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

Raj Bonsor

Written by: Raj Bonsor

Reviewed by: Claire Neeson

Updated on

Unstructured interviews

  • In an unstructured interview, the researcher comes to the interview without a predetermined set of questions

    • The interview is treated as a conversation, giving the participant as much freedom as possible in their responses

  • Unstructured interviews typically begin with the researcher posing an open question or idea, then allowing the participant to respond freely, e.g.

    • "Tell me about a time when you felt anxious about an exam"

    • "How do you think social media affects your daily life?"

  • Unstructured interviews produce qualitative data only — rich, detailed, descriptive responses that reflect the participant's individual experience

  • As a qualitative measurement instrument, unstructured interviews cannot produce numerical data that can be statistically analyzed

Evaluation of unstructured interviews

Strengths

  • Unstructured interviews are high in ecological validity

    • Participants have complete freedom to respond in any way they choose

    • This means their responses are more likely to reflect their genuine thoughts, feelings, and experiences

  • The researcher has the flexibility to pursue unexpected or particularly significant topics that emerge during the interview

    • This can open up new insights into the research question that a predetermined set of questions would not have uncovered

Limitations

  • The free-flowing nature of unstructured interviews reduces reliability

    • Participants may go into depth on irrelevant topics, change direction frequently, or become confused in their narrative

    • This makes it difficult to draw consistent conclusions across participants

  • The researcher may lose objectivity due to the intimate nature of extended unstructured interviews

    • They may begin to identify with the participant and present their responses in an overly favorable light

    • This introduces social desirability bias and reducing the validity of the findings

  • Qualitative data is inherently difficult to analyze objectively

    • The researcher must interpret meaning from responses, introducing subjectivity that further reduces reliability

Semi-structured interviews

  • A semi-structured interview combines elements of both structured and unstructured interviews:

    • The researcher prepares some questions in advance but approaches the interview with an open mind

    • The researcher can deviate from the prepared questions if the participant:

      • says something interesting or unexpected that is worth exploring further

      • is finding a topic difficult to discuss and needs a different approach

      • is not being forthcoming and needs additional encouragement to respond

  • Semi-structured interviews can produce both qualitative and quantitative data, depending on whether open or closed questions are used

  • This makes semi-structured interviews a more flexible measurement instrument than either structured or unstructured interviews alone

Comparing interview types

Structured

Semi-Structured

Unstructured

Questions

Predetermined, fixed

Some prepared, some flexible

No predetermined questions

Data produced

Primarily qualitative. Can include quantitative

Both qualitative and quantitative

Qualitative only

Flexibility

Low

Moderate

High

Reliability

Higher

Moderate

Lower

Validity

Lower

Moderate

Higher

Evaluation of semi-structured interviews

Strengths

  • Semi-structured interviews combine the strengths of structured and unstructured formats

    • The prepared questions keep the interview on track and maintain focus, while the flexible elements allow participants to express themselves freely

    • This increases validity

  • The structure provided by prepared questions can help participants who feel nervous

    • This makes them more likely to engage openly and honestly with the researcher

    • This further increases the validity of the data collected

Limitations

  • The dual nature of semi-structured interviews can result in inconsistent data

    • Structured responses may sit awkwardly alongside free-flowing unstructured responses

    • This makes the overall data set difficult to analyze reliably

  • The flexible format increases the risk that researchers inadvertently ask leading questions during unscripted sections of the interview

    • This can introduce self-report bias and invalidate participants' responses

  • Self-report bias and social desirability bias are inherent limitations of semi-structured interviews

    • Participants may give inaccurate self-reported responses

    • The face-to-face format increases the likelihood that they present themselves favorably rather than truthfully

    • This reduces the validity of the findings

Examiner Tips and Tricks

In the exam, if you are given a research scenario involving an interview, you need to identify:

  • Which type of interview was used and justify this using features of the method

  • What type of data it produces — qualitative, quantitative, or both

  • Whether social desirability bias or self-report bias could have affected the validity of the findings, linking your answer specifically to the topic or questions described in the scenario

When comparing interview types, the key trade-off is always between reliability and validity:

  • More structure increases reliability but reduces validity

  • Less structure increases validity but reduces reliability

Semi-structured interviews attempt to balance both, but introduce their own limitations around data consistency and leading questions.

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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.