1,721,034 research outputs found
Einflüsse unterschiedlicher Formen der Verbalisierung von Antwortskalen auf das Antwortverhalten von Befragungspersonen
No full textAntwortskalen sind ein zentraler Bestandteil standardisierter Fragebögen. In der Surveyforschung wird häufig zwischen endpunktbenannten und vollverbalisierten Antwortskalen unterschieden. Bei ersteren werden nur die beiden Pole, bei letzteren alle Kategorien einer Antwortskala verbalisiert. Bei vollverbalisierten Skalen ist eine häufige Empfehlung, dass die Antwortkategorien äquidistant sind, was bedeutet, dass die Antwortkategorien den Wertebereich der Skala gleichmäßig abdecken. In diesem Beitrag vergleichen wir vollverbalisierte Skalen mit nicht-äquidistant erscheinenden Antwortkategorien, vollverbalisierte Skalen mit äquidistant erscheinenden Antwortkategorien und endpunktbenannte Skalen. Wir unterscheiden dabei zwischen der Beobachtungsebene, d.h. den von den Befragten ausgewählten Antwortkategorien, und der latenten Ebene, den nicht direkt beobachteten Positionen der Befragten auf der latenten kontinuierlich-metrischen Dimension. Die Ergebnisse zeigen, dass die unterschiedlichen Antwortskalen zu Unterschieden im empirischen Antwortverhalten führen. Diese Unterschiede sind nicht nur Folge einer unterschiedlichen Beziehung zwischen latenter Dimension und empirischer Antwortskala, sondern auch Folge unterschiedlicher Verteilungen auf der latenten Dimension
Kontextspezifische Belastungserfahrungen in der Corona-Krise: Akademische Resilienz in Risikogruppen und der Einfluss protektiver Ressourcen unter Studierenden der TU Dresden.
Full text linkDie Corona-Pandemie hat den Alltag Studierender in den vergangenen zwei Jahren geprägt, stark verändert und einhergehend damit auch die Voraussetzungen, unter welchen sich Erfolg und Gesundheit im Studium entwickeln können. Widerstands- sowie Anpassungsfähigkeit scheinen im Zuge weitreichender Veränderungen in der akademischen Hochschullehre bedeutsamer geworden zu sein. Gleichzeitig besteht schon seit Längerem die Notwendigkeit, das Forschungsdesiderat in Bezug auf Resilienz und (Hochschul-)Bildung, deren Voraussetzungen sowie Interventionsansätze von Bewältigungsstrategien in Studierenden zu untersuchen. Dieses Forschungsprojekt hat davon ausgehend, akademische Resilienz unter Studierenden in der Zeit der Corona-Krise quantitativ erhoben und analysiert. Mit einem ressourcenbasierten Blick auf personale, soziale, institutionelle sowie finanzielle Dimensionen sozialer Ungleichheit an der Technischen Universität Dresden wurden dabei sowohl Herkunfts- und Kontexteffekte in Bezug auf akademische Resilienz als auch Ressourcen, welche diese beeinflussen bzw. in spezifischen Gruppen moderieren, untersucht. Akademische Resilienz wurde dabei anhand von Resilienz, Lebenszufriedenheit sowie Betroffenheit Studierender abgebildet, welche jeweils als abhängige Variable in moderierte Regressionsmodelle einbezogen wurden. Studierende mit Kind(ern), Migrationshintergrund, physischen und psychischen Beeinträchtigungen bzw. Lernschwächen sowie der ersten Hochschulgeneration wurden als Risikogruppen im Vergleich zu Studierenden ohne diese Merkmale in Hinblick auf akademische Resilienz analysiert. Im Zuge dessen wurde ebenso die Bedeutung spezifischer Ressourcen innerhalb der studentischen Risikogruppen mit Hilfe von Interaktionsvariablen geprüft. Dabei konnten Studierende mit Beeinträchtigung, Studienanfänger:innen sowie sozial isolierte Studierende der TU Dresden als vulnerabel und damit als spezifische Zielgruppen von Interventionsangeboten identifiziert werden. Darüber hinaus konnte die Bedeutung sozialer Ressourcen, insbesondere sozialer Unterstützung und Netzwerke sowie die Erfahrung von Selbstwirksamkeit und Kontrolle, herausgestellt werden. Dadurch, dass die Studierenden zwar eine eher hohe Betroffenheit äußerten, jedoch gleichzeitig eher resilient und zufrieden waren, bekräftigt die Studie die Bedeutung akademischer Resilienz und die Notwendigkeit, diese kontinuierlich in Studierenden zu sichern.The Covid-19 pandemic has had massive influence and brought enormous change in the everyday life of students in the past two years. Under these circumstances also, the requirements for the development and preservation of success and mental health in the field of university education have altered. Resistance and adaptability seem to be much more important in the face of profound changes and insecurity. Universities should develop intervention programs tailored to these capabilities. Simultaneously, a knowledge gap exists relating to resilience and higher education, their preconditions and intervention measures of coping strategies researched and analysed in university students. From this point of view, this research project has surveyed data under students of the Technical University Dresden to display their academic resilience during the Covid-19 Pandemic. The quantitative data set got analysed with a resource theoretically view on personal, social, institutional and financial dimensions of social inequality. In terms of that, origin and context effects relating to academic resilience as well as resources which influence or rather interact with it just within risk groups of students, got analysed. Academic resilience as the process of positive adaption in the face of a personal as well as a professional crisis got depicted by resilience, Well-being and consternation which were used as dependent variables in multiple linear regression models. Students with child(ren), migration background, physical, psychological or learning disabilities as well as students of the first generation in higher academic education got defined as risk groups along the research status and analysed in comparison with students without these characteristics. In terms of that also the influence of specific resources for students got proofed by integrating them as predictors as well as in building and involving interaction variables relating to the risk factors and predictor resources for making possible differences between promotive resources in general and protective resources, which may influence the academic resilience of the risk groups significant stronger, visible. Significant interactions also got plotted for interpreting the effects more precise.
The results show, that students with psychological, physical or learning disabilities are significant less resilient during the pandemic situation, but they are not showing significantly less well-being or higher consternation. The other risk groups show no significant differences to students without risk characteristics beside students with child(ren) which show even a better well-being than all the other students. The results clearly point out the importance of personal and social resources, self-efficacy, an internal Locus of control and a reliable social network in particular which should also be supported by the university itself. Further risk groups which can be found in the data are social isolated students and university entrants, which should also be focused on intervention programs of the university. Over all Students of TUD show high scores of resilience and a good well-being even though they express strong consternation of the crisis at the same time which underlines the importance and utility of academic resilience in students which should be continuously secured and developed broader
Postal Surveys (Version 2.0)
Full text linkPostal surveys are an important data collection mode in social science survey research. One key task when implementing postal surveys is to motivate the potential respondents to participate. This is done by means of the cover letter, the design of the questionnaire, and repeated contacts. Methodological aspects of the implementation of postal surveys are discussed against the background of theories that explain target persons’ willingness to participate
How to Use Information Technology for Cooperative Work: Development of Shared Technological Frames
No full textTechnological frames, participants’ assumptions about information technology (IT), and in particular about the usage of the technology for everyday cooperative work, are a relevant factor for IT related behavior. Incongruent technological frames are associated with problems during the application and use of a new IT in an organization. This paper presents a field study which applies a pre–post-design in a freight forwarding company. During face-to-face discussion the participating employees of the company negotiated agreements regarding the future usage of a new mobile technology system for every day cooperative work between dispatcher agents and truck drivers. To support the development of shared technological frames the moderation technique STWT (socio-technical walkthrough) was applied. The results describe the structural changes in technological frames, and show to what extent these were shared by the participants. Based on the results possibilities to improve support for the development of shared technological frames are discussed
Verbalization of Rating Scales Taking Account of Their Polarity
Full text linkWhile numerical bipolar rating scales may evoke positivity bias, little is known about the corresponding bias in verbal bipolar rating scales. The choice of verbalization of the middle category may lead to response bias, particularly if it is not in line with the scale polarity. Unipolar and bipolar seven-category rating scales in which the verbalizations of the middle categories matched or did not match the implemented polarity were investigated in randomized experiments using a non-probabilistic online access panel in Germany. Bipolar rating scales exhibited higher positivity bias and acquiescence than unipolar rating scales. Reliability, validity, and equidistance tended to be violated if the verbalizations of the middle category did not match scale polarity. The results provide a rationale for rating scale verbalization
Schriftlich-postalische Befragung (Version 1.1)
Full text linkSchriftlich-postalische Befragungen stellen eine wichtige Art der Datenerhebung in der sozialwissenschaftlichen Umfrageforschung dar. Eine zentrale Aufgabe bei der Durchführung schriftlichpostalischer Befragungen besteht darin, die potentiellen Befragten zur Teilnahme zu motivieren, was durch das Anschreiben, die Gestaltung des Fragebogens und die wiederholten Kontakte erfolgt. Vor dem Hintergrund der Theorien, die die Teilnahmebereitschaft erklären, werden methodische Aspekte bei der Durchführung schriftlich-postalischer Befragungen erörtert
Effect of Cognitive Pretests on Measurement Invariance and Reliability in Quality of Life Measures: An Evaluation in Refugee Studies
No full textThe issue evaluated was how cross-cultural cognitive pretests affect the reliability and comparability of data when studying refugees and using cross-language comparisons. Three instruments employed to assess general and health-related quality of life were revised based on the findings of cognitive pretests. The versions before and after cognitive pretests were randomly assigned to respondents in two web survey studies. The first study recruited Arabic and Dari speaking refugees ( N = 3448) via Facebook. The second study used a random sample ( N = 610) of Arabic-speaking refugees and the German-speaking population. The comparability of data was evaluated by means of two popular measurement invariance analysis methods (exact and Bayesian measurement invariance analysis). These methods rely on factor analysis and thus enable the evaluation of the comparability of factor structure (configural invariance), the loadings or weights an item has on the factor (metric invariance), and the intercepts of an item on latent factor (scalar invariance). The revision of instruments on the basis of cognitive pretests primarily yielded positive outcomes with regard to reliability and cross-language comparability with respect to the factorial structure and loadings. However, the outcomes pertaining to scalar invariance were more equivocal. Cognitive pretests can therefore help to improve measurement quality, but further research is needed on the cross-cultural questionnaire design to make revisions with respect to cross-cultural comparability more conclusive
Rating-Scale Labeling in Online Surveys: An Experimental Comparison of Verbal and Numeric Rating Scales with Respect to Measurement Quality and Respondents' Cognitive Processes
Full text linkUnlike other data collection modes, the effect of labeling rating scales on reliability and validity, as relevant aspects of measurement quality, has seldom been addressed in online surveys. In this study, verbal and numeric rating scales were compared in split-ballot online survey experiments. In the first experiment, respondents’ cognitive processes were observed by means of eye tracking, that is, determining the respondent’s fixations in different areas of the screen. In the remaining experiments, data for reliability and validity analysis were collected from a German adult sample. The results show that respondents needed more fixations and more time to endorse a category when a rating scale had numeric labels. Cross-sectional reliability was lower and some hypotheses with respect to the criterion validity could not be supported when numeric rating scales were used. In conclusion, theoretical considerations and the empirical results contradict the current broad usage of numeric scales in online surveys
Linearity, symmetry, and equidistance in semantic differential scales for measuring images of self and images of others
No full textViolations of linearity, symmetry, and equidistance of scale points in semantic differential scales may be due to respondents failing to figure out antonyms, to a positivity bias, or to respondents curtailing their reading the options. Multiple correspondence analysis on data provided by a randomized between-subjects experiment (split-ballot), using a web survey of 537 German residents, shows that bipolar semantic differential scales allow for linear measurement and conceal no positivity bias, and that using not suitable adjective pairs in semantic differential scales destroys symmetry
Design of Rating Scales in Questionnaires (Version 2.0)
Full text linkRating scales are among the most important and most frequently used instruments in social science data collection. There is an extensive body of methodological research on the design of rating scales and on their (psycho-)metric properties. In this contribution, the authors address individual aspects of questionnaire construction with regard to rating scales. A brief overview of the current state of research is given, a number of accounts of practical experiences are presented, and - to the extent that this is possible - recommendations for the design of rating scales are given
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