self-assessed physiological changes, family stress, relationship stress, work stress, and negative spillover.”
• Temperament, environment, and antisocial behavior in a population sample of preadolescent boys and girls (2006, methodology): “We employed corrected-item-mean (CIM) imputation to handle missing data at the item level (Huisman, 2000).”
• School Segregation and Math Achievement: A Mixed-Method Study on the Role of Self-Fulfilling Prophecies. (2013, methodology): “Second, in scale variables, responses were imputed for missing values using item correlation substitution: A missing value for one item is replaced by the value of the item correlating most highly with it (Huisman, 2000).”
• Tracking Effects on School Achievement: A Quantitative Explanation in Terms of the Academic Culture of School Staff (2004, methodology): “Missing values are substituted by means of “item correlation substitution,” which entails that the missing value for one item is replaced by the value of the item correlating most highly with that item (Huisman 1999).”
• Why boys achieve less at school than girls: the difference between boys' and girls' academic culture (2004, methodology): “After substituting the missing values (for each item only one is missing, except for items three and four with two missing) by means of ‘item correlation substitution’ (ICS) (Huisman, 1999), a confirmatory factor analysis by LISREL 8.12 (Jöreskog & Sörbom, 1993) produces for each item a significan”
• Stressful Events and Temperament Change during Early and Middle Adolescence: The TRAILS Study (2012, methodology): “Missing items were imputed by means of Corrected Item Mean imputation (CIM; Huisman, 2000).”
• Friendship and Delinquency: Selection and Influence Processes in Early Adolescence (2010, unknown): “Of the analyzed cases, we could replace 32 missing values by a corrected item mean, meaning that the imputed value is based on an item mean related to the mean value of the items that are known for this person (Huisman, 2000).”
• Self-esteem of academic and vocational students: Does within-school tracking sharpen the difference? (2012, methodology): “Missing values were substituted by means of item correlation substitution (Huisman, 1999).”