Assessing Survey Satisficing: The Impact of Unmotivated Questionnaire Responding on Data Quality

Autor/inn/en	Vriesema, Christine Calderon; Gehlbach, Hunter
Titel	Assessing Survey Satisficing: The Impact of Unmotivated Questionnaire Responding on Data Quality
Quelle	In: Educational Researcher, 50 (2021) 9, S.618-627 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gehlbach, Hunter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X211040054
Schlagwörter	Educational Research; Educational Researchers; Research Methodology; Student Surveys; Questionnaires; Social Emotional Learning; Elementary School Students; Secondary School Students; Incidence; Student Attitudes; Data Analysis; Educational Policy; Student Motivation; Student Characteristics; Gender Differences; Self Efficacy; Identification + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Research method; Forschungsmethode; Schülerbefragung; Fragebogen; Sekundarschüler; Vorkommen; Schülerverhalten; Auswertung; Politics of education; Bildungspolitik; Schulische Motivation; Geschlechterkonflikt; Self-efficacy; Selbstwirksamkeit; Identifikation; Identifizierung
Abstract	Education researchers use surveys widely. Yet, critics question respondents' ability to provide high-quality responses. As schools increasingly use student surveys to drive local policy making, respondents' (lack of) motivation to provide quality responses may threaten the wisdom of using questionnaires for data-based decision making. To better understand student satisficing--the practice of suboptimal responding on surveys--and its impact on data quality, we examined its pervasiveness and impact on a large-scale social-emotional learning survey administered to 409,721 elementary and secondary students. Findings indicated that despite the prevalence of satisficing, its impact on data quality appeared more modest than anticipated. We conclude by outlining an accessible approach for defining and calculating satisficing for researchers, practitioners, and policymakers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01