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

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124 ASKING QUESTIONS Assessing the Strength of Attitudes Strength is a concept that can be applied to each of the three components of attitudes. Evaluations may be strongly or weakly held, beliefs may be certain or uncertain, and actions may be definitely committed to or only vaguely contemplated. Three general strategies for measuring attitude strength are as follows: (1) build a strength dimension into the question itself by measuring evaluations and strength at the same time; (2) use a separate question to assess the strength; (3) assess strength by asking a series of independent questions, each one reflecting the same general underlying attitude. In this third case, the measure of attitudinal strength is determined by the total number of items a person agrees with. This third method of asking multiple items can be applied to each of the components, although in practice attitude strength is more usually assessed in the general or overall evaluative dimension. Perhaps the most frequent method of measuring intensity of attitudes is to build an intensity scale into the response categories. People’s responses indicate not only the direction of their evaluation but also their intensity or certainty. A common method is to ask respondents a question that measures both the direction and the intensity of an evaluation, as in the first question on daylight savings time quoted in the previous section. This question could have been asked as two separate questions. For example, “Do you like or dislike [year-round] daylight savings time?” and “Do you like or dislike it [year-round daylight savings time] somewhat or very much?” In this case, the simplicity of the like-dislike dimension and the simplicity of the two intensity modifiers suggested that they could be combined into a single question that respondents could easily comprehend. Note that respondents who said they did not care either way were not urged to say which direction they were leaning in. In this case, however, respondents were discouraged from indicating indifference, since a “Don’t care” response category was not included. (This point will be discussed more fully in the next chapter.)
ASKING QUESTIONS ABOUT ATTITUDES AND BEHAVIORS 125 Using separate questions to evaluate attitude strength is illustrated in another daylight savings time survey. Here the researchers believed that attitude strength was not evenly divided between those who preferred daylight savings time and those who did not prefer it. Therefore, researchers decided to measure separately the general orientation pros and cons and the strength of those feelings. The form of the NORC question is given in Figure 4.1. In this case it was found that those who did not approve of daylight savings time in fact felt more strongly about it than those who did approve of it. Again, those who said they had no preference or did not know were not prodded to see whether they might lean one way or the other. Aggregate Measures of Attitude Another strategy for measuring the strength of attitudes is to combine answers to several separate questions, each one of which is thought to be a measure of the attitude. This method is most often Figure 4.1. Questions on Daylight Savings Time. As you know, the time that we set our clocks to can be changed if we wish. For example, in most parts of the country, we set our clocks ahead one hour in the summer, so that it gets dark at around 9 o’clock instead of 8 o’clock. This is known as daylight savings time. Some people think that we should go onto daylight savings time all year around, that is, turning the clocks ahead one hour and leaving them there. Would you approve or disapprove of going onto daylight savings time all year round, or don’t you care one way or the other? Approve (Ask a.) Don’t care Disapprove (Ask a.) Don’t know a. How strongly do you feel about it? Do you (dis)approve very strongly, pretty strongly, or not too strongly? Very strongly Pretty strongly Not too strongly Source: National Opinion Research Center, 1977.
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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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Source: U.S. Bureau of the Census,
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ASKING AND RECORDING QUESTIONS 175
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ASKING AND RECORDING QUESTIONS 177
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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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