Citation

Cornell DG, Lovegrove PJ, Baly MW. Psychol. Assess. 2014; 26(1): 277-287.

Copyright

(Copyright © 2014, American Psychological Association)

DOI

10.1037/a0034808

PMID

24219702

Abstract

Student surveys are widely used to assess student risk behavior, bullying, and school climate in middle schools; however, because such surveys are usually conducted on an anonymous basis, little is known about the validity of student reports using external, independent criteria. This longitudinal study examined the response patterns of 382 middle school students who completed confidential (not anonymous) self-report surveys each fall and spring for 3 years of middle school (Grades 6-8). Approximately 10% of students in each wave indicated on validity screening questions that they were either not telling the truth or not paying attention (termed invalid responders). A repeated measures latent class analysis found that students could be classified into a large group (64%) that was never flagged by the validity questions and a smaller group (36%) that occasionally reported not telling the truth or not paying attention. Hierarchical linear modeling analyses found that invalid responding to validity questions was associated with higher self-reported rates of risk behavior and more negative perceptions of school climate. Based on independent criteria from school records, invalid responding students were more likely to be referred for disciplinary infractions than other students. This study provides new information about student survey validity and appears to be the first to identify characteristics of students who generate invalid response patterns. (PsycINFO Database Record (c) 2013 APA, all rights reserved).

Language: en