Who responds inconsistently to mixed-worded scales? Differences by achievement, age group, and gender (Record no. 174391)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 01866nam a22001937a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20241007111757.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240927b |||||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | LDD |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Steinmann, Isa |
| 245 ## - TITLE STATEMENT | |
| Title | Who responds inconsistently to mixed-worded scales? Differences by achievement, age group, and gender |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | United Kingdom:Taylor & Francis,2024 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Other physical details | 5-31p. |
| 490 ## - Journal | |
| Volume/sequential designation | 31v,1 |
| Journal | Assessment in Education: Principles, Policy & Practice |
| 500 ## - GENERAL NOTE | |
| General note | We investigated two research questions: which students are more likely to respond inconsistently to mixed-worded questionnaire scales, and which country samples have larger shares of inconsistent respondents? We defined an inconsistent response as strongly agreeing or disagreeing with both positively and negatively worded items of the same scale. Since we assumed that inconsistent responding occurs due to a lack of carefulness, reading, or cognitive skills, we expected to find that inconsistent responding was associated with lower achievement, younger age, being a nonnative speaker, and being a boy. We used data from all 38 countries that participated in the fourth- and eighth-grade assessments of TIMSS (Trends in International Mathematics and Science Study) 2019. Using the mean absolute difference method, we identified shares of 1‒21% inconsistent respondents across samples. The results generally supported our hypotheses, especially the hypothesis that inconsistent responding is more common among students and countries with lower mathematics achievement levels. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Mixed-worded scales,questionnaire design, inconsistent respondents,careless respondents |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Chen, Jianan and Braeken, Johan |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Link text | click here for online access |
| Uniform Resource Identifier | <a href="https://www.tandfonline.com/doi/full/10.1080/0969594X.2024.2318554#abstract">https://www.tandfonline.com/doi/full/10.1080/0969594X.2024.2318554#abstract</a> |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Article |
| Suppress in OPAC | No |
| Date last seen | Total checkouts | Price effective from | Koha item type | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Withdrawn status | Home library | Current library | Date acquired |
|---|---|---|---|---|---|---|---|---|---|---|---|
| 09/27/2024 | 09/27/2024 | Article | Dewey Decimal Classification | Library and Documentation Division NCERT | Library and Documentation Division NCERT | 09/27/2024 |
