Survey Attitude Scale (SAS) revised: A Randomized Control Trial among Higher Education Graduates in Germany.
Euler, T., Schwabe, U., Kastirke, N., Fiedler, I., & Sudheimer, S. (2020, September).
Survey Attitude Scale (SAS) revised: A Randomized Control Trial among Higher Education Graduates in Germany.
Poster präsentiert auf der 22. General Online Research Conference (GOR20) in Berlin.
Abstract
Various empirical evidence signals that general attitudes towards surveys do predict willingness to participate in (online) surveys. The nine-item short form of the Survey Attitude Scale (SAS) as proposed by de Leeuw et al. (2010, 2019) differentiates between three dimensions: (i) survey enjoyment, (ii) survey value, and (iii) survey burden. Previous analyses in different datasets have shown that two dimensions do not perform satisfactory with respect to internal consistency and factor loadings in different samples (Fiedler et al. 2019). Referring to de Leeuw et al. (2019), we therefore investigate into the question whether the SAS can be further improved by reformulating single items and adding new ones from existing literature
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Gender Differences in the Academic Self-Concept Among Students in Germany: Does the Field of Study Matter?
Fiedler, I., Buchholz, S., & Schaeper, H. (2019, November).
Gender Differences in the Academic Self-Concept Among Students in Germany: Does the Field of Study Matter?
Vortrag auf der 4th International NEPS Conference, LIfBi Bamberg.
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Survey Attitude Scale (SAS): Are Measurements Comparable Among Different Samples of Students from German Higher Education Institutions?
Fiedler, I., Schwabe, U., Sudheimer, S., Kastirke, N., & Fehring, G. (2019, September).
Survey Attitude Scale (SAS): Are Measurements Comparable Among Different Samples of Students from German Higher Education Institutions?
Vortrag auf dem "Brownbag"-Treffen des Forschungsclusters "Empirische Methoden der Hochschul- und Wissenschaftsforschung" am DZHW, Hannover.
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Survey Attitude Scale (SAS): Are Measurements Comparable Among Different Samples of Students from German Higher Education Institutions?
Fiedler, I., Schwabe, U., Sudheimer, S., Kastirke, N., & Fehring, G. (2019, Juni).
Survey Attitude Scale (SAS): Are Measurements Comparable Among Different Samples of Students from German Higher Education Institutions?
Vortrag auf dem Workshop "Survey Attitude Scale (SAS) und Survey Evaluation (SE) in Online Surveys"; DZHW, Hannover.
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Survey Attitude Scale (SAS) und Survey Evaluation (SE) in Online Surveys.
Schwabe, U., Kastirke, N., Sudheimer, S., & Fiedler, I. (2019, Juni).
Survey Attitude Scale (SAS) und Survey Evaluation (SE) in Online Surveys.
Workshop, DZHW, Hannover, 27. und 28. Juni 2019.
Abstract
Vor dem Hintergrund sinkender Rücklaufquoten, auch in Online-Surveys, stellt die Rekrutierung von Befragungspersonen eine zunehmend komplexe Herausforderung dar, die eine Auseinandersetzung mit den Determinanten für die Befragungsteilnahme notwendig erscheinen lässt (Konradt & Fary 2006, Krieger 2018, Meyer et al. 2015, Stoop et al. 2010). Diese Teilnahmebereitschaft hängt sowohl von situativen Faktoren, wie der Themensalienz, als auch von individuellen Dispositionen, wie der allgemeinen Einstellung gegenüber Befragungen (de Leeuw et al. 2017; Jungermann & Stocké 2017; Stocké 2006), ab. Die Survey Attitude Scale (SAS/ATS; de Leeuw et al. 2010) könnte ein geeignetes Messinstrument sein, um diese Befragungseinstellung zu erfassen...
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Survey Attitude Scale (SAS): Are Measurements Comparable Among Different Samples of Students from German Higher Education Institutions?
Fiedler, I., Schwabe, U., Sudheimer, S., Kastirke, N., & Fehring, G. (2019, März).
Survey Attitude Scale (SAS): Are Measurements Comparable Among Different Samples of Students from German Higher Education Institutions?
Poster präsentiert auf der 21. General Online Research Conference (GOR19), Köln.
Abstract
Besides others, general attitudes towards surveys are part of respondent's motivation for survey participation. There is empirical evidence that these attitudes do predict participant's willingness to perform supportively during (online) surveys (de Leeuw et al. 2017; Jungermann/Stocké 2017; Stocké 2006). Hence, the Survey Attitude Scale (SAS) as proposed by de Leeuw et al. (2010) differentiates between three dimensions: (i) survey enjoyment, (ii) survey value, and (iii) survey burden. Referring to de Leeuw et al. 2017, we investigate into the question whether the SAS measurements can be compared across different online survey samples of students from German Higher Education Institutions (HEI).
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