Chapter 12 Advanced Measurement

Designs for Survey Research

Chapter 12 Advanced Measurement

Designs for Survey Research

Components of attitudes• Cognitive (beliefs)• Affective (emotions)• Behavioral (conative)

Components of attitudes• Cognitive (beliefs)• Affective (emotions)• Behavioral (conative)

Attitude - a learned predisposition to act in a consistent positive or negative way to a given object, idea, or set of information.

Attitude - a learned predisposition to act in a consistent positive or negative way to a given object, idea, or set of information.

12-2

Beliefs

Examples:Your university

Examples:Your university

. . . is a prestigious place to get a degree.

. . . is a prestigious place to get a degree.

. . . has excellent professors.. . . has excellent professors.

. . . is a good value for the money.

. . . is a good value for the money.

. . . needs more and better computers.

. . . needs more and better computers.

12-3

Emotions

Examples:Examples:

You love your university.You love your university.

You hate your classes.You hate your classes.

You like your professors.You like your professors.

You think living in the dorm is fun and exciting.

You think living in the dorm is fun and exciting.

12-4

. . . an observable outcome driven by the

interaction of a person’s cognitive component (beliefs) and affective component (emotional strength of beliefs) as

they relate to a particular object.

. . . an observable outcome driven by the

interaction of a person’s cognitive component (beliefs) and affective component (emotional strength of beliefs) as

they relate to a particular object.

Behavior

Example: Your decision to return to your university for your sophomore

year.

Example: Your decision to return to your university for your sophomore

year.12-5

Open-ended = no response options for the respondents.

Unprobed Probed

Close-ended = have response options that can be answered quickly and easily.

Dichotomous = only two response options. Multiple Category = more than two response

options.

Scaled-response = measures the attributes of some construct under study using a scale.

Unlabeled = only the endpoints of the scale are identified.

Labeled = all scale positions are identified.

Open-ended = no response options for the respondents.

Unprobed Probed

Close-ended = have response options that can be answered quickly and easily.

Dichotomous = only two response options. Multiple Category = more than two response

options.

Scaled-response = measures the attributes of some construct under study using a scale.

Unlabeled = only the endpoints of the scale are identified.

Labeled = all scale positions are identified.

Question-Response Formats

12-6

Rating Scale Types Defined

LikertScalesLikert

Scales

SemanticDifferentialSemantic

Differential

BehavioralIntention

BehavioralIntention

. . . ask respondents to indicate the extent to which they either agree or disagree with a

series of mental or behavioral belief statements about a given object.

. . . ask respondents to indicate the extent to which they either agree or disagree with a

series of mental or behavioral belief statements about a given object.

. . . use bipolar adjectives and adverbs (competitive/noncompetitive, helpful/not helpful,

high quality/low quality, dependable/undependable) as the endpoints of

multiple scales.

. . . use bipolar adjectives and adverbs (competitive/noncompetitive, helpful/not helpful,

high quality/low quality, dependable/undependable) as the endpoints of

multiple scales.

. . . collect information on the likelihood that people will demonstrate some type of

predictable behavior regarding the purchase of a product or service.

. . . collect information on the likelihood that people will demonstrate some type of

predictable behavior regarding the purchase of a product or service.

12-7

12-8

12-9

12-10

12-11

12-12

Labeled Scaled-responses

Scaled-response questions . . . utilize a scale selected by the researcher to measure the attributes of some construct under study.

•Labeled scales – use a scale in which all of the scale points are identified with some descriptiono Advantages

Enables degree of intensity/feelings to be expressed

Simple to administer and codeRespondents can relate to scale

o DisadvantagesScale may be “forced” or overly detailedLabels may be difficult to develop if more than 5-

point scales

Scaled-response questions . . . utilize a scale selected by the researcher to measure the attributes of some construct under study.

•Labeled scales – use a scale in which all of the scale points are identified with some descriptiono Advantages

Enables degree of intensity/feelings to be expressed

Simple to administer and codeRespondents can relate to scale

o DisadvantagesScale may be “forced” or overly detailedLabels may be difficult to develop if more than 5-

point scales

12-13

The nature of the property being measured; e.g., gender = dichotomous

The nature of the property being measured; e.g., gender = dichotomous

Previous research studies – use format if objective is to compare results.

Previous research studies – use format if objective is to compare results.

Data collection mode – influences the type of scale that can be used.

Data collection mode – influences the type of scale that can be used.

Respondent ability – kids, less educated may have difficulty with scaled responses.

Respondent ability – kids, less educated may have difficulty with scaled responses.

The desired scale level – higher level scales permit more sophisticated statistical analysis.

The desired scale level – higher level scales permit more sophisticated statistical analysis.

Question-Response Format Choice Considerations

12-14

Other Types of ScalesOther Types of ScalesOther Types of ScalesOther Types of Scales

ComparativeComparativeComparativeComparative NoncomparativeNoncomparativeNoncomparativeNoncomparative

12-15

12-16

12-17

Measurement Design Issueso Construct Development Issues

•Constructs should be clearly defined.

•Avoid double-barreled questions/constructs.

•Consider screening (filter) questions and skip patterns.

o Scale Measurement Issues

•Instructions for both respondents and interviewers should be carefully developed.

•Use clear wording and avoid ambiguity.

•Avoid “leading” phrases or words.

•Make sure the descriptors are relevant to the type of data being sought.

o Construct Development Issues

•Constructs should be clearly defined.

•Avoid double-barreled questions/constructs.

•Consider screening (filter) questions and skip patterns.

o Scale Measurement Issues

•Instructions for both respondents and interviewers should be carefully developed.

•Use clear wording and avoid ambiguity.

•Avoid “leading” phrases or words.

•Make sure the descriptors are relevant to the type of data being sought.

12-18