Asking Questions About Behavior: Cognition, Communication, and Questionnaire Construction

American Journal of Evaluation Construction Asking Questions about Behavior: Cognition, Communication, and Questionnaire on Behalf Of: American Evaluation Association Asking Questions about Behavior: Cognition, Communication, and Questionnaire Construction

Evaluation researchers frequently obtain self-reports of behaviors, asking program participants to report on process and outcome-relevant behaviors. Unfortunately, reporting on one’s behavior poses a difficult cognitive task, and participants’ reports can be profoundly influenced by question wording, format, and context. We review the steps involved in answering a question about one’s behavior ...

Are We Asking All the Right Questions About Quality of Care in Low- and Middle-Income Countries?

Should we ask our Children about Sex, Drugs and Rock & Roll?: Potentially Harmful Effects of Asking Questions About Risky Behaviors.

Research shows that asking questions can fundamentally change behavior. We review literature on this question-behavior effect, which demonstrates that asking questions changes both normal and risky behaviors. We discuss potential explanations for the effect and review recent findings that reveal interesting moderators of the influence of questions on behavior. We then highlight the potential im...

Teacher Cognition and Personal Beliefs: A Harmonious Mismatch?

Some engravings are meant to be adored and some possibly abhorred. Teacher cognition, as a meant-to-be-praised engraving, is defined by Borg (2003, p. 81) as “the unobservable cognitive dimension of teaching what teachers know, believe, and think.” This concept in teaching has recently gained momentum meaning that teachers learn so much about their teaching through the vast experience they have...

There is much scope for explorative learning and long-term memory in active teaching process

Introducing RCTM (Research-Centered Teaching Method) by the author showed the method provokes enthusiasm and anxiety, correlated with cognition: Cognition = (0.27) enthusiasm– (0.15) not interested + (0.08) anxiety. “The broaden-and-build theory” (Fredrickson, 2001) posits that positive emotions are useful in several ways. By linking this theory and emotional intelligence theory, it becomes app...