dc.contributor.author | Steinmann, Isa | |
dc.contributor.author | Chen, Jianan | |
dc.contributor.author | Braeken, Johan | |
dc.date.accessioned | 2024-02-21T11:55:53Z | |
dc.date.available | 2024-02-21T11:55:53Z | |
dc.date.created | 2024-02-16T11:20:26Z | |
dc.date.issued | 2024 | |
dc.identifier.issn | 0969-594X | |
dc.identifier.uri | https://hdl.handle.net/11250/3118987 | |
dc.description.abstract | 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 agree- ing 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 sup- ported our hypotheses, especially the hypothesis that inconsistent responding is more common among students and countries with lower mathematics achievement levels. | en_US |
dc.language.iso | eng | en_US |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/deed.no | * |
dc.title | Who Responds Inconsistently to Mixed-Worded Scales? Differences by Achievement, Age Group, and Gender | en_US |
dc.type | Journal article | en_US |
dc.type | Peer reviewed | en_US |
dc.description.version | publishedVersion | en_US |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 2 | |
dc.identifier.doi | https://doi.org/10.1080/0969594X.2024.2318554 | |
dc.identifier.cristin | 2246743 | |
dc.source.journal | Assessment in Education: Principles, Policy & Practice | en_US |