Formative and Reflective Measurement Models in Workplace Learning Research: A Critical Review

• In Event: AERA Roundtable Session Saturday 1:30 pm Four Seasons Ballroom 2-3
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Abstract

This presentation examines the use of formative and reflective measurement models in the field of workplace learning research. In the case of reflective models, causality flows from the construct to the items; conversely, in formative models, causality flows from the items to the construct. A reanalysis of 307 measurement instruments in the realm of workplace learning reveals a significant misspecification rate, with 39.2% of formative models incorrectly specified as reflective. This undermines the validity of research in workplace learning. However, the finding does not imply that formative measurement models should be avoided. They also have advantages, particularly in capturing complex constructs economically and informing design decisions. Recommendations are provided to guide researchers in developing and employing appropriate measurement instruments.

Authors

• Josef Guggemos, University of Education Schwäbisch Gmünd

• Michael Goller, University of Kassel