Literaturnachweis - Detailanzeige
Autor/inn/en | Vriesema, Christine Calderon; Gehlbach, Hunter |
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Institution | Stanford University, Policy Analysis for California Education (PACE); CORE Districts |
Titel | Assessing Survey Satisficing: The Impact of Unmotivated Questionnaire Respondents on Data Quality. Working Paper |
Quelle | (2019), (21 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Data Analysis; Educational Policy; Decision Making; Student Attitudes; Student Surveys; Social Development; Emotional Development; Elementary School Students; Secondary School Students; Incidence; Policy Formation; Behavior Patterns; Student Characteristics; Self Efficacy; Interpersonal Competence; Social Cognition; Metacognition; Self Control; Identification; Correlation; California Auswertung; Politics of education; Bildungspolitik; Decision-making; Entscheidungsfindung; Schülerverhalten; Schülerbefragung; Soziale Entwicklung; Gefühlsbildung; Sekundarschüler; Vorkommen; Politische Betätigung; Self-efficacy; Selbstwirksamkeit; Interpersonale Kompetenz; Soziale Kognition; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstbeherrschung; Identifikation; Identifizierung; Korrelation; Kalifornien |
Abstract | Education researchers use surveys widely. Yet, critics question respondents' ability to provide high-quality responses. As schools increasingly use student surveys to drive policymaking, respondents' (lack of) motivation to provide quality responses may threaten the wisdom of using surveys for data-based decision-making. To better understand student satisficing (suboptimal responding on surveys) and its impact on data quality, we examined the pervasiveness and impact of this practice on a large-scale social-emotional learning survey administered to 409,721 students in grades 2-12. Findings indicated that despite the prevalence of satisficing in our sample, its impact on data quality appeared more modest than anticipated. We conclude by providing an accessible approach for defining and calculating satisficing for researchers, practitioners, and policymakers working with large-scale datasets. (As Provided). |
Anmerkungen | Policy Analysis for California Education, PACE. 520 Galvez Mall, CERAS Room 401, Stanford, CA 94305-3001. Tel: 650-724-2832; Fax: 510-642-9148; e-mail: info@edpolicyinca.org; Web site: http://www.edpolicyinca.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |