Year: 2015
Type: dissertation
Abstract: This study examined the judgment strategies used by doctoral students to self-assess their research skills, and the effects of questionnaire item grouping (thematic versus random) on the selection of those strategies. Self-identification of researcher type (quantitative versus qualitative) was also evaluated. A cognitive interview approach using “think aloud” and retrospective probing protocols were used with a two-group (control/random and item-grouped) design. Findings revealed participants used one main and at least one supporting judgment strategy to formulate their self-assessment. The authors found no evidence that item grouping affected strategy selection. Item grouping did seem to influence assessment accuracy on quantitative research skills, mediated by participants’ researcher type (qualitative or quantitative researcher)
Source: TSpace (University of Toronto)
Author: Lindsay Marie Valve
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2563125837