Asking Questions - The Definitive Guide To Questionnaire Design ...

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106 ASKING QUESTIONS When some respondents are asked to give the word they would prefer to use, they either do not know or they give an inappropriate response. Thus, on the pretest one respondent used the word “poison” to describe liquor. In this situation the interviewer must always have a fallback word that he or she could type in. Typically, this is the standard word, such as “liquor” or “sexual intercourse.” Use Informants In the previous chapter, we pointed out the cost efficiencies of using household informants, but indicated that this might be at the cost of some loss in quality of information. For threatening questions, however, especially those dealing with socially desirable behavior, informants may provide more reliable information than respondents. It is, of course, necessary to ask about behavior that the informant might know about others, either from observation or through conversations. This could include topics such as voting, book reading, or use of alcohol and drugs (Bradburn, Sudman, and Associates, 1979). The question may be asked about identifiable members in the same household or about unidentified friends or relatives. In either situation, respondents will not be so threatened answering questions about the behavior of others as they would be answering questions about their own behavior. An exception to this rule is asking parents to report about children. Parents may be more threatened and thus report lower levels of socially undesirable behavior than their children, or they may just not know. Use Diaries and Panels In Chapter Two we discussed using diaries that provide repeated written records for improving memory about nonsalient events. Diaries and consumer panels also reduce the respondent’s level of threat. First, any event becomes less threatening if it is repeated
ASKING THREATENING QUESTIONS ABOUT BEHAVIOR 107 over time and becomes routine. Respondents who might initially hesitate to report purchasing beer or contraceptives become less inhibited as time goes by. Second, with repeated exposure, respondents gradually gain confidence in the organization or researcher gathering the data. Over time, respondents get a better understanding that the data are gathered to be used in aggregate form and that there are no personal consequences of reporting any kinds of behavior. The evidence suggests that confidence in the research and the perceived threat of the questions both level off fairly rapidly after two or three diaries or interviews. This is fortunate, since otherwise substantive data on trends would be confounded with response effects (Ferber, 1966). Finally, diaries embed some threatening topics into a more general framework to avoid conditioning. Such embedding also appears to be effective for reducing threat. For example, respondents who reported health expenditures in a diary (Sudman and Lannom, 1980) reported higher levels of expenditures for contraceptives than did respondents who were interviewed several times. The diaries here seem to be having the same effect as anonymous forms. Embed the Question The threat of a question is partially determined by the context in which it is asked. If more threatening topics have been asked about earlier, a particular question may appear less threatening than if it had been asked first. Yet there are limitations to the use of this procedure. As we shall see in Chapter Ten, you would not want to start with very threatening questions since this could reduce respondent cooperation during the rest of the questionnaire. Also, putting the most threatening behavior question first will probably make the underreporting on that question even worse. Suppose, however, you were interested only in beer drinking. Then you would ask an early question about liquor drinking to reduce the threat of the beer
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Asking Questions The Definitive Gui
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Norman M. Bradburn Seymour Sudman B
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Copyright © 2004 by John Wiley & S
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viii CONTENTS 12. Asking Questions
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Preface This book is a revised and
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PREFACE xiii trate some of the subt
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The Authors Norman M. Bradburn (Ph.
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Asking Questions
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Chapter One The Social Context of Q
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THE SOCIAL CONTEXT OF QUESTION ASKI
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Chapter Two Asking Nonthreatening Q
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ASKING NONTHREATENING QUESTIONS ABO
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Figure 2.4. Household Health Diary.
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Page 75 and 76: Source: U.S. Bureau of the Census,
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ASKING AND RECORDING QUESTIONS 157
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180 ASKING QUESTIONS 2. Consider wh
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182 ASKING QUESTIONS Figure 6.2. Qu
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184 ASKING QUESTIONS Specific knowl
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186 ASKING QUESTIONS question. Anot
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192 ASKING QUESTIONS Resident Infor
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194 ASKING QUESTIONS It must be rec
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196 ASKING QUESTIONS Figure 6.10. Q
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198 ASKING QUESTIONS Figure 6.11. S
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200 ASKING QUESTIONS Figure 6.11. S
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202 ASKING QUESTIONS question indic
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204 ASKING QUESTIONS state or count
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206 ASKING QUESTIONS respondents wi
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208 ASKING QUESTIONS answers, most
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210 ASKING QUESTIONS on the Web sin
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Chapter Seven Asking Questions that
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ASKING QUESTIONS THAT EVALUATE PERF
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• Depends heavily on employee’s
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244 ASKING QUESTIONS make a particu
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246 ASKING QUESTIONS on demographic
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248 ASKING QUESTIONS Table 8.1. Eig
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250 ASKING QUESTIONS domain and rel
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252 ASKING QUESTIONS Seven Steps to
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254 ASKING QUESTIONS the frequency
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256 ASKING QUESTIONS The fourth ste
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258 ASKING QUESTIONS empty cells. I
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Chapter Nine Asking Standard Demogr
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ASKING STANDARD DEMOGRAPHIC QUESTIO
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Chapter Ten Organizing and Designin
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ORGANIZING AND DESIGNING QUESTIONNA
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Fill- Ins Easily done with a Possib
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Chapter Eleven Questionnaires from
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QUESTIONNAIRES FROM START TO FINISH
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Chapter Twelve Asking Questions FAQ
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ASKING QUESTIONS FAQS 325 tain you
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Do you own an IBM-type of PC? Yes
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ASKING QUESTIONS FAQS 329 Ranking q
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ASKING QUESTIONS FAQS 331 guish bet
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ASKING QUESTIONS FAQS 333 activitie
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336 BIBLIOGRAPHY AND RECOMMENDED RE
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348 GLOSSARY object. The term belie
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350 GLOSSARY are entered directly i
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352 GLOSSARY the sex of the respond
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354 GLOSSARY of an IBM card is a on
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356 GLOSSARY individual difference
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358 GLOSSARY overreporting, underre
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360 GLOSSARY because of illness or
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362 GLOSSARY response effect A gene
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364 GLOSSARY questionnaires list th
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Index A Ability, measuring, 197-202
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INDEX 369 Denver, 86; Community che
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INDEX 371 Library card ownership, 8
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INDEX 373 preferences, 167-168; thr
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Appendix A List of Academic and Not
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APPENDIX A 377 Phoenix, AZ 85003-17
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APPENDIX A 379 Fax: 310-206-4453 E-
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APPENDIX A 381 800 Florida Ave., N.
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APPENDIX A 383 E-mail: jbason@arche
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APPENDIX A 385 Phone: 312-996-5300
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APPENDIX A 387 Phone: 785-532-5510
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APPENDIX A 389 Center for the Study
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APPENDIX A 391 Ann Arbor, MI 48106-
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APPENDIX A 393 731 Oldfather Hall L
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APPENDIX A 395 New York Marist Coll
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APPENDIX A 397 Cornell University I
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APPENDIX A 399 225 South Main St. A
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APPENDIX A 401 121 University Pl. P
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APPENDIX A 403 South Dakota Busines
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APPENDIX A 405 Public Policy Resear
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APPENDIX A 407 E-mail: sesrc@wsu.ed
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APPENDIX A 409 England National Cen
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412 APPENDIX B PLEASE CIRCLE ONE CO
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414 APPENDIX B 14. Who purchased th
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416 APPENDIX B 23. What racial/ethn
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Faculty Retention Survey December 2
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2. Professional Life Important to y
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4. Environment Important to you Imp
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Appendix D Kinko’s: Open-ended Se
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