Wyniki wyszukiwania - Biblioteka Nauki

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INÉ ŠKÁLY, INÉ VÝSLEDKY? AKO OVPLYVŇUJE POUŽITÁ ŠKÁLA ODPOVEDE V DOTAZNÍKOVÝCH VÝSKUMOCH

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Bahna M. , Zagrapan J.

Sociológia (Sociology)

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2019

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tom 51

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nr 1

5 – 24

EN

The paper analyses the results of a series of split ballot experiments included in three representative surveys fielded in 2016 and 2017. The focus of the experiments is to compare alternative versions of various scales to test the validity of the intensity hypothesis and to compare fully labelled scales with end labelled ones in a Slovak language questionnaire. We find strong support in favour of the intensity hypothesis observing less answer to the more intensely formulated answer categories in the tested rating scales. It seems, however, that to identify the effect on a five categories agree – disagree scale reliably, a sample larger than N = 1200 is necessary. Thought relatively small, the effect becomes more notable if respondents tend to choose answers mostly towards the scale endpoints. We demonstrate how multivariate analysis results can be substantially influenced by minor scale modifications. Our experiment comparing a fully labelled scale to an end labelled scale supports the hypothesis that end labelled scales make the endpoints more salient and are more often selected by the respondents.

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SUBJECTIVE IDENTIFICATION OF ONE'S OWN POSITION WITHIN THE STRATIFICATION SYSTEM OF SLOVAK SOCIETY (Subjektivna identifikacia vlastnej pozicie v stratifikacnom systeme slovenskej spolocnosti)

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Bahna M. , Dzambazovic R.

Sociológia (Sociology)

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2010

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tom 42

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nr 2

87-112

EN

In the paper authors first review the overall situation in the study of stratification of the Slovak society. After introducing objective and subjective measures of social stratification, they focus on subjective placement in the stratification system of men and women. Inspired by previous research in western societies they try to establish how important the characteristics of a respondent's partner are for his or her subjective placement in the stratification system of society. The authors measure subjective placement using two scales – a named class scale and a free top to bottom scale to conclude, that the scale using class names increases the measured influence of education and type of work. This difference is attributed to class labels (e.g. working class), which implicate certain education levels and type of employment. When comparing the subjective placement of men and women they find, in accordance with previous findings from other countries, that women in Slovakia generally take into account the characteristic of their partners (sharing model) compared to men, who usually do not use partner's characteristic when placing themselves within the stratification system (independence model). By comparing their results from 2001 and 2008 data the authors find a modest shift in the subjective placement of women towards the independence model in 2008.

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TRACKED AND SEGREGATED: THE EFFECT OF EARLY INFORMAL WITHIN-SCHOOL TRACKING IN SCHOOLS WITH STUDENTS WITH LOW SOCIOECONOMIC STATUS OR ROMA ETHNICITY

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Tomáschová T. , Bahna M.

Sociológia (Sociology)

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2024

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tom 56

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nr 2

154 - 181

EN

While between-school tracking has been a well-explored topic especially with countries tracking their educational systems as early as at the age of 10, within-school ability grouping has received comparatively less analytical attention. This paper explores effects of within-school informal tracking practices at socioeconomically and ethnically mixed elementary schools. In Slovakia, where these practices were previously described as linked to segregation of Roma students, they result in academically, socioeconomically, and ethnically distinct separate classes in a school. We try to identify the early tracking practices of schools by exploring if two or more classes included in the TIMSS 2019 assessment in a particular school display extreme differences with regard to ethnic (Slovak vs. Roma) or socioeconomic (defined by parental education levels or occupation) composition. We employ a series of hierarchical linear models to assess the impact of early within-school informal tracking on mathematics and science test results of students from low-track classes. We check the robustness of our findings in a parallel propensity scores approach. Our results confirm that class-level segregation seems to have a very significant connection to academic performance of students from low-track classes. When compared to identical students from non-tracked classes, students from low-track classes have more than 15% lower test scores in mathematics and science. These points to the need to further explore early informal within-school tracking practices which have so far escaped analytical attention. While not a topic of cross-national assessment programs per se, this can be done using data from major international assessments.