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The Beck Anxiety Inventory (BAI) is a formative assessment and rating scale of anxiety. This self-report inventory, or 21-item questionnaire uses a scale (social sciences); the BAI is an ordinal scale; more specifically, a Likert scale that measures the scale quality of magnitude of anxiety. [1]
Anxiety present questions represent the presence of anxiety in a statement like “I feel worried.” More examples from the STAI on anxiety absent and present questions are listed below. Each measure has a different rating scale. The 4-point scale for S-anxiety is as follows: 1.) not at all, 2.) somewhat, 3.) moderately so, 4.) very much so.
Responses to several Likert questions may be summed providing that all questions use the same Likert scale and that the scale is a defensible approximation to an interval scale, in which case the central limit theorem allows treatment of the data as interval data measuring a latent variable.
The reliability scores of the scales in terms of Cronbach's alpha scores rate the Depression scale at 0.91, the Anxiety scale at 0.84, and the Stress scale at 0.90 in the normative sample. The means and standard deviations for each scale are 6.34 and 6.97 for depression, 4.7 and 4.91 for anxiety, and 10.11 and 7.91 for stress, respectively.
Scaled questions – Responses are graded on a continuum (e.g.: rate the appearance of the product on a scale from 1 to 10, with 10 being the most preferred appearance). Examples of types of scales include the Likert scale, semantic differential scale, and rank-order scale. (See scale for further information)
The Foreign Language Classroom Anxiety Scale (FLCAS) [14] is a 33-question, 5-point Likert scale survey, which is widely used in research studies. It investigates participants' communication apprehension, test-anxiety and fear of negative evaluation and focuses on speaking in a classroom context.
In a 1984 paper, Baker and Siryk described the results of a 52-item self-report inventory that used a Likert scale. They had administered this inventory to 734 students, and their paper discussed the reliability and validity of the data thus obtained. [2] This would later grow into the Student Adaptation to Colleges Questionnaire. [1]
Questionnaire- and interview-based scales typically differ from psychoeducational tests, which ask for a respondent's maximum performance. Questionnaire- and interview-based scales, by contrast, ask for the respondent's typical behavior. [3] Symptom and attitude tests are more often called scales.