Surveying Why Students Opt In or Out of Honors Education—A Validity Study Using Cognitive Interviews.
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| Title: | Surveying Why Students Opt In or Out of Honors Education—A Validity Study Using Cognitive Interviews. |
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| Authors: | Frazier, Andrea Dawn1 (AUTHOR) Frazier_andrea@columbusstate.edu, Ticknor, Cindy S.2 (AUTHOR), Lilly, Kristin Seamon3 (AUTHOR) |
| Source: | Journal of Advanced Academics. May2025, Vol. 36 Issue 2, p265-298. 34p. |
| Subject Terms: | Cognitive interviewing, Principal components analysis, Intersectionality, Participation |
| Abstract: | Despite the utility of cognitive interviews, very few studies report on the practical application of this survey design procedure. Likewise, very few studies querying perceptions of honors education incorporate valid survey items that reflect the views of students of color who are eligible yet opt out of participation. We respond to these areas of inquiry by describing the development of survey items that explore why students would opt out of honors education in collegiate settings and may identify unintentional institutional barriers that prevent the participation of marginalized groups. We report on the process and outcomes of cognitive interviews used to refine our survey tool and the categorical principal components analysis (CATPCA) that not only provided additional refinements but also revealed the underlying two-component structure of the instrument. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Advanced Academics is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Despite the utility of cognitive interviews, very few studies report on the practical application of this survey design procedure. Likewise, very few studies querying perceptions of honors education incorporate valid survey items that reflect the views of students of color who are eligible yet opt out of participation. We respond to these areas of inquiry by describing the development of survey items that explore why students would opt out of honors education in collegiate settings and may identify unintentional institutional barriers that prevent the participation of marginalized groups. We report on the process and outcomes of cognitive interviews used to refine our survey tool and the categorical principal components analysis (CATPCA) that not only provided additional refinements but also revealed the underlying two-component structure of the instrument. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1932202X |
| DOI: | 10.1177/1932202X241309833 |
