Abstract
Abstract
Purpose
Our aim is to advance response shift research by explicating the implications of published syntheses by the Response Shift – in Sync Working Group in an integrative way and suggesting ways for improving the quality of future response shift studies.
Methods
Members of the Working Group further discussed the syntheses of the literature on definitions, theoretical underpinnings, operationalizations, and response shift methods. They outlined areas in need of further explication and refinement, and delineated additional implications for future research.
Results
First, the proposed response shift definition was further specified and its implications for the interpretation of results explicated in relation to former, published definitions. Second, the proposed theoretical model was further explained in relation to previous theoretical models and its implications for formulating research objectives highlighted. Third, ways to explore alternative explanations per response shift method and their implications for response shift detection and explanation were delineated. The implications of the diversity of the response shift methods for response shift research were presented. Fourth, the implications of the need to enhance the quality and reporting of the response shift studies for future research were sketched.
Conclusion
With our work, we intend to contribute to a common language regarding response shift definitions, theory, and methods. By elucidating some of the major implications of earlier work, we hope to advance response shift research.
Publisher
Springer Science and Business Media LLC
Subject
Public Health, Environmental and Occupational Health
Reference57 articles.
1. American Educational Research Association American Psychological Association, National Council on Measurement in Education. (2014). Standards for educational and psychological testing. American Educational Research Association.
2. Zumbo, B. D., & Hubley, A. M. (2017). Understanding and investigating response processes in validation research (pp. 1–370). Springer.
3. Rapkin, B. D., & Schwartz, C. E. (2004). Toward a theoretical model of quality-of-life appraisal: Implications of findings from studies of response shift. Health and Quality of Life Outcomes, 2(1), 14. https://doi.org/10.1186/1477-7525-2-14
4. Rapkin, B. D., & Schwartz, C. E. (2019). Advancing quality-of life research by deepening our understanding of response shift: A unifying theory of appraisal. Quality of Life Research, 28(10), 2623.
5. Bloem, E. F., van Zuuren, F. J., Koeneman, M. A., Rapkin, B. D., Visser, M. R. M., Koning, C. C. E., & Sprangers, M. A. G. (2008). Clarifying quality of life assessment: Do theoretical models capture the underlying cognitive processes? Quality of Life Research, 17, 1093–1102.
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献