Design aspects of rating scales in questionnaires

Menold, Natalja; Wolf, Christof; Bogner, Kathrin

doi:10.1080/08898480.2018.1439240

Cited by 24 publications

(38 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These items were then analyzed according to their psychometric aptitude and also revised and expanded based on the pre-study (see Table 2 for the scale summary and factor loadings across studies). Next, a revised pool of 23 items was created and the number of answer categories was changed from six to seven, because a) the quality of the measurement increases when the number of answer categories increases and b) a central category to avoid forced, systematic answer biases has been added [64]. Now, the answer categories are ranging from 7 ('I strongly associate this aspect with sustainability') to 1 ('I do not associate this aspect with sustainability').…”

Section: Independent Measuresmentioning

confidence: 99%

“…We used the LimeSurvey™ settings in a way that no link between answers and participants was possible. Items in item batteries were presented in randomized order to avoid primacy and recency effects [64]. Two independent logistic regression analyses between the independent variables and the dependent variables PPR CURRENT and PPR FUTURE was conducted as we expected that the relationships between the personal characteristics could be different for the two outcomes.…”

Section: Data Collection and Data Analysismentioning

confidence: 99%

See 1 more Smart Citation

How Does Sustainability Become Professionally Relevant? Exploring the Role of Sustainability Conceptions in First Year Students

Sundermann

Fischer

2019

Sustainability

View full text Add to dashboard Cite

One of the main objectives of higher education for sustainable development is to nurture holistic conceptions of sustainability in students, so that they can use sustainability as an approach to analyze and solve complex problems in their future professional fields. Existing studies have shown that students differ substantially in how relevant they consider the concept of sustainable development to their future careers. Previous studies have identified socio-demographic characteristics, disciplinary background and past experiences with sustainability education as potential influencing factors. To date, the relationships between one's own “understanding” of sustainability (sustainability conception) and the importance students attach to sustainability has hardly been investigated. This case study offers a first systematic examination of how the perceived professional relevance of sustainability is influenced by different individual characteristics and sustainability conceptions. Based on data from a recent survey of n = 1,364 first year undergraduate students from 14 different major subjects, our findings indicate that in addition to the previously reported individual characteristics like sex and academic affiliation, sociocultural sustainability conceptions are an important influential factor for the perceived importance of sustainability for their professional contexts. However, the regression analysis shows that the model based on predictors found in the literature lacks incremental power. This paper unveils that further research is needed on the underlying factors that explain the strength of perceived relevance of sustainability in students and that these influences need to be taken more into account in curriculum development.

show abstract

Section: Independent Measuresmentioning

confidence: 99%

Section: Data Collection and Data Analysismentioning

confidence: 99%

How Does Sustainability Become Professionally Relevant? Exploring the Role of Sustainability Conceptions in First Year Students

Sundermann

Fischer

2019

Sustainability

View full text Add to dashboard Cite

show abstract

“…The term Likert-type items describes a set of multiple checkboxes in a row from which a respondent has to select exactly one [2]. The most commonly used formulation is a variation of Likert's original response set "strongly approve, approve, undecided, disapprove, and strongly disapprove" [8], where 'approve' has been replaced with 'agree' [2,10]. According to Boone and Boone [2], Clason and Dormody [3] describe Likert-type items as "single questions that use some aspect of the original Likert response alternatives".…”

Section: Likert Scales and Likert-type Itemsmentioning

confidence: 99%

“…allow for a neutral statement ( Figure 1b); with an even number of options the respondent has to decide whether they tend to agree or disagree. According to Menold and Bogner, multiple studies show that an acquiescence bias is encouraged with Likert-type items and Likert scales [10]. Aquiescence is the tendency of people to agree.…”

Section: Likert Scales and Likert-type Itemsmentioning

confidence: 99%

“…Individual responses on these scales are commonly aggregated by assigning an order or value to the items and then calculating a median or mean value for each option. However, many scientists criticize how Likert scales and Likert-type items are analyzed in practice [2,7,10,11], warning that "researchers typically use the wrong statistical techniques to analyze them" [11]. An alternative and potentially more robust approach to extract a consensus 1 from many individual preferences are voting methods.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Applying Voting Methods in User Research

Sageder

Demleitner

Irlbacher

et al. 2019

Proceedings of Mensch Und Computer 2019

View full text Add to dashboard Cite

In usability practice, it is often necessary to find a 'best' solution that is most suitable for most users. A common way to do this is to present multiple alternatives to a group of users and let them express their preferences. However, integrating many subjective ratings into one generally valid rating is non-trivial. For such data, voting methods from the field of computational social choice might prove useful. In order to investigate their suitability, we conducted an experiment where participants had to complete a pointing task using four different mouse acceleration values and rank the perceived performance of each option via Likert-type items and also by ranking them. For generating an overall ranking, we calculated arithmetic mean and median as well as Borda count and Schulze method for each of the response sets. All methods resulted in nearly the same overall ranking of options which suggests that they might be equally useful for generating consensus on a 'best' option. CCS CONCEPTS • Human-centered computing → Human computer interaction (HCI); Usability testing; HCI theory, concepts and models.

show abstract