Cognitive Processing of Self-Report Items in Educational Research: Do They Think What We Mean?

摘要

Techniques emerging from the considerable research on cognitive aspects of survey methodology include various forms of probing and cognitive interviewing. These techniques are used to examine whether respondents' interpretations of self-report items are consistent with researchers' assumptions and intended meanings given the constructs the items are designed to measure. However, although informal procedures are common, such developments have not been systematically applied in educational research. We describe how information derived from the systematic application of cognitive pretesting can contribute to determining the validity—designated cognitive validity—of self-report items. Examples are presented from prominent motivation-related instruments that assess real-world instructional practices, mastery classroom goal structure, and student self-efficacy. The implications and pragmatics of adopting this approach are discussed.