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

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134 ASKING QUESTIONS that could have been used (for instance, 0, 1–5, 6–10, 11–15, 16–20, 21–30). When deciding what intervals to use in a frequency question, the first important notion is that zero should be its own separate category. Once this is established, one important consideration is that the response categories provide wide discrimination across the entire range of responses. For example, if a pilot test showed that most people will eat beef four or fewer times in the next month, the categories might be 0, 1, 2, 3–4, 5–15, 16–30. If the mean is more around ten, then the categories should be more spread out. Another issue is how many categories should be offered. Despite a number of theoretical considerations, this is generally determined by assessing how much space one wants to use in conjunction with what categories can provide the greatest differentiation. If the intervals are spaced out to maximize variation (through use of pilot tests), fewer boxes will be needed. If precision is a concern, use fillin-the-blank questions. When You Should Ask Likelihood Questions Instead of Frequency Questions As noted, measures of behavioral intentions (for a particular time period, such as “within the next month”) can be obtained either through likelihood measures or through frequency estimates. Likelihood measures can be directly obtained by asking respondents how likely (“Highly Unlikely” = 1 to “Highly Likely” = 9) they are to perform that behavior within a given time period. Behavioral intentions can also be measured by asking respondents to estimate the number of times they might perform that behavior within a similar time period. These two different measures of behavioral intent have different relative strengths. With infrequent behaviors, frequency estimates will be skewed toward 0 (especially over a relatively short period of time). This is partially a drawback of numerical estimates that provide no gradation between 0 and 1 unit. In such cases, frequency
ASKING QUESTIONS ABOUT ATTITUDES AND BEHAVIORS 135 estimates would provide less variance and less information than an estimate of likelihood. As a result, likelihood estimates would allow a greater gradation in response and would be more sensitive. In contrast, with frequent behaviors, a frequency estimate will be more accurate than a likelihood estimate. The reason is that frequency estimates are more likely to be normally distributed. As a result, a frequency estimate is likely to provide more variance and more information than is a likelihood measure, which would undoubtedly be at or near 1.0 (100 percent probable). Under these circumstances, frequency estimates would more accurately correspond with actual behavior. One study (Wansink and Ray, 1992) examined situations when likelihood questions were preferable to frequency questions by asking people to estimate their upcoming three-month consumption of a number of different products. Three months later, respondents were contacted again and asked for their actual (recalled) consumption. For products they frequently consumed (frequent behaviors), numerical estimates were much more accurate than likelihood estimates. For products they infrequently consumed (infrequent behaviors), likelihood estimates were more accurate than numerical estimates. What happens when there is high variation in the frequency of behavior? One solution is to use both likelihood and a frequency estimation measure and use them to triangulate on the behavior. Instead of taking one measure, take both measures along with a measure of how frequently respondents report this behavior for a prior time period (week, month, year, etc.). The measure of respondents’ prior behavior can be used to divide the population into frequent or infrequent exhibitors of that behavior. If one is trying to compare multiple behaviors (mall walking vs. golfing vs. going to the gym), or behavior toward certain stimuli (like various ads), analyzing the frequent users separately from the infrequent users can be useful. It is also important when analyzing these data to drop nonusers from the analysis. Be sure, however, to report that those not using the product were eliminated.
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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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80 ASKING QUESTIONS e. The Sealed B
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82 ASKING QUESTIONS asking about te
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184 ASKING QUESTIONS Specific knowl
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186 ASKING QUESTIONS question. Anot
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188 ASKING QUESTIONS Figure 6.6. Qu
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190 ASKING QUESTIONS Figure 6.8. Qu
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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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