Applying item response theory to examine extreme survey response style
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Abstract
Response style effect is a well-known survey limitation. By applying a generalized item response theory (IRT) model to the Global Perspective Inventory data from the 2014 National Survey of Student Engagement (NSSE), this study provides estimates of college students' extreme response style (ERS) tendency. Furthermore, findings reveal significant group differences in ERS tendency by two student characteristics' first-generation status and major choice (STEM vs non-STEM).
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Presented at the American Educational Research Association Annual Meeting
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