The European Values Study (EVS) was first conducted in 1981 and then repeated in 1990, 1999, 2008, and 2017, with the aim of providing researchers with data to investigate whether European individual and social values are changing and to what degree. The EVS is traditionally carried out as a probability-based face-to-face survey that takes around 1 hour to complete. In recent years, large-scale population surveys such as the EVS have been challenged by decreasing response rates and increasing survey costs. In the light of these challenges, six countries that participated in the last wave of the EVS tested the application of self-administered mixed-modes (Denmark, Finland, Germany, Iceland, the Netherlands, and Switzerland). With the present data brief, we will introduce researchers to the latest wave of the EVS, the implemented mode experiments, and the EVS data releases. In our view, it is pivotal for data use in substantive research to make the reasoning behind design changes and country-specific implementations transparent as well as to highlight new research opportunities.
This study explores some features of slider bars in the context of a multi-device web survey. Using data collected among the students of the University of Trento in 2015 and 2016 by means of two web surveys ( N = 6,343 and 4,124) including two experiments, we investigated the effect of the initial position of the handle and the presence of numeric labels on answers provided using slider bars. It emerged that the initial position of the handle affected answers and that the number of rounded scores increased with numeric feedback. Smartphone respondents appeared more sensitive to the initial position of the handle but also less affected by the presence of numeric labels resulting in a lower tendency to rounding. Yet, outcomes on anchoring were inconclusive. Overall, no relevant differences have been detected between tablet and PC respondents. Understanding to what extent interactive and engaging tools such as slider bars can be successfully employed in multi-device surveys without affecting data quality is a key challenge for those who want to exploit the potential of web-based and multi-device data collection without undermining the quality of measurement.
The article aims at starting a conversation around a 10-step checklist providing practical recommendations on how to facilitate community discussions around the creation of standards to implement FAIR.
In higher education institutions, web surveys are frequently used for educational, research, and administrative purposes. One of the consequences of this is increasing oversurveying of higher education students, leading to low response rates. This naturally has important implications for the validity of web survey results. Consequently, we set up a methodological experiment at Tilburg University, the Netherlands, whereby the total student population was invited to participate in a web survey in order to investigate which features of contact design can positively influence web survey participation. We particularly focus on subject line content, the communication of deadlines and their timing, as well as the delays between contact moments. The results reveal that students were more likely to respond to a web survey invitation when the subject line is written in the national language in multilingual contexts. Furthermore, although the findings did not indicate an advantage of using a deadline, they also suggested that if a deadline is to be used, a longer deadline might be more beneficial.
This work investigates the educational divide in e-privacy skills in Europe. We ask whether the gap exists at the level of the individuals, and subsequently we seek to frame it in the European context by using the reflexive modernization theory. By using data from the Flash Eurobarometer 443 and implementing multilevel linear regression models, we confirm the presence of an educational divide in Europe, although it is mediated by the frequency of Internet use. Furthermore, the enhancement of e-privacy protecting behaviors is more likely in highly reflexive countries. Yet, there are no differences in terms of the size of the educational divide between countries. The study contributes to the literature on the second-level digital divide by focusing on e-privacy issues. Furthermore, this paper is among the first in adopting a comparative perspective when studying e-privacy issues and shows that in highly reflexive countries the educational digital divide in e-privacy skills does not widen.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.