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High drop-out rates may threaten data quality of surveys if drop-out is rather systematic than random. However, despite growing scholarly attention the knowledge on survey drop-out is still fractional. Previous research mainly addresses the impact of survey design, question wording, and characteristics of the respondents on survey drop-out via ex-post statistical methods. The research presented here is innovative in that the respondents are asked directly about the reasons for dropping out, the interview situation, psychological predispositions, as well as a reduced number of questions on politics and political attitudes in a series of follow-up surveys conducted subsequently to three consecutive online surveys of the GLES (German Longitudinal Election Study). These follow-up surveys, featuring 371 interviews with drop-outs, allow for an enhanced understanding of the complex processes underlying the phenomenon. Since the most essential items are also included in the preceding online surveys, the design allows for comparisons between drop-outs and complete responders in order to analyze how both groups differ in terms of their responses to substantive questions. In this regard, our research adds to the knowledge on which respondents are especially prone to dropout, their reasons for dropping out, and how these respondents relate to key variables of the respective survey, thus amending the theoretical explanation of dropout.
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GLES-Bibliography
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1. Fassung, April 2012
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Why do respondents drop-out from online surveys? Results from follow-up surveys in the German Longitudinal Election Study (GLES)
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inproceedings
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?:reference
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Conference of the European Survey Research Assoiciation (ESRA)
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Bibsonomy
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In Conference of the European Survey Research Assoiciation (ESRA), 2011
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18.07.-22.07.2011
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German Longitudinal Election Study (GLES)
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2011
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FDZ_Wahlen
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GLES
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GLES_input2011
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GLES_pro
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GLES_version1
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ZA5345
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ZA5346
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ZA5347
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ZA5348
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checked
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inproceedings
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