Questionnaires are a cornerstone of scientific research when wanting to measure non-cognitive constructs. However, low motivation to complete them can lead to improper responses and compromise the validity of the drawn conclusions (i.e., Maniaci & Rogge, 2014; Podsakoff et al., 2012), especially when using unsupervised online formats (i.e., Kroehne et al., 2020). One specific factor related to...
Unmotivated responses, identified using response times (as rapid guessing in cognitive tests, Wise & Kong, 2005; or as rapid responding in questionnaires, as part of the careless and insufficient effort responding, C/IER), are a known threat to validity (e.g. Wise, 2017). It is known from the literature that unmotivated response behavior occurs more frequently in low-stakes assessments (Wise...
Self-report surveys often suffer from careless and insufficient effort responding (C/IER), which refers to responses provided without paying attention to the items’content. Mixture modeling approaches are promising tools to assess C/IER by means of latent class variables. However, evidence for the validity of interpreting the latent class variable as C/IER is still pending. To shed more light...
Disengaged test-taking behavior is a problem in low-stakes assessments. To account for low engagement, popular approaches rely on item response times to classify responses as disengaged (rapid guessing) or inconspicuous (engaged). Although conceptually elegant, this binary classification has been found to miss a substantial proportion of disengaged responses. This paper introduces an extended...
In reading comprehension tests, test-takers can choose to reread the text of the task while working on an item. Up to now it is not well understood how rereading the text relates to test performance and its measurement. To close this gap, the aim of the present study was to investigate the relationship between text rereads on one hand and item parameters of item response models and test...
Differential effect analysis can reveal the preconditions for effective interventions by highlighting variations in intervention outcomes. The growing use of digital tools, such as learning apps, provides rich process data on response times and response behavior, offering insights into how participants interact with these apps. We use this information source and bridge psychometric research on...
