Completing Surveys With Different Item Formats: Testing Equivalence

2020 ◽  
pp. 089443932095514
Author(s):  
Arne Weigold ◽  
Ingrid K. Weigold ◽  
Stephanie A. Dykema ◽  
Naomi M. Drakeford
Keyword(s):  
Higher Education ◽  
College Students ◽  
Missing Data ◽  
Social Desirability ◽  
The Other ◽  
Self Report ◽  
Institutions Of Higher Education ◽  
Radio Button ◽  
Survey Responses ◽  
Testing Equivalence

Studies examining the similarity of online self-report survey responses using different item formats have yielded inconclusive results. Additionally, no studies have used appropriate methods for thoroughly and correctly examining equivalence across conditions. We examined the comparability of survey responses across four item formats—horizontal radio button, text box, drop-down menu, and vertical radio button—in two studies. The second study added two response categories: optional responding and forced responding. Participants were college students at two institutions of higher education who were randomly assigned to conditions. They completed measures of computer self-efficacy, personality, and social desirability. Results of both studies indicated quantitative (mean scores) and qualitative (internal consistency estimates and scale intercorrelations) equivalence. However, there were notable differences in auxiliary equivalence such that participants in the text box condition had lower amounts of missing data than those in the other conditions, those in the horizontal radio button condition completed the study in the shortest amount of time, and participants across conditions generally preferred to use drop-down menus compared to other item formats.

Procrastination, perfectionism, and locus-of-control in academic settings

2019 ◽  
Vol LXXX (2) ◽  
pp. 108-124
Author(s):  
Shiri Pearlman-Avnion ◽  
Roni Harduf
Keyword(s):  
Higher Education ◽  
Locus Of Control ◽  
Empirical Data ◽  
Significant Positive Correlation ◽  
Self Report ◽  
Academic Procrastination ◽  
Institutions Of Higher Education ◽  
Academic Settings ◽  
The Impact ◽  
Adaptive Perfectionism

The present study examines the relationships between procrastination, perfectionism, and locus-of-control (LOC) in an academic setting. Empirical data are drawn from self-report questionnaires completed by 95 randomly sampled students in institutions of higher education in Israel. We differentiate between subjects displaying adaptive and non-adaptive perfectionism and those who are not perfectionists. Similarly, we differentiate between internal and external LOC. The impact of each variable on procrastination is assessed independently, as is the combined effect of perfectionism and LOC. Findings partially uphold the study hypotheses. A significant positive correlation is found between adaptive perfectionism and internal LOC. The degree of procrastination exhibited by non-adaptive perfectionists is higher than that of non-perfectionists. Subjects displaying adaptive perfectionism and internal LOC have lower degrees of academic procrastination than those with non-adaptive perfectionism and external LOC. Findings are discussed in the context of the complexity of the variables and research limitations.

scholarly journals La evaluación docente. Una herramienta en la mejora del proceso enseñanza-aprendizaje en las instituciones de educación superior

2020 ◽  
pp. 1-9
Author(s):  
Silvia Gamboa-Cerda ◽  
Ignacio Villegas-Flores ◽  
Juan Emilio Medellín-Ramírez ◽  
María del Carmen Herrera-Chaires
Keyword(s):  
Higher Education ◽  
Teacher Evaluation ◽  
The Other ◽  
Institutions Of Higher Education ◽  
The Public ◽  
Teaching Learning ◽  
Evaluación Docente ◽  
Reference Tool ◽  
Public Accountant

Given the current importance of the role of teacher evaluation in higher education institutions, there is a need to know the current perception that students have of their teachers and use it as a reference tool for decision-making that positively impacts practices of the teaching-learning process, so this research allows to know the strengths and areas of opportunity of teachers of the basic accounting subjects of the Public Accountant degree offered by the Facultad de Contaduría y Administración of the Universidad Autónoma de San Luis Potosí and be used at first as feedback so that teachers make their actions conscious in front of the group and on the other hand serve the institution as an instrument in the design of actions that improve the performance of teachers in their work and thus achieve a Qualitative training of professionals in the accounting area. Finally, this research sets a precedent for both the UASLP and other institutions of higher education to analyze and improve the educational practices of the degrees they offer.

scholarly journals Seeing and Hearing the Other: A Jewish Israeli Teacher Grapples with Arab Students' Underachievement and the Exclusion of Their Voices

2015 ◽  
Vol 101 ◽  
pp. 46-53 ◽  
Author(s):  
Tamar Hager
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
Culturally Sensitive ◽  
The Other ◽  
Institutions Of Higher Education ◽  
Political Structure ◽  
Academic System ◽  
Arab Students ◽  
Excluded Knowledge ◽  
Sensitive Knowledge

This paper addresses my political and pedagogical resistance to the institutional discrimination of Palestinian Arab students in Israeli academia. Describing my instinctive negative reactions (frustration, helplessness, anger) towards what seems at first sight as their reluctance to study,  I go on to criticize my own and other lecturers' tendency to blame the victim by analyzing the structural, cultural, political and social obstacles encountered by Arab students in Israeli institutions of higher education. The paper mainly focuses on the story of my resistance to this prevailing social and political structure. Adopting feminist critical pedagogy in my course "Representing Disability in Literature and the Cinema", I have created a space for my Arab students to overcome at least temporarily their repression by the Israeli academic system. The process of empowerment and the subsequent educational transformative and liberating exchange has enabled all participants to grant Arabs' transparent and excluded knowledge a significant social, cultural and political place, thus creating new and more culturally sensitive knowledge. Confronting the empowering effects of this method, I conclude my paper by suggesting some explanations as to the rarity of critical feminist pedagogies in Israeli academia.

Voces de Resistencia: Exploring Salvadoran Students’ Experiences and Needs in Higher Education

2018 ◽  
Vol 19 (4) ◽  
pp. 388-403
Author(s):  
Janette Linares ◽  
Cara S. Maffini
Keyword(s):  
Higher Education ◽  
College Students ◽  
Grounded Theory ◽  
First Generation ◽  
Cultural Adjustment ◽  
Institutions Of Higher Education ◽  
Semistructured Interview ◽  
Grounded Theory Methodology ◽  
Demographic Survey ◽  
The Impact

This study aims to examine how historical and contemporary traumas, refugee experiences, and cultural adjustment affect first-generation Salvadoran students’ identities and experiences in higher education. Thirteen Salvadoran college students completed a demographic survey and a semistructured interview. Using grounded theory methodology, three selective, 11 axials, and 36 open themes were identified. Respondents reflected on the impact of trauma. They also discussed challenges of being first generation and navigating through higher education, though reportedly conceptualizing these as symbols of hope and opportunity for their own growth. Findings demonstrate ways institutions of higher education can better support Salvadoran students.

Survey on onboarding practices in Carnegie research institutions

2021 ◽  
Vol 42 (1/2) ◽  
pp. 109-118
Author(s):  
Jenny Lynne Semenza ◽  
Tania Harden ◽  
Regina Koury
Keyword(s):  
Higher Education ◽  
Online Survey ◽  
Institutions Of Higher Education ◽  
Research Institutions ◽  
Content Type ◽  
New Employees ◽  
Doctoral Research ◽  
Diversity And Inclusion ◽  
Policies And Procedures ◽  
Survey Responses

PurposeThe purpose of this paper is to describe survey findings on onboarding initiatives at the Carnegie Doctoral Research Institutions of Higher Education libraries. The findings would be helpful to libraries that are at the beginning of their own onboarding initiatives or that wish to compare ongoing efforts.Design/methodology/approachThe authors conducted a survey of Carnegie Doctoral Research Institutions of Higher Education libraries using Qualtrics, an online survey software. Link to the survey with a short explanation was e-mailed to the 319 identified contacts and 111 responses were received at the end of the survey.FindingsSurvey responses revealed that the most prevalent types of onboarding initiatives are an orientation to campus policies and procedures and meeting with human resources. Half of the respondents introduce new employees to the social/cultural norms of the library informally, with responsibility for onboarding falling on the supervisor. Surprisingly, diversity and inclusion have not been identified as formal components of the onboarding by those who engage in it.Originality/valueSpecific research into the onboarding initiatives of Carnegie Doctoral Research Institutions of Higher Education libraries does not exist.

Are You There God? It’s Me, a College Student: Religious Beliefs and Higher Education

2015 ◽  
Vol 15 (4) ◽  
pp. 2111-2137 ◽  
Author(s):  
P. Wesley Routon ◽  
Jay K. Walker
Keyword(s):  
Higher Education ◽  
College Students ◽  
Academic Success ◽  
Religious Identity ◽  
Longitudinal Survey ◽  
Institutions Of Higher Education ◽  
Religious Service ◽  
Religious Service Attendance ◽  
Programs Of Study ◽  
Service Attendance

Abstract Drawing data from a longitudinal survey of college students from 514 institutions of higher education, we add to the discussion on the education–religion puzzle by providing information on specifically which college students experience the most religiosity change, investigating multiple change measures (conviction strength, service attendance, and religious identity), and estimating which programs of study and collegiate experiences cause the most change. We also provide an analysis of students who seek or initially sought an occupation within the clergy. Among our findings, 56% of students report changes in the strength of their religious convictions during college, while 45% report changes in religious service attendance frequency. Of those who matriculate as religious, about 9% lose their religion by graduation. Of those who matriculate with no religious identity, an impressive 33% graduate with one. Choice of institution, major of study, academic success, and many other collegiate experiences are shown to be determinants of these changes.

scholarly journals “Now Is the Time”: Civic Learning for a Strong Democracy

Daedalus ◽  
2019 ◽  
Vol 148 (4) ◽  
pp. 94-107
Author(s):  
Sylvia Hurtado
Keyword(s):  
Higher Education ◽  
College Students ◽  
Community Building ◽  
Opportunity To Learn ◽  
The Other ◽  
American Democracy ◽  
Demographic Diversity ◽  
Civic Learning ◽  
Learning Practices ◽  
Critical Approaches

Cultivating citizens for American democracy has historically been a key purpose of higher education, yet today's college students are in contact with more divergent worldviews, increasing demographic diversity sometimes accompanied by fear of “the other,” and resulting conflict in policies amid rising inequality. Now is the time to recenter civic learning within and across all institutions and disciplines, as well as undertake more critical approaches to this work in terms of pedagogy that prepares students for a diverse and unequal society. Colleges' collective efforts have already resulted in critical community engagement, curricula reform, and better ways of articulating and assessing civic learning practices. Extending civic learning to reflect how we teach will result in more engaged citizens capable of understanding differences, conflict as an opportunity to learn, and community-building processes characteristic of a strong democracy.

Indicators of Client Satisfaction in Academic, Career, and Personal Counseling in Higher Education

2000 ◽  
Vol 1 (4) ◽  
pp. 289-310 ◽  
Author(s):  
Patricia E. Martin ◽  
Barry G. Sheckley
Keyword(s):  
Higher Education ◽  
Adult Students ◽  
Multiple Regression ◽  
Client Satisfaction ◽  
Academic Career ◽  
Transition To College ◽  
Self Report ◽  
Adult Student ◽  
Institutions Of Higher Education ◽  
College Programs

There will be an increasingly older cast to American society during the next twenty to thirty years. Middle-aged and older Americans will face numerous changes in the workplace, including technological change, a global economy, lack of promotional opportunities, and layoffs. As a result of these changes, many adult workers will chose to enter or re-enter college programs to upgrade their employment skills. Personnel within institutions of higher education, including those in the counseling office, may not be fully prepared to serve these older students who will need assistance with their transition to college. Without such aid, these students might drop out of higher education, exacerbating the retention problem faced by many colleges. The retention literature indicates that the identification of and commitment to career goals as well as the development of relationships with the institution are two important contributors to the retention of college students. Additionally, the literature on the adult student has focused on the need for supportive counseling 1) to help adult students establish and navigate their personal relationship to the institution, and 2) assist them to resolve conflicts that may accompany their transition to college. If they are to help adults persist in their college programs, counselors need to know how to best address the problems and issues these older learners face. Counselors need to know the outcome of their counseling sessions with adults, so they can ascertain the best methods and processes to utilize; a common method used to assess outcome is client satisfaction, a form of self-report. This study explored three research questions: Among students who use counseling services, 1) To what extent can a combination of environmental (i.e., social climate), demographic (i.e., age, individual differences), and process (i.e., number of sessions) variables predict client satisfaction; 2) To what extent does client satisfaction differ between men and women; 3) To what extent can reason for attending counseling sessions (i.e., personal, vocational, educational) predict client satisfaction. Analyses were conducted using hierarchical multiple regression (Question 1), ANOVA (Question 2), and standard multiple regression (Question 3). The research sample consisted of 199 students at a comprehensive state university who attended at least one session of counseling. The results indicated that the relationship (cohesion) between a counselor and client is the most significant factor in a student's satisfaction with counseling, whether the student is an adult student or one of traditional age. For this reason, institutions of higher education should strive to develop a sense of cohesion, in the form of close relationships, with its students. Programmatic strategies, including those for adult students, are discussed.

Measuring Nonpathological Compulsiveness

1985 ◽  
Vol 57 (2) ◽  
pp. 559-563 ◽  
Author(s):  
Dona M. Kagan ◽  
Rose L. Squires
Keyword(s):  
College Students ◽  
Factor Analysis ◽  
Construct Validity ◽  
Normal Population ◽  
The Other ◽  
Self Report ◽  
Personality Tests

The purpose of this study was to refine the Leyton Obsessional Inventory for use among a normal population. A subset of 25 items from the Leyton inventory was administered to 563 college students along with several self-report personality tests. A factor analysis of the Leyton items yielded three subscales pertaining to the tendency to be overly concerned that decisions and tasks are completed perfectly according to a rigid procedure. The construct validity of the subscales was evaluated in terms of intercorrelations with scores on the other personality tests.

Self-Report as a Validity Check for the Lüscher Color Test

1981 ◽  
Vol 53 (2) ◽  
pp. 545-546 ◽  
Author(s):  
Richard S. Ledford ◽  
William E. Hoke
Keyword(s):  
College Students ◽  
Social Desirability ◽  
Self Report ◽  
Single Group ◽  
Color Test ◽  
Group Design ◽  
Validity Check

20 college students, in a single-group design, participated in a study of the validity of the Luscher Color Test. The objective was to determine whether personality descriptions based on the test would significantly match written statements the subjects selected as self-descriptive. Each subject took the test twice and data from the second testing were analyzed. Later, the same subjects took a self-report test on which they rated 32 statements on a continuum from “characteristics I identify with most” to “characteristics I identify with least.” The results of comparing the two tests showed a greater than chance correspondence between the test descriptions and self-report descriptions. Observed social desirability appears to account for the correlation.

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