Open-ended responses from early adolescents: Method matters

Abigail M.A. Love; Amanda R. Butz; Ellen L. Usher; Brittany L. Waiters

doi:10.1016/j.adolescence.2018.05.007

Open-ended responses from early adolescents: Method matters

Abigail M.A. Love, Amanda R. Butz, Ellen L. Usher, Brittany L. Waiters

Educational, School, and Counseling Psychology

Research output: Contribution to journal › Article › peer-review

Abstract

This study investigates whether the length and pattern of early adolescents’ (N = 261) responses to open-ended self-reflective questions varied according to data collection method: paper and pencil versus online survey. Adolescent students’ (N_paper = 157; N_computer = 104) responses from a suburban, United States sample of fifth grade students were significantly longer on computerized surveys than on paper surveys. Students provided higher quality responses (i.e., lexically richer) on the computerized survey. Findings were consistent when responses were relevant to two subject areas: mathematics and reading. Results suggest that the use of computerized survey methods in psychological research with early adolescent samples is both appropriate and valuable.

Original language	English
Pages (from-to)	31-34
Number of pages	4
Journal	Journal of Adolescence
Volume	67
DOIs	https://doi.org/10.1016/j.adolescence.2018.05.007
State	Published - Aug 2018

Bibliographical note

Publisher Copyright:
© 2018 The Foundation for Professionals in Services for Adolescents

Keywords

Adolescents
Handwriting
Keyboarding
Lexical richness
Survey methods
Technology

ASJC Scopus subject areas

Pediatrics, Perinatology, and Child Health
Social Psychology
Developmental and Educational Psychology
Psychiatry and Mental health

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1016/j.adolescence.2018.05.007

Cite this

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title = "Open-ended responses from early adolescents: Method matters",

abstract = "This study investigates whether the length and pattern of early adolescents{\textquoteright} (N = 261) responses to open-ended self-reflective questions varied according to data collection method: paper and pencil versus online survey. Adolescent students{\textquoteright} (Npaper = 157; Ncomputer = 104) responses from a suburban, United States sample of fifth grade students were significantly longer on computerized surveys than on paper surveys. Students provided higher quality responses (i.e., lexically richer) on the computerized survey. Findings were consistent when responses were relevant to two subject areas: mathematics and reading. Results suggest that the use of computerized survey methods in psychological research with early adolescent samples is both appropriate and valuable.",

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doi = "10.1016/j.adolescence.2018.05.007",

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AU - Usher, Ellen L.

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AB - This study investigates whether the length and pattern of early adolescents’ (N = 261) responses to open-ended self-reflective questions varied according to data collection method: paper and pencil versus online survey. Adolescent students’ (Npaper = 157; Ncomputer = 104) responses from a suburban, United States sample of fifth grade students were significantly longer on computerized surveys than on paper surveys. Students provided higher quality responses (i.e., lexically richer) on the computerized survey. Findings were consistent when responses were relevant to two subject areas: mathematics and reading. Results suggest that the use of computerized survey methods in psychological research with early adolescent samples is both appropriate and valuable.

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KW - Survey methods

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ER -

Open-ended responses from early adolescents: Method matters

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

UN SDGs

Access to Document

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