Effects of Mischievous Responding on Universal Mental Health Screening: I Love Rum Raisin Ice Cream, Really I Do!
Effects of Mischievous Responding on Universal Mental Health Screening: I Love Rum Raisin Ice Cream, Really I Do!
复制标题
DOI：
10.1037/spq0000168
复制
发表时间：
2017-09-01
影响因子：
--
通讯作者：
Dowdy, Erin
中科院分区：
文献类型：
--
作者：
Furlong, Michael J.;Fullchange, Aileen;Dowdy, Erin
学生调查经常用于基于学校的心理健康筛查；因此，评估通过自我报告形式获得的信息的真实性至关重要。本研究的目的是考察调皮反应模式对校本筛查结果的可能影响。目前的研究包括1,857名高中生，他们完成了全校范围的全面心理健康筛查。学生的回答被审查，以发现可能的恶作剧反应，并检查它们与其他调查结果的关联。与之前的研究一致，恶作剧的反应是通过对所有学生提出合法要求的项目来评估的(例如，你的体重有多重？你有几个兄弟姐妹？)当一名学生选择了多个极端、不寻常(发生率低于5%)的反应选项，例如体重超过225磅，有10个或更多兄弟姐妹时，反应被认为是“恶作剧”。只有1.8%的学生对7个恶作剧项目中的2个或2个以上做出极端反应。与其他学生相比，调皮的答题者不太可能宣称他们回答问题是诚实的，更有可能在10分钟内完成调查，报告的生活满意度和与学校的联系水平较低，而情绪和行为痛苦程度较高。当将双因素心理健康筛查框架应用于回答时，调皮的应答者被归类为完全精神健康的可能性较小。讨论了以学校为基础的心理健康筛查的意义。
Student surveys are often used for school-based mental health screening; hence, it is critical to evaluate the authenticity of information obtained via the self-report format. The objective of this study was to examine the possible effects of mischievous response patterns on school-based screening results. The present study included 1,857 high school students who completed a schoolwide screening for complete mental health. Student responses were reviewed to detect possible mischievous responses and to examine their association with other survey results. Consistent with previous research, mischievous responding was evaluated by items that are legitimate to ask of all students (e.g., How much do you weigh? and How many siblings do you have?). Responses were considered "mischievous" when a student selected multiple extreme, unusual (less than 5% incidence) response options, such as weighing more than 225 pounds and having 10 or more siblings. Only 1.8% of the students responded in extreme ways to 2 or more of 7 mischievous response items. When compared with other students, the mischievous responders were less likely to declare that they answered items honestly, were more likely to finish the survey in less than 10 min, reported lower levels of life satisfaction and school connectedness, and reported higher levels of emotional and behavioral distress. When applying a dual-factor mental health screening framework to the responses, mischievous responders were less likely to be categorized as having complete mental health. Implications for school-based mental health screening are discussed.