Structured Interviews (College Board AP® Psychology): Revision Note

Raj Bonsor

Written by: Raj Bonsor

Reviewed by: Claire Neeson

Updated on

Structured interviews

  • An interview is a self-report method in which a researcher asks a participant a series of questions to collect their thoughts, feelings, attitudes, and opinions

    • Like surveys, interviews are a non-experimental methodology — there is no manipulation of an IV

  • In a structured interview, the researcher uses a predetermined set of questions that are asked in the same order to every participant

  • The researcher does not deviate from the script — every participant receives exactly the same questions in exactly the same order

  • Structured interviews are considered a qualitative measurement instrument, however, they can also incorporate closed questions that generate quantitative data, e.g.:

    • "How many hours of sleep do you get per night?"

    • "Do you feel anxious in social situations? Yes / No"

Qualitative vs. quantitative data in structured interviews

  • Structured interviews primarily produce qualitative data

    • This comprises descriptive, detailed responses that reflect participants' individual experiences and perspectives

  • They may also incorporate closed questions that produce quantitative data

    • This is numerical scores that can be statistically analyzed

Qualitative

Quantitative

Question type

Open questions

Closed questions

Data produced

Descriptive responses

Numerical scores

Strength

Rich, detailed, explanatory

Easy to analyze and compare

Limitation

Difficult to analyze objectively

Lacks depth and detail

Evaluation of structured interviews

Strengths

  • The use of standardized questions means the interview can be replicated by different researchers

    • This minimizes experimenter bias because all researchers must follow the same script, reducing the risk that individual researcher characteristics influence the responses given

  • Standardization allows reliability to be checked over time using the test-retest method

    • If the same questions produce similar responses on different occasions, this increases confidence in the consistency of the findings

Limitations

  • The predetermined question format is restrictive

    • If a participant raises something unexpected or particularly significant, the structured format does not allow the researcher to explore it further

    • This limits the depth and usefulness of the data collected

  • Self-report bias is a limitation of structured interviews

    • Because participants provide their own account of their thoughts, feelings, and behavior, there is no way to verify whether their responses accurately reflect reality

    • This is particularly problematic when questions are poorly worded, leading, or ambiguous

  • Face-to-face delivery increases the risk of social desirability bias compared to anonymous surveys

    • Participants may feel greater pressure to present themselves favorably when responding directly to a researcher, reducing the validity of the findings

  • Experimenter bias may still influence results despite standardization

    • The researcher's tone of voice, body language, or manner of delivery can subtly influence how participants interpret and respond to questions

      • This reduces the validity of the data collected

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Raj Bonsor

Author: Raj Bonsor

Expertise: Psychology & Sociology Content Creator

Raj joined Save My Exams in 2024 as a Senior Content Creator for Psychology & Sociology. Prior to this, she spent fifteen years in the classroom, teaching hundreds of GCSE and A Level students. She has experience as Subject Leader for Psychology and Sociology, and her favourite topics to teach are research methods (especially inferential statistics!) and attachment. She has also successfully taught a number of Level 3 subjects, including criminology, health & social care, and citizenship.

Claire Neeson

Reviewer: Claire Neeson

Expertise: Psychology Content Creator

Claire has been teaching for 34 years, in the UK and overseas. She has taught GCSE, A-level and IB Psychology which has been a lot of fun and extremely exhausting! Claire is now a freelance Psychology teacher and content creator, producing textbooks, revision notes and (hopefully) exciting and interactive teaching materials for use in the classroom and for exam prep. Her passion (apart from Psychology of course) is roller skating and when she is not working (or watching 'Coronation Street') she can be found busting some impressive moves on her local roller rink.