Non-response in student surveys: The Role of Demographics, Engagement and Personality

By Stephen R. Porter, M. Whitcomb. 2005

360 citations recorded by the source corpus.

Subfields: Economics and Econometrics, Organizational Behavior and Human Resource Management, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/d96901ae7835154ab76ff6323b4291feb9ebd304

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Citations in the corpus

Science Motivation Questionnaire: Construct Validation With Nonscience Majors (2009, result): “This 7% difference is consistent with findings that women volunteer more often than men do for academic research studies (Porter & Whitcomb, 2005).”
Student Engagement in Campus-Based and Online Education: University Connections (2006, background): “Even after considerable efforts are made to generate participation, response rates for large-scale university student and graduate surveys tend to hover just under 50 per cent, at best (Guthrie and Johnson, 1997; HERI, 2000; NSS, 2004; NSSE, 2004; GCA, 2005; Krause et al., 2005; Porter and Whitcomb,”
Measuring teaching quality in higher education: assessing selection bias in course evaluations (2017, background): “What observed factors should we expect to be contained in X1, driving SET response? The existing SET literature points out that both high-achieving students (as measured by the (expected) grade or cumulative GPA) and, in most settings, female students are more likely to respond to course evaluations”
Student Survey Response Rates across Institutions: Why Do they Vary? (2006, neutral): “…averages and self-ratings of academic ability are more likely to respond to surveys in college (Dey, 1997; Hutchinson, Tollefson and Wigington, 1987; Porter and Whitcomb, 2005; Sax, Gilmartin and Byrant, 2003), although there has been little theoretical discussion as to why this should be the case.”
How Important are High Response Rates for College Surveys? (2016, background): “Several other higher education studies (Korkmaz & Gonyea, 2008; Porter & Umbach, 2006; Porter & Whitcomb, 2005; Sax, Gilmartin, & Bryant, 2003; Sax, Gilmartin, Lee, & Hagedorn, 2008) have focused on student and school characteristics associated with responding to surveys.”
Examining Factors Impacting Online Survey Response Rates in Educational Research: Perceptions of Graduate Students (2017, neutral): “The results are in agreement with the findings of Dillman (2007) and Porter and Whitcomb (2005).”
Science motivation questionnaire II: Validation with science majors and nonscience majors (2011, background): “And third, women volunteer more often than men for academic research studies of this kind (Porter & Whitcomb, 2005).”
Can Lottery Incentives Boost Web Survey Response Rates? Findings from Four Experiments (2011, result): “Given that previous research demonstrates that females tend to be more likely than males to respond to surveys (e.g. Dey 1997; Porter and Whitcomb 2005), it might make sense for researchers to deliberately employ lottery prizes with stronger male appeal.”
The international student experience: three styles of adaptation (2010, background): “Other research shows that females tend to be more responsive than males to survey requests (Krause et al. 2005; Porter and Whitcomb 2005).”