Interest in the problem of method biases has a long history in the behavioral sciences. Despite this, a comprehensive summary of the potential sources of method biases and how to control for them does not exist. Therefore, the purpose of this article is to examine the extent to which method biases influence behavioral research results, identify potential sources of method biases, discuss the cognitive processes through which method biases influence responses to measures, evaluate the many different procedural and statistical techniques that can be used to control method biases, and provide recommendations for how to select appropriate procedural and statistical remedies for different types of research settings.

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Common method biases in behavioral research: a critical review of the literature and recommended remedies.

Despite the concern that has been expressed about potential method biases, and the pervasiveness of research settings with the potential to produce them, there is disagreement about whether they really are a problem for researchers in the behavioral sciences. Therefore, the purpose of this review is to explore the current state of knowledge about method biases. First, we explore the meaning of the terms “method” and “method bias” and then we examine whether method biases influence all measures equally. Next, we review the evidence of the effects that method biases have on individual measures and on the covariation between different constructs. Following this, we evaluate the procedural and statistical remedies that have been used to control method biases and provide recommendations for minimizing method bias.

Sources of Method Bias in Social Science Research and Recommendations on How to Control It

This paper extends the unified theory of acceptance and use of technology (UTAUT) to study acceptance and use of technology in a consumer context. Our proposed UTAUT2 incorporates three constructs into UTAUT: hedonic motivation, price value, and habit. Individual differences--namely, age, gender, and experience--are hypothesized to moderate the effects of these constructs on behavioral intention and technology use. Results from a two-stage online survey, with technology use data collected four months after the first survey, of 1,512 mobile Internet consumers supported our model. Compared to UTAUT, the extensions proposed in UTAUT2 produced a substantial improvement in the variance explained in behavioral intention (56 percent to 74 percent) and technology use (40 percent to 52 percent). The theoretical and managerial implications of these results are discussed.

/pdf/consumer-acceptance-and-use-of-information-technology-4i09z552kr.pdf

Consumer acceptance and use of information technology: extending the unified theory of acceptance and use of technology

This paper extends the unified theory of acceptance and use of technology (UTAUT) to study acceptance and use of technology in a consumer context. Our proposed UTAUT2 incorporates three constructs into UTAUT: hedonic motivation, price value, and habit. Individual differences — namely, age, gender, and experience — are hypothesized to moderate the effects of these constructs on behavioral intention and technology use. Results from a two-stage online survey, with technology use data collected four months after the first survey, of 1,512 mobile Internet consumers supported our model. Compared to UTAUT, the extensions proposed in UTAUT2 produced a substantial improvement in the variance explained in behavioral intention (56 percent to 74 percent) and technology use (40 percent to 52 percent). The theoretical and managerial implications of these results are discussed.

https://papers.ssrn.com/sol3/Delivery.cfm/SSRN_ID2002388_code662786.pdf?abstractid=2002388&type=2

Consumer Acceptance and Use of Information Technology: Extending the Unified Theory of Acceptance and Use of Technology

It has become widely accepted that correlations between variables measured with the same method, usually self-report surveys, are inflated due to the action of common method variance (CMV), despite a number of sources that suggest the problem is overstated. The author argues that the popular position suggesting CMV automatically affects variables measured with the same method is a distortion and oversimplification of the true state of affairs, reaching the status of urban legend. Empirical evidence is discussed casting doubt that the method itself produces systematic variance in observations that inflates correlations to any significant degree. It is suggested that the term common method variance be abandoned in favor of a focus on measurement bias that is the product of the interplay of constructs and methods by which they are assessed. A complex approach to dealing with potential biases involves their identification and control to rule them out as explanations for observed relationships using a variety ...

Method Variance in Organizational Research Truth or Urban Legend

Cross-sectional studies of attitude-behavior relationships are vulnerable to the inflation of correlations by common method variance (CMV). Here, a model is presented that allows partial correlation analysis to adjust the observed correlations for CMV contamination and determine if conclusions about the statistical and practical significance of a predictor have been influenced by the presence of CMV. This method also suggests procedures for designing questionnaires to increase the precision of this adjustment.

Accounting for common method variance in cross-sectional research designs.

This study examined the relationships of self-reported adoption of 12 seismic hazard adjustments (pre-impact actions to reduce danger to persons and property) with respondents' demographic characteristics, perceived risk, perceived hazard knowledge, perceived protection responsibility, and perceived attributes of the hazard adjustments. Consistent with theoretical predictions, perceived attributes of the hazard adjustments differentiated among the adjustments and had stronger correlations with adoption than any of the other predictors. These results identify the adjustments and attributes that emergency managers should address to have the greatest impact on improving household adjustment to earthquake hazard.

Correlates of household seismic hazard adjustment adoption.

The commonly used form of rwg. (J) can display irregular behavior, so four variants of this index were examined. An alternative index, r*wg. J, is recommended. This index is an inverse linear function of the ratio of the average obtained variance to the variance of uniformly distributed random error. r*wg.Jis superficially similar to Cronbach’s α, but careful examination confirms that r*wg.Jis an index of agreement, not reliability. Based on an examination of the small-sample behavior of rwgand r*wg.J, sample sizes of 10 or more raters are recommended.

A Revised Index of Interrater Agreement for Multi-Item Ratings of a Single Target

This study investigated the prevalence of both accurate and erroneous earthquake-related beliefs among a sample of Southern California college students and the relationship between their endorsement of earthquake beliefs and adoption of seismic hazard adjustments. In addition, the study examined the effects of an experimental earthquake education program and the impact of need for cognition on this program. The data revealed a significant degree of agreement with earthquake myths, a generally low level of correlation between earthquake beliefs and the level of hazard adjustments, and a significant effect of hazard information on the endorsement of accurate earthquake beliefs and increases in hazard adjustment. Compared with the "Earthquake Facts (Only)" format, an "Earthquake Myths versus Facts" format was slightly more useful for dispelling erroneous beliefs. Further, there was a tendency for those who were high in need for cognition to have higher levels of hazard adjustment. Finally, there was weak support for the hypothesis that those who were low in need for cognition would develop more accurate earthquake beliefs and higher levels of hazard adjustment in the "Earthquake Myths versus Facts" information condition.

Earthquake beliefs and adoption of seismic hazard adjustments.

This study examined the perceptions and self-reported practices of 18 scientists participating in a yearlong seminar series designed to explore issues of gender and ethnicity in science. Scientists and seminar were part of the Promoting Women and Scientific Literacy project, a curriculum transformation and professional development initiative undertaken by science, science education, and women's studies faculty at their university. Researchers treated participating scientists as critical friends able to bring clarity to and raise questions about conceptions of inclusion in science education. Through questionnaires and semistructured interviews, we explored their (a) rationales for differential student success in undergraduate science education; (b) self-reports of ways they structure, teach, and assess courses to promote inclusion; and (c) views of androcentric and ethnocentric bias in science. Statistical analysis of questionnaires yielded few differences in scientists' views and reported practices by sex or across time. Qualitative analysis of interviews offered insight into how scientists can help address the problem of women and ethnic minorities in science education; constraints encountered in attempts to implement pedagogical and curricular innovations; and areas of consensus and debate across scientists and science studies scholars' descriptions of science. From our findings, we provided recommendations for other professional developers working with scientists to promote excellence and equity in undergraduate science education. © 2001 John Wiley & Sons, Inc. Sci Ed86:42–78, 2001.

David J. Whitney

Papers

Accounting for common method variance in cross-sectional research designs.

Correlates of household seismic hazard adjustment adoption.

A Revised Index of Interrater Agreement for Multi-Item Ratings of a Single Target

Earthquake beliefs and adoption of seismic hazard adjustments.

Toward inclusive science education: University scientists' views of students,instructional practices, and the nature of science