Focus Groups

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Joh M Kennedy - One of the best experts on this subject based on the ideXlab platform.

  • using Focus Groups expert advice and cognitive interviews to establish the validity of a college student survey
    Research in Higher Education, 2004
    Co-Authors: Judith A Ouime, Joanne Unnage, Robert M. Carini, George D Kuh, Joh M Kennedy
    Abstract:

    This study Focused on how the design of a national student survey instrument was informed and improved through the combined use of student Focus Groups, cognitive interviews, and expert survey design advice. We were specifically interested in determining (a) how students interpret the items and response options, (b) the frequency of behaviors or activities associated with the response options, (c) if the items are clearly worded and specific enough to produce reliable and valid results, and (d) if the items and response categories accurately represent students' behaviors and perceptions. We collected Focus group data from 8 colleges and universities as part of a nationally funded research project on student engagement. The findings provide additional insight into the importance of using Focus Groups and cognitive interviews to learn how students interpret various items and what different responses really mean.

Soo Yeun Lee - One of the best experts on this subject based on the ideXlab platform.

  • defining perceptions of picky eating obtained through Focus Groups and conjoint analysis
    Journal of Sensory Studies, 2014
    Co-Authors: Mandy M Boquin, Howard R Moskowitz, Sharon M Donovan, Soo Yeun Lee
    Abstract:

    Picky eating is a challenging mealtime behavior prevalent during the toddler years. An operational definition of picky eating does not exist in the scientific literature, which makes it difficult to consistently quantify the degree of picky eating. Yet, those who talk about picky eating, especially mothers, “know it when they see it, or when it is described.” This study used Focus Groups and conjoint analysis in a novel approach to investigate the perceptions of picky eating. Four categories were developed from three Focus Groups (N = 19): “before mealtime behaviors,” “during mealtime behaviors,” “general mealtime preferences” and “food sensory-dependent preferences.” The Focus Groups were followed by a conjoint analysis study which revealed four segments: “The Sensory Dependent” (n = 72), “The General Perfectionists” (n = 159), “The Behavioral Responders” (n = 54) and “The Preferential Eaters” (n = 74). The segments differed in the specific elements driving the description of a child considered a picky eater. The study develops a classification method to define picky eaters, and suggests innovative interventions for each of the four segments of picky eating. Practical Applications The findings from this study demonstrate that picky eating is neither defined nor experienced in the same way by every parent. Parents believe that picky eating is not only defined by the food the child eats, but also by the child's overall behaviors and attitudes toward mealtime. The participants of the Focus group study provided unique detailed experiences and perceptions that may not be captured by quantitative surveys or food diary assessments. The information from combined Focus group and conjoint analysis in this study categorize characteristics of picky eating and define and segment how people perceive picky eaters. Results can be further used for novel approaches to remedy mealtime difficulties resulting from picky eating behaviors.

Judith A Ouime - One of the best experts on this subject based on the ideXlab platform.

  • using Focus Groups expert advice and cognitive interviews to establish the validity of a college student survey
    Research in Higher Education, 2004
    Co-Authors: Judith A Ouime, Joanne Unnage, Robert M. Carini, George D Kuh, Joh M Kennedy
    Abstract:

    This study Focused on how the design of a national student survey instrument was informed and improved through the combined use of student Focus Groups, cognitive interviews, and expert survey design advice. We were specifically interested in determining (a) how students interpret the items and response options, (b) the frequency of behaviors or activities associated with the response options, (c) if the items are clearly worded and specific enough to produce reliable and valid results, and (d) if the items and response categories accurately represent students' behaviors and perceptions. We collected Focus group data from 8 colleges and universities as part of a nationally funded research project on student engagement. The findings provide additional insight into the importance of using Focus Groups and cognitive interviews to learn how students interpret various items and what different responses really mean.

Lynda A King - One of the best experts on this subject based on the ideXlab platform.

  • Focus Groups in psychological assessment enhancing content validity by consulting members of the target population
    Psychological Assessment, 2004
    Co-Authors: Dawne Vogt, Daniel W King, Lynda A King
    Abstract:

    A review of articles in Psychological Assessment reveals that many researchers develop instruments without the benefit of consultation with members of the target population. To the extent that researchers do consult the target population, most fail to bring consultation in early enough to inform the identification and specification of key constructs. Moreover, this consultation typically takes the form of one-to-one interviews. The authors' goal in this article was to elaborate on the importance of population consultation as part of content validation and to critically evaluate the potential of one method of consultation, Focus Groups, to inform multiple stages of instrument development. The authors suggest that this method holds promise for enhancing the content validity of instruments and, ultimately, the validity of research findings.

Joanne Unnage - One of the best experts on this subject based on the ideXlab platform.

  • using Focus Groups expert advice and cognitive interviews to establish the validity of a college student survey
    Research in Higher Education, 2004
    Co-Authors: Judith A Ouime, Joanne Unnage, Robert M. Carini, George D Kuh, Joh M Kennedy
    Abstract:

    This study Focused on how the design of a national student survey instrument was informed and improved through the combined use of student Focus Groups, cognitive interviews, and expert survey design advice. We were specifically interested in determining (a) how students interpret the items and response options, (b) the frequency of behaviors or activities associated with the response options, (c) if the items are clearly worded and specific enough to produce reliable and valid results, and (d) if the items and response categories accurately represent students' behaviors and perceptions. We collected Focus group data from 8 colleges and universities as part of a nationally funded research project on student engagement. The findings provide additional insight into the importance of using Focus Groups and cognitive interviews to learn how students interpret various items and what different responses really mean.