Done! Good luck with your research!
BTW, if you want a more "reliable" survey design, I'd recommend putting in "reverse coding" items, i.e. https://www.statology.org/reverse-coding/
In the commercial world (market research, polls, etc.), it's pretty much standard practice but I rarely see it in academia.
My latest rantings on language learning; why understanding genre is so important to both teachers & students: https://matbury.com/wordpress/index.php/2025/03/29/understanding-language-as-whole-texts/
Intro:
Language is more than just words & grammar, it is shaped by context, purpose, & social function & the way we use language depends on what we want to achieve. Every conversation, written text, or spoken exchange follows patterns that help us communicate effectively. These patterns provide structure, making interactions predictable & easier to understand. By analysing whole texts rather than isolated fragments, we can better learn how language choices, such as those used to express tone & formality, are influenced by context. This understanding is essential for both language learners & educators, as it helps bridge the gap between theory & real-world communication.
What do you think? How does this help you with learning & teaching?
Interesting paper on a small study (n=710) of an unintended effect of a (fairly?) common practice with multiple choice questions, i.e. asking students to rate their confidence in each answer they select:
Abstract
Recent evidence has shown that eliciting confidence ratings can affect cognitive performance– a so-called reactivity effect. Several mechanisms have been proposed to account for reactivity, but currently there is only indirect evidence about why confidence ratings are reactive. Here, we explore the strategic changes in cognitive processes that occur in response to confidence ratings. Using a category learning paradigm that distinguishes between memorization and rule learning, in a large-sample (N = 710) pre-registered study, we show that eliciting confidence ratings caused a reduction in rule-based learning, even when compared to participants who made judgments of learning that asked them to reflect on their learning during the task as a whole. We argue that confidence ratings promote changes in the strategies participants adopt, driven by a more conservative approach that prioritizes performance over mastery and ultimately hinders rule-based learning and knowledge transfer.
Ref: Double, K. S., Goldwater, M. B., & Birney, D. P. (2025). Reactivity to confidence ratings: Evidence of impaired rule-learning. Metacognition and Learning, 20(1), 8. https://doi.org/10.1007/s11409-025-09413-5