Towards a procedure for survey item selection in MIS

management information systems. Scholars can choose to develop survey items themselves or reuse survey items from existing studies. When survey items are reused without justification, the connection between theory and measurement is not made explicit. We present a procedure that facilitates selection and justification. Our procedure covers the selection of survey items, when one could choose from a pool of existing items and the justification of the selected set of survey items. We draw upon bibliometric theory and develop a rating that combines the relevance of the paper that presents the reused survey items, with the relevance of the survey item sources. We demonstrate our procedure by operationalizing sub-constructs of information technology capability and address potential concerns of our procedure. Our study provides an initial step towards a procedure that facilitates scholars with selecting and justifying their survey items, while at the same time, provides insight for peers regarding the connection between theory and measurement

Fears and realisations of employment insecurity

We investigate the validity of subjective data expectations of job loss and on the probability of re-employment consequent on job loss, by examining associations between expectations and realisations. We find that subjective expectations data reveal private information about subsequent job loss, the expectations data perform better with numerical descriptors than with ordinal verbal descriptors. On average, employees overestimate the chance of losing their job; while they underestimate the difficulty of finding another job as good as the currently-held one. We recommend that survey items on employment insecurity should be explicit about each risk investigation, and utilise a cardinal probability scale with discrete numerical descriptors

Understanding Interest And Self-Efficacy In The Reading And Writing Of Students With Persisting Specific Learning Disabilities During Middle Childhood And Early Adolescence

Three methodological approaches were applied to understand the role of interest and self-efficacy in reading and/or writing in students without and with persisting specific learning disabilities (SLDs) in literacy. For each approach students in grades 4 to 9 completed a survey in which they rated 10 reading items and 10 writing items on a Scale 1 to 5; all items were the same but domain varied. The first approach applied Principal Component Analysis with Varimax Rotation to a sample that varied in specific kinds of literacy achievement. The second approach applied bidirectional multiple regressions in a sample of students with diagnosed SLDs-WL to (a) predict literacy achievement from ratings on interest and self-efficacy survey items; and (b) predict ratings on interest and self-efficacy survey items from literacy achievement. The third approach correlated ratings on the surveys with BOLD activation on an fMRI word reading/spelling task in a brain region associated with approach/avoidance and affect in a sample with diagnosed SLDs-WL. The first approach identified two components for the reading items (each correlated differently with reading skills) and two components for the writing items (each correlated differently with writing skills), but the components were not the same for both domains. Multiple regressions supported predicting interest and self-efficacy ratings from current reading achievement, rather than predicting reading achievement from interest and self-efficacy ratings, but also bidirectional relationships between interest or self-efficacy in writing and writing achievement. The third approach found negative correlations with amygdala connectivity for 2 reading items, but 5 positive and 2 negative correlations with amygdala connectivity for writing items; negative correlations may reflect avoidance and positive correlations approach. Collectively results show the relevance and domain-specificity of interest and self-efficacy in reading and writing for students with persisting SLDs in literacy

R|S Atlas: Identifying Existing Cohort Study Data Resources to Accelerate Epidemiological Research on the Influence of Religion and Spirituality on Human Health

OBJECTIVE: Many studies have documented significant associations between religion and spirituality (R/S) and health, but relatively few prospective analyses exist that can support causal inferences. To date, there has been no systematic analysis of R/S survey items collected in US cohort studies. We conducted a systematic content analysis of all surveys ever fielded in 20 diverse US cohort studies funded by the National Institutes of Health (NIH) to identify all R/S-related items collected from each cohort\u27s baseline survey through 2014. DESIGN: An R|S Ontology was developed from our systematic content analysis to categorise all R/S survey items identified into key conceptual categories. A systematic literature review was completed for each R/S item to identify any cohort publications involving these items through 2018. RESULTS: Our content analysis identified 319 R/S survey items, reflecting 213 unique R/S constructs and 50 R|S Ontology categories. 193 of the 319 extant R/S survey items had been analysed in at least one published paper. Using these data, we created the R|S Atlas (https://atlas.mgh.harvard.edu/), a publicly available, online relational database that allows investigators to identify R/S survey items that have been collected by US cohorts, and to further refine searches by other key data available in cohorts that may be necessary for a given study (eg, race/ethnicity, availability of DNA or geocoded data). CONCLUSIONS: R|S Atlas not only allows researchers to identify available sources of R/S data in cohort studies but will also assist in identifying novel research questions that have yet to be explored within the context of US cohort studies

Satisfiers and dissatisfiers for international vocational education students: A case study using narrative frames

While the satisfaction of international students is frequently surveyed, much of this research is based on a very limited range of closed-item data collection methods, producing findings that partially reflect the researchers’ assumptions in designing the survey items. Recognizing the potential value in using methods that are more open-ended and qualitative analyses, the present study employed narrative frames and follow-up interviews to explore the satisfiers and dissatisfiers for international vocational education students at one institution in New Zealand. Reporting on perceptions of the class, institution, and community, the findings identify the participants’ top-of-mind (dis)satisfiers and complement the existing literature by identifying seldom-reported themes. Discussion of issues in analyzing narrative frames is also provided

Presenting Survey Items One at a Time Compared to All at Once Decreases Missing Data without Sacrificing Validity in Research with Internet Volunteers

In two large web-based studies, across five distinct criteria, presenting survey items one-at-a-time was psychometrically either the same or better than presenting survey items all-at-once on a single web page to volunteer participants. In the one-at-a-time format, participants were no more likely to drop-out of the study (Criterion 1), and were much more likely to provide answers for the survey items (Criterion 2). Rehabilitating participants who otherwise would not have provided survey responses with the one-at-a-time format did not damage internal consistency of the measures (Criterion 3) nor did it negatively affect criterion validity (Criterion 4). Finally, the one-at-a-time format was more efficient with participants completing it more quickly than the all-at-once format (Criterion 5). In short, the one-at-a-time format results in less missing data with a shorter presentation time, and ultimately more power to detect relations among variables

Faculty Evaluation Committee Agenda, November 19, 2014

Approval of Minutes Awards Discussion of draft of 405.2, 405.5, 405.10 Survey Items Schedule for Spring Meeting

Assessing Faculty and Student Interpretations of AACP Survey Items with Cognitive Interviewing

Objective. To use cognitive interviewing techniques to determine faculty and student interpretation of a subset of items from the AACP faculty and graduating student surveys. Methods. Students and faculty were interviewed individually in a private room. The interviewer asked each respondent for his/her interpretation of 15 randomly selected items from the graduating student survey or 20 items from the faculty survey. Results. While many items were interpreted consistently by respondents, the researchers identified several items that were either difficult to interpret or produced differing interpretations. Conclusion. Several interpretational inconsistencies and ambiguities were discovered that could compromise the usefulness of certain survey items

Developing Student, Family, and School Constructs From NLTS2 Data

The purpose of this study was to use data from the National Longitudinal Transition Study–2 (NLTS2) to (a) conceptually identify and empirically establish student, family, and school constructs; (b) explore the degree to which the constructs can be measured equivalently across disability groups; and (c) examine latent differences (means, variances, and correlations) in the constructs across disability groups. Conceptual analysis of NLTS2 individual survey items yielded 21 student, family, and school constructs, and 16 were empirically supported. Partial strong metric invariance was established across disability groups, and in the latent space, a complex pattern of mean and variance differences across disability groups was found. Disability group moderated the correlational relationships between multiple predictor constructs, suggesting the key role of disability-related characteristics in understanding the experiences of youth with disabilities. Implications for future research and practice are discussed