Self-Report Design

Self-Report Design

Introduction to Self-Report Techniques

• Self-report techniques include questionnaires and interviews.
• This section addresses issues involved in designing these techniques to gain meaningful insights.

Key Terms

• Open Questions

  • Definition: Questions that provide no fixed response options; respondents can answer freely.
  • Example: "Why did you take up smoking?"

• Closed Questions

  • Definition: Questions that offer predetermined response options as set by the questioner.
  • Example: "Do you smoke?" (Response options: yes/no)

Study Tips

• Practicing what you learn through designing and executing your own self-report investigations on various topics is crucial.
• This section will elaborate on designing effective questionnaires and interviews, following a discussion and evaluation of these methods.

Types of Questions in Questionnaires

• Open Questions
• Closed Questions

Example Analysis

• Identify Question Types:
  • 1. "Do you think recycling is important?" (Closed question: YES/NO)
  • 2. "Explain your answer to question 1." (Open question)
  • 3. "How often is your rubbish bin collected?" (Closed question; tick options)
  • 4. "How likely are you to recycle the following items in an average week?" (Closed question; Likert scale)
  • Options for items: Plastic bottles, Cans.
  • 5. "How old are you?" (Closed question)

Designing Questionnaires

• Questionnaires can include two primary question types.
• Closed questions can be further categorized:
  • Likert Scales
  • Definition: A scale where respondents indicate their level of agreement with a statement, typically on a five-point scale.
  • Example:
    • Statement: "Zombie films can have educational value."
    • Scale:
      1. Strongly agree
      2. Agree
      3. Neutral
      4. Disagree
      5. Strongly disagree
  • Rating Scales
  • Definition: Respondents indicate a value reflecting their feelings about a particular topic.
  • Example:
    • Question: "How entertaining do you find zombie films?"
    • Respondent circles a number on a scale from 1 (Very entertaining) to 5 (Not at all entertaining).
  • Fixed-Choice Options
  • Definition: Items present a list of possible responses; respondents must select from those provided.
  • Example:
    • Question: "For what reasons do you watch zombie films? (Tick all that apply.)"
    • Options: Entertainment, Amusement, To escape, Education, To be frightened, To please others.

Designing Interviews

• Most interviews utilize an interview schedule that lists predetermined questions.
• Standardization of questions helps minimize interviewer bias.
• Notes may be taken, or the interview might be recorded for future analysis.
• Interviews are typically one-on-one, although group interviews may be beneficial in clinical settings.
• For effective outcomes, conduct interviews in a quiet, isolated environment to facilitate open communication.

Establishing Rapport

• Beginning with neutral questions helps make interviewees comfortable and builds rapport.
• It is crucial to inform respondents their answers will remain confidential, especially regarding personal topics.

Writing Good Questions

• Clarity is vital in question design to avoid confusion that can lead to inaccurate responses.

Common Errors to Avoid

1. Overuse of Jargon
   • Jargon: Technical language familiar only to experts in a field.
   • Example:
     • Question: "Do you agree that maternal deprivation in early childhood inevitably leads to affectionless psychopathy in later life?"
     • This is likely confusing to non-experts.
2. Emotive Language and Leading Questions
   • Emotive Language: Language that reveals bias or emotional undertones.
   • Example:
     • "Boxing is a barbaric sport and any sane person would want it banned."
   • Leading Questions: Questions that suggest a desired response.
   • Example:
     • "When did you last drive over the speed limit?"
3. Double-Barrelled Questions
   • Definition: Questions that combine two queries into one, potentially confusing respondents.
   • Example:
     • "Do you agree that Premier league footballers are overpaid and should have to give twenty per cent of their wages to charity?"
4. Double Negatives
   • Definition: Questions structured with two negatives, complicating understanding.
   • Example:
     • "I am not unhappy in my job. (Agree/Disagree)"

Task to Apply Knowledge

• Design a questionnaire targeting students concerning opinions on school uniform, homework load, or other school-related issues. Consider gender or year group comparisons.

Steps for Designing a Study

1. Decide on Standardization
   • Standardizing questions minimizes interviewer bias but may not eliminate it entirely, especially in unstructured settings.
2. Drafting Questions
   • Specify aim, hypothesis (directional or non-directional), and determine questionnaire items.
   • Include various question types (open, closed, Likert scale, rating scale, fixed-choice options).
3. Pilot the Questionnaire
   • Review and adjust questions as necessary, removing complexities and biases.
4. Sampling
   • Define the target population and method for participant selection.
5. Ethical Considerations
   • Outline how informed consent will be obtained, ensuring anonymity and confidentiality.
6. Data Analysis
   • Define methods for presenting results.

Importance of a Pilot Study

• Conducting a pilot study is essential before launching a full study.
  • Pilot Study Definition: A preliminary test of the study’s procedures, including questionnaire or interview questions to identify potential issues.
  • Execution: Run a small-scale version using a segment of the target population.
  • Outcomes: Facilitates the identification of problematic questions and offers a chance for adjustments to improve clarity and effectiveness.

Evaluation Questions

1. Explain the difference between closed and open questions using an example of a workplace stress questionnaire. (4 marks)
2. Identify two design considerations when creating interviews. (4 marks)
3. Identify two design considerations when constructing questionnaires. (4 marks)