Social-desirability in teachers’ studies based on · - The Marlowe-Crowne scale.-Special...
Transcript of Social-desirability in teachers’ studies based on · - The Marlowe-Crowne scale.-Special...
Social-desirability in teachers’ studies based on self-reports – the case of Russia
Alena Kulikova
National Research University Higher School of Economics
Institute of Education
National Research University Higher School of Economics 2017
www.hse.ru
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1937, G. Allport – First critic of the self-report method “Respondents could bias results of testing if they decided to do it”
Social DesirabilitySituational Motivation:
• Attitudes about desirability of misresponding in this situation
• Attitudes about allowability of misresponding in this situation
Personality:• Incentive motivation• Achievement motivation• Motivation of power• Agreeableness• Narcissism
Situation:• Anonymity• Instruction• Purpose• Administration• Construction of survey
Culture
Measurement of Social Desirability
Criterial Survey
Compare to objective data
Direct Indirect
Overclaiming technique (Paulhus et al, 2003)
- Lie scales (MMPI, CPI, etc);- BIDR and CIDR (Paulhus, 1998);- The Marlowe-Crowne scale.
-Special questions;- Response styles.
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What the Social desirability
responding is…
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Socially desirable responding (SDR) is the tendency of respondents to reply to a questionnaire in a manner that will be approved by other people.
➢ a threat to the validity of psychological and educational measures;
➢ needs to be controlled.
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TALIS 2013
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Teaching and Learning International Survey 2013
➢ 37 countries
➢ 4000 teachers in Russia, representative sample
➢ Teacher education, professional development, appraisal and feedback, school climate, pedagogical beliefs and practices
➢ Social desirability scale was included
• social desirability makes an impact on teachers’ responses
• the power of the impact of social expectations is associated with socio-economic level and educational achievement at country level (Vijver and He, 2015)
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• Adopted version of The Marlowe–
Crowne Social Desirability scale:
– 10 questions describing SDR
in terms of school context
• Response styles:
– Extreme
– Middle
– Acquiescence
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Jia He, Fons J. R. Van De Vijver, 2015
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Aim: to discover what are the features of social desirability in teachers’ responses in case of Russia.
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5
10
15
20
25
30
35
40
45
50
Never Once in a year 2-4 times in ayear
5-10 times in ayear
1-3 times in amonth
Once a weekor more
%
Observe other teachers’ classes andprovide feedback
International Average Russia
0
10
20
30
40
50
60
70
I took/take part in aninduction programme
I took/take part ininformal induction
activities
I took/take part in ageneral and/oradministrative
introduction to theschool
%
Induction programs
International Average Russia
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Sample• TALIS 2013 data• 20 countries
• 65535 teachers at all• 3972 teachers from Russia
Instrument• Adopted version of The Marlowe–Crowne scale
• 10 items• 7-point Likert scale
Methods• Item response theory (IRT) – Rating scale model• Correlation and regression analysis
1 Totally disagree
2 ..
3 ..
4 Neutral
5 ..
6 ..
7 Totally agree
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1) Delete 2 items: 9 and 102) Remove all respondents with the INFIT statistics more than +2 3) Remove two countries - Malaysia and Korea, because of large DIF4) Decrease the number of categories
from 7 to 4: 1223445
Psychometric quality:
- Reliability 0.8 (Alpha Cronbach)
- Unidimensional
- Categories work reasonable
- No large DIF across the countries
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Our hypotheses:
➢ SDR is positively associated with:• Job satisfaction• Self-efficacy• Age
➢ Class contingent in Russia is not homogeneous-> SDR could be related to amount of difficult students in class
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✓ Students whose first language is different from the language(s) of instruction or from a dialect of this/these language(s)
✓ Low academic achievers
✓ Students with special needs
✓ Students with behavioural problems
✓ Students from socioeconomically disadvantaged homes
▪ Based on IRT (rating scale model)
▪ Reliability 0,72
▪ Benchmarks based on the map of items
• low (from 0 to 10% “difficult” students in class),
• medium (10 to 30% “difficult” students in class),
• high (more than 30% “difficult” students in class)
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3,5
4
4,5
5
5,5
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Age
Age groups
SDR Class contingent
Age
SDR 1 -,165** ,137**
Class contingent
-,165** 1 -,086**
Age ,137** -,086** 1
3
3,5
4
4,5
5
5,5
Class contingent
** correlation is significant at the 0.01 level (2-tailed)
Correlation analysis
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Predictor B P-value
Age -,074 ,000
Gender ,064 ,000
Class contingent -,024 ,112
SDR ,366 ,000
Self-efficacy
Predictor B P-value
Age ,103 ,000
Gender -,009 ,534
Class contingent -,078 ,000
SDR ,286 ,000
Job satisfaction
R square - 12% (without – 5%)R square - 15% (without SDR – 3%)
Regression analysis
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Before
• SDR scale has two dimensions
• Partial invariance
• SDR negatively correlated with country affluence and educational achievement(Fons J. Van de Vijver, Jia He, 2014)
Now
• SDR scale is unidimensional scale, could be used in comparative studies
In case of Russia:
✓ Social Desirability is associated with the age, class contingent, job satisfaction and self-efficacy
✓ Young teachers – are the most trustful group of teachers (for studies based on self-report)
✓ For Russian data social desirability makes an impact on the results
Next
• Control characteristics at country level: compare countries using multilevel modelling
• Check the stability of the trend which has been found
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Thank you for
attention!