Indexes Scales Typologies and Content validity n n

Indexes, Scales Typologies and

Content validity n n Achieved by including all the dimensions of a concept Most non-demographic variables require more than one measure

Composite Methods n n Used pre-dominantly in quantitative studies Indexes and Scales allow a summary of several measure of the same concept

Scales n Reflect degree of the variable n Give more information about the concept n Especially good for measuring attitudes

Sample Likert-Scale Questions Rate each item on the scale shown to indicate your level of agreement: n I believe in the Bill of Rights. u n agree uncertain disagree strongly disagree I think that everyone should vote. u n strongly agree uncertain disagree strongly disagree Most politicians cannot be trusted. u strongly agree uncertain disagree strongly disagree

Scales n More difficult to code than indexes n Coding considerations desirable range u weighting u

Sample Scale of Job-Related Depression n I feel down-hearted and blue often sometimes rarely never n I get tired for no reason often sometimes rarely never n I find myself restless and can’t keep still often sometimes rarely never n I am more irritable than usual often sometimes rarely never

Sample Scale of Political Involvement n I think that everyone should vote. strongly agree uncertain disagree strongly disagree n Most politicians cannot be trusted. strongly agree uncertain disagree strongly disagree n Joining a political party should be mandatory. strongly agree uncertain disagree strongly disagree n All votes should be counted. strongly agree uncertain disagree strongly disagree

Different Types of Scales Bogardus Social Distance Scale Thurstone Scales Likert Scales Semantic Differential Guttman Scaling

Indexes n n Usually use a number of questions about the same thing Answers can be “scored” and added up to produce a total “score” for the concept

Items Measuring School Violence and Delinquency* n n n n Question wording 1. Have you been suspended? 2. Have you hit another student? 3. Have you hit a teacher? 4. Have you threatened another student? 5. Have you threatened a teacher? 6. Have you stolen something from someone? 7. Have you carried a weapon? 8. Have you used drugs or alcohol? 9. Have you sold drugs? 10. Have you been caught fighting with another student? 11. Have you been involved in gang fights? 12. Have you been caught fighting with a teacher? 13. Have you been suspended for fighting? * Robber, M. L. (2000). Scary Schools : Specifying General Strain Theory.

Developing a Survey Instrument n n n Use clear language and explicit instructions Types and number of questions will depend on the purpose and the type of survey planned Types of items u Open-ended items u Multiple-choice items u Yes / No items « be mindful of lack of information here

Guidelines for Writing Survey Questions n Items should be clear n Avoid Double-Barreled Questions n Respondents Should be Competent n Questions Should be Relevant n Short Items are Best n Avoid Negative Items n Avoid Biased Items and Terms

Sample Multiple-Choice Questions n How frequently do you take a sick day from work? a) never b) once or twice a year c) 3 to 5 times a year d) 6 to 12 times a year e) at least once a month n Identify the issue that you believe is most critical to this country’s future. a) the economy b) education c) integrity in government d) national defense e) some other issue

Typologies n Examine two variables at once n Example: u n Political orientations of newspapers in terms of domestic and foreign policy coverage Difficult to analyze and are rarely seen