Bipolarity … or not? Some Conceptual Problems Relating to Bipolar Rating Scales
Version of Record online: 2 JAN 2013
2001 British Educational Research Association
British Educational Research Journal
Volume 27, Issue 2, pages 171–186, April 2001
How to Cite
Yorke, M. (2001), Bipolarity … or not? Some Conceptual Problems Relating to Bipolar Rating Scales. British Educational Research Journal, 27: 171–186. doi: 10.1080/01411920120037126
- Issue online: 2 JAN 2013
- Version of Record online: 2 JAN 2013
- Received 29 September 1999; resubmitted 3 April 2000; accepted 10 April 2000.
Abstract Bipolar rating scales find considerable use in educational research, whether in formal instruments or as ad hoc scales produced by respondents (for example, in elicited repertory grids), and the data generated are often subjected to statistical analysis. This article examines the concept of bipolarity from primarily a linguistic perspective, taking particular inspiration from Lyons's contributions to the field and from the much earlier work of Ogden. It is argued that the conceptual quality of bipolar scales may be open to serious question, thus rendering statistical and qualitative analyses more problematic than many would prefer.