This study aims to examine different scale usage correction procedures that are meant to enhance the cross-cultural comparability of Likert scale data. Specifically, we examined a priori study design (i.e., anchoring vignettes and overclaiming) and post hoc statistical procedures (i.e., ipsatization and extreme response style correction) in data from the 2012 Programme for International Student Assessment across 64 countries. We analyzed both original item responses and corrected item scores from two targeted scales in an integrative fashion by using multilevel confirmatory factor analysis and multilevel regressions. Results indicate that mean levels and structural relations varied across the correction procedures, although the psychological meaning of the constructs examined did not change. Furthermore, scores were least affected by these procedures for females who did not repeat a grade and students with higher math achievement. We discuss the implications of our findings and offer recommendations for researchers who are considering scale usage correction procedures.

这项研究旨在研究旨在增强李克特量表数据的跨文化​​可比性的不同量表使用校正程序。具体而言，我们根据来自64个国家/地区的2012年国际学生评估计划的数据，研究了先验研究设计（即固定晕影和过度声明）和事后统计程序（即ipsatization和极端反应风格更正）。通过使用多级确认因子分析和多级回归，我们以综合的方式分析了两个目标量表中的原始项目响应和校正项目得分。结果表明，平均水平和结构关系在整个校正过程中有所不同，尽管所检查结构的心理含义没有变化。此外，对于不重读成绩的女性和数学成绩较高的学生，这些程序对分数的影响最小。我们讨论了研究结果的含义，并为正在考虑使用刻度校正程序的研究人员提供建议。