The Reliability of Survey Attitude Measurement

Source: OAI


Several theoretical hypotheses are developed concerning the relation of question and respondent characteristics to the reliability of survey attitude measurement. To test these hypotheses, reliability is estimated for 96 survey attitude measures using data from five, 3-wave national reinterview surveys-three Michigan Election Panel Surveys and two reinterview studies conducted by the General Social Survey. As hypothesized, a number of attributes of questions are linked to estimated reliability. Attitude questions with more response options tended to have higher reliabilities, although there are some important exceptions. More extensive verbal labeling of numbered response options was found to be associated with higher reliability, but questions explicitly offering a “don't know” alternative were not found to be more reliable. Question characteristics were confounded to an unknown degree with topic differences of questions, which were significantly linked to reliability, leaving the influence of question characteristics on reliability somewhat ambiguous. Characteristics of respondents were also found to be related to levels of reliability. Older respondents and those with less schooling provided the least reliable attitude reports. These results are discussed within a general framework for the consideration of survey errors and their sources. Peer Reviewed

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Available from: Duane F. Alwin, Mar 18, 2015
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    • "Over time, repeated interaction with an attitude object forms the basis of an attitude which acts as a roadmap for a response when faced with the same, or a similar, attitude object in the future (Olson and Zanna 1993). Th us, attitudes serve as a mental shortcut for the individual when evaluating an attitude object, cutting down on the costs of decision-making and possibly infl uencing behavior (Alwin and Krosnick 1991, Eagly and Chaiken 1993, Olson and Zanna 1993). Attitude patterns are assumed to be socialized early and then generally strengthened over time as a result of confi rmation bias (Eagly and Chaiken 1993, McFarlane and Boxall 2003, Heberlein and Ericsson 2005), making them stable mental structures that govern the creation of our identity, our world view and our actions (Olson and Zanna 1993). "
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    • "The final questionnaire asked participants their opinion of the relative value of these characteristics as representative of a student who, at the beginning of a placement, was prepared and ready to learn. A seven-point Likert Scale was used (1 = not important, 2 = slightly important, 3 = somewhat important, 4 = moderately important, 5 = important, 6 = very important, 7 = extremely important) as seven point scales have been found to be more reliable than five-point scales [25]. The questionnaire was then emailed to participants who had responded to the first round. "
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