An Examination of Social Desirability Bias in Measures of College Students' Financial Behavior

Autor/inn/en	Kelly, Nicole; Harpel, Tammy; Fontes, Angela; Walters, Connor; Murphy, Jan
Titel	An Examination of Social Desirability Bias in Measures of College Students' Financial Behavior
Quelle	In: College Student Journal, 51 (2017) 1, S.115-128 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-3934
Schlagwörter	Social Desirability; College Students; Student Behavior; Money Management; Online Surveys; Credit (Finance); Vignettes; Deception; Response Style (Tests); Demography; Correlation; Predictor Variables; Attitude Measures; Likert Scales + Suchen Sie Ihr Suchwort? Soziales Bedürfnis; Collegestudent; Student behaviour; Schülerverhalten; Credit; Kredit; Täuschung; Antwortverhalten; Demografie; Korrelation; Prädiktor; Likert-Skala
Abstract	This study investigated the role of socially desirable responding (SDR) in responses to survey questions about financial behavior among college students. Data was collected via an online survey from 1,159 students enrolled at a Midwestern university. Participants reported on credit card and savings behaviors and attitudes by answering direct questions (about their own behaviors) and indirect questions (scenarios about a typical other). Differences between the direct and indirect responses were examined for a relationship with a measure of socially desirable responding (SDR). Findings showed greater differences between direct and indirect reports of saving and spending behaviors were significantly related to higher scores on the measure of socially desirable responding. The results indicate that the use of indirect questioning can highlight and may reduce biased responses in future measures of financial behavior. (As Provided).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/csj.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01