大学生自我报告的学习投入可靠吗——大学生群体的社会称许性反应及对自陈式问卷调查的影响  

Reliability of Self-reported Data in College Student Engagement Surveys: Social Desirability Bias in Self-reported Survey

作　　者：郭菲[1] 赵琳[1] 连志鑫 

机构地区：[1]清华大学教育研究院,北京100084

出　　处：《华东师范大学学报（教育科学版）》2018年第4期53-61,共9页Journal of East China Normal University:Educational Sciences

基　　金：教育部哲学社会科学研究重大课题攻关项目"双一流建设背景下我国高校评价体系改革研究"(项目号:17JZD056)

摘　　要：以"学"为中心的高等教育质量评价理念,推动了国内大学生学情调查的广泛开展。此类调查使用自陈式问卷进行,其数据质量可能受填答者社会称许性反应的影响。使用清华大学2014-2016年"中国大学生学习与发展追踪研究"的数据研究发现:有关学习行为和主观感受的自陈性指标存在5-10%的社会称许性反应偏误,但自我汇报的客观情况(如学习成绩)偏误较小;学生的社会称许性水平越高,自陈性指标中的偏误越大;指标内容与社会称许性反应偏误的大小有一定关系。上述发现对大学生学情调查的科学性和工具开发的有效性具有方法论的意义。Inspired by learner-centered and evidence-based evaluation in higher education quality assurance,investigations on college student experience and engagement become increasingly popular in China.However,with self-reported survey as a major instrument,the quality of data collected in such investigations is vulnerable to bias caused by socially desirable responses. Using data from the China College Student Survey(CCSS) in 2014-2016,the authors found that indicators constructed from student self-reported data on learning activities and perceptions are subject to a social desirability response bias of 5-10%,while the bias in objective information reported in the survey(such as GPA) is negligible. What's more,the higher the students' social desirability level,the larger the bias. It's also found that the size of social desirability bias shows its correlation with the content of the question items and indicators. These findings have methodological significance for quantitative investigations in social sciences. Further,implications for survey instrument development are discussed.

关 键 词：社会称许性反应 自陈式问卷调查 大学生自我报告 

分 类 号：G642[文化科学—高等教育学]