Cognitive Processing of Self-Report Items in Educational Research: Do They Think What We Mean?

By Stuart A. Karabenick, Michael E. Woolley, Jeanne M. Friedel, Bridget V. Ammon, Julianne Blazevski, C. R. Bonney, E. D. Groot, Melissa C. Gilbert, L. Musu, Toni M. Kempler and 1 more. 2007

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Adolescents' Declining Motivation to Learn Science: Inevitable or Not? (2011, methodology): “Validation of these scales as students’ scales was performed by using the cognitive pretesting procedure (Karabenick et al., 2007) with six students in grades 5–8, of who three go to traditional schools and three to democratic ones.”
Measuring the complexity of upper primary school children’s self-regulated learning: A multi-component approach (2013, background): “Applying cognitive interviews to pretest self-report items provide rich data about whether children’s interpretations of self-report items are consistent with researchers’ assumptions and whether the items do not exceed their cognitive ability to read, interpret, and respond to the items (Karabenick”
Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms (2011, methodology): “Several design principles were employed in the present study to improve the MSLQ scales and their constituent items, including suggestions based on cognitive interviews of several motivation-related scales (Karabenick et al., 2007).”