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Measuring Survey Disengagement in International Large-Scale Assessments: One Size Does Not Fit All.

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Title: Measuring Survey Disengagement in International Large-Scale Assessments: One Size Does Not Fit All.
Authors: Anghel, Ella (AUTHOR), von Davier, Matthias (AUTHOR)
Source: Applied Measurement in Education. Jul-Dec2025, Vol. 38 Issue 3/4, p239-255. 17p.
Subjects: Comparative studies, Psychology of students, Reading level of students, Bullying
Abstract: Test-taking disengagement in international large-scale assessments (ILSAs) is a widely explored topic, but little is known about students' disengagement in ILSA surveys or how it compares internationally. In this study, we used data from PIRLS 2021 to compare six measures of survey disengagement across 25 countries. We also tested how the relationships between these disengagement measures, the survey scores, and reading achievement vary internationally. Countries accounted for a significant variation in the disengagement measures, especially in the percentage of slow responses (η2 =.11). Fast responses predicted experiencing bullying and poorer reading achievement (β = 0.26, −0.37, respectively). However, there were substantial variations between countries in the relationships between the disengagement measures and students' scores. Our results suggest that there are meaningful differences between countries in survey disengagement and in the associations between disengagement and the target scores, such that uniform criteria for identifying disengaged survey-takers might not be appropriate. [ABSTRACT FROM AUTHOR]
Copyright of Applied Measurement in Education is the property of Taylor & Francis Ltd 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: Psychology and Behavioral Sciences Collection
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  Data: Measuring Survey Disengagement in International Large-Scale Assessments: One Size Does Not Fit All.
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  Data: <searchLink fieldCode="AR" term="%22Anghel%2C+Ella%22">Anghel, Ella</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22von+Davier%2C+Matthias%22">von Davier, Matthias</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Applied+Measurement+in+Education%22">Applied Measurement in Education</searchLink>. Jul-Dec2025, Vol. 38 Issue 3/4, p239-255. 17p.
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  Data: <searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+level+of+students%22">Reading level of students</searchLink><br /><searchLink fieldCode="DE" term="%22Bullying%22">Bullying</searchLink>
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  Data: Test-taking disengagement in international large-scale assessments (ILSAs) is a widely explored topic, but little is known about students' disengagement in ILSA surveys or how it compares internationally. In this study, we used data from PIRLS 2021 to compare six measures of survey disengagement across 25 countries. We also tested how the relationships between these disengagement measures, the survey scores, and reading achievement vary internationally. Countries accounted for a significant variation in the disengagement measures, especially in the percentage of slow responses (η2 =.11). Fast responses predicted experiencing bullying and poorer reading achievement (β = 0.26, −0.37, respectively). However, there were substantial variations between countries in the relationships between the disengagement measures and students' scores. Our results suggest that there are meaningful differences between countries in survey disengagement and in the associations between disengagement and the target scores, such that uniform criteria for identifying disengaged survey-takers might not be appropriate. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Applied Measurement in Education is the property of Taylor & Francis Ltd 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.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/08957347.2026.2638581
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Psychology of students
        Type: general
      – SubjectFull: Reading level of students
        Type: general
      – SubjectFull: Bullying
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      – TitleFull: Measuring Survey Disengagement in International Large-Scale Assessments: One Size Does Not Fit All.
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              Text: Jul-Dec2025
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