This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Lam, T. C. M. Articles by Bordignon, C. Search for Related Content Social Bookmarking                         What's this?

Effects of Item Grouping and Position of the "Don't Know" Option on Questionnaire Response

Ontario Institute for Studies in Education of the University of Toronto

Kathy E. Green

University of Denver

Catherine Bordignon

Ontario Institute for Studies in Education of the University of Toronto

This study examined the effects of questionnaire item grouping (thematic versus random) and placement of the "don't know" option (before or after the rating scale) on the frequency of nonattitude responses (checking don't know and omission) in rating attitude statements. Response consistency was also evaluated by item grouping. Findings supported the hypothesis that knowledge of an item's theme and of other items related to that theme encouraged attitude responses by reducing the frequency of don't know responses. The authors found no evidence that positioning the don't know option at the end of the rating scale reduced nonattitude responses. Furthermore, thematic grouping enhanced internal consistency reliability for four of six subscales and the total scale.

Field Methods, Vol. 14, No. 4, 418-432 (2002)
DOI: 10.1177/152582202237730


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?