Applying item response theory to examine extreme survey response style

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dc.contributor.authorWang, X.
dc.contributor.authorRibera, A. K.
dc.contributor.authorGonyea, R. M.
dc.date.accessioned2019-09-09T16:37:16Z
dc.date.available2019-09-09T16:37:16Z
dc.date.issued2017-04-27
dc.descriptionPresented at the American Educational Research Association Annual Meetingen
dc.description.abstractResponse 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).en
dc.identifier.urihttps://hdl.handle.net/2022/23692
dc.language.isoenen
dc.rightsThis work is under a CC-BY license. You are free to copy and redistribute the material in any format, as well as remix, transform, and build upon the material as long as you give appropriate credit to the original creator, provide a link to the license, and indicate any changes made.en
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/en
dc.subjectExtreme response styleen
dc.subjectsurvey methodologyen
dc.subjecthigher educationen
dc.titleApplying item response theory to examine extreme survey response styleen
dc.typePresentationen

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