Formative Versus Reflective Measurement: An Illustration Using Work–Family Balance

ABSTRACT

The aim of this article is to propose the formative measurement approach that can be used in various constructs of applied psychology. To illustrate this approach, the authors will (a) discuss the distinction between commonly used principal-factor (reflective) measures in comparison to the composite (formative) latent variable model, which is often applied in other disciplines such as marketing or engineering, and (b) point out the advantages and limitations of formative specifications using the example of the work–family balance (WFB) construct. Data collected from 2 large cross-sectional field studies confirm the reliability and validity of formative WFB measures as well as its predictive value regarding criteria of WFB (i.e., job satisfaction, family satisfaction, and life satisfaction). Last, the specific informational value of each formative indicator will be demonstrated and discussed in terms of practical implications for the assessment in different psychological fields.

Keywords:

• formative measurement model
• reflective measurement model
• satisfaction
• work–family balance

Notes

1. Throughout the text, we refer to the reflective approach as “(classical)” and to the formative approach as “(new)” to provide the reader a mnemonic device helping to connect the term and the method.

2. Among 734 registered German participants who completed an online survey, 36 participants were excluded because either 90% of their scores consisted of extreme values and/or their questionnaires were incomplete with more than 30% of responses missing.

3. Among 2,378 registered German participants who completed an online survey, 168 participants were excluded because either 90% of their scores consisted of extreme values and/or their questionnaires were incomplete with more than 30% of responses missing.