Jianan Chen

• Van Laar, Saskia; Chen, Jianan & Braeken, Johan (2024). How Randomly are Students Random Responding to Your Questionnaire? Within-Person Variability in Random Responding Across Scales in the TIMSS 2015 Eighth-Grade Student Questionnaire. Measurement: Interdisciplinary Research and Perspectives. ISSN 1536-6367. 22(1), p. 90–107. doi: 10.1080/15366367.2023.2203972.
• Chen, Jianan; Steinmann, Isa & Braeken, Johan (2024). Competing explanations for inconsistent responding to a mixed-worded self-esteem scale: Cognitive abilities or personality? Personality and Individual Differences. ISSN 0191-8869. 222, p. 1–6. doi: 10.1016/j.paid.2024.112573. Full text in Research Archive
• Steinmann, Isa; Chen, Jianan & Braeken, Johan (2024). Who Responds Inconsistently to Mixed-Worded Scales? Differences by Achievement, Age Group, and Gender. Assessment in Education: Principles, Policy & Practice. ISSN 0969-594X. doi: 10.1080/0969594X.2024.2318554. Full text in Research Archive
• Chen, Jianan; van Laar, Saskia & Braeken, Johan (2023). Who are those random responders on your survey? The case of the TIMSS 2015 student questionnaire. Large-scale Assessments in Education. ISSN 2196-0739. 11(1). doi: 10.1186/s40536-023-00184-6. Full text in Research Archive Show summary

  A general validity and survey quality concern with student questionnaires under low-stakes assessment conditions is that some responders will not genuinely engage with the questionnaire, often with more random response patterns as a result. Using a mixture IRT approach and a meta-analytic lens across 22 educational systems participating in TIMSS 2015, we investigated whether the prevalence of random responders on six scales regarding students' engagement and attitudes toward mathematics and sciences was a function of grade, gender, socio-economic status, spoken language at home, or migration background. Among these common policy-relevant covariates in educational research, we found support for small group differences in prevalence of random responders (OR ≥ 1.22)(average prevalence of 7%). In general, being a student in grade 8 (vs. grade 4), being male, reporting to have fewer books, or speaking a language different from the test language at home were all risk factors characterizing random responders. The expected generalization and implications of these findings are discussed based on the observed heterogeneity across educational systems and consistency across questionnaire scales.

• Shang, Wenru; Wan, Yang; Chen, Jianan; Du, Yanqiu & Huang, Jiayan (2021). Introducing the non-invasive prenatal testing for detection of down syndrome in China: A cost-effectiveness analysis. BMJ Open. ISSN 2044-6055. 11(7), p. 1–11. doi: 10.1136/bmjopen-2020-046582.

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• Steinmann, Isa; Chen, Jianan & Braeken, Johan (2023). Challenging the design principle of mixed-worded questionnaire scales.

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