Does Temperament Differentially Influence Study Completion Rates for 18 and 24-Month-Olds Participating in a Remote Study?

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Virginia Tech


Since the COVID-19 pandemic, many researchers turned to remote testing to continue to collect data. This shift provided new insights and exciting opportunities for researchers, including the ability to gain access to larger demographic pools. However, remote work has come with unique challenges. One factor that has proved to be challenging is the level of control researchers have when conducting remote studies. For example, compared to in-lab room setup and design, participants' home environments have numerous distractions for young toddlers (e.g., family members, pets, tv, toys). Thus, the increased variability has led to important questions regarding methodology, implementation, and in the current study, variability in participation. That is, are there systematic biases in final samples due to differences in participant characteristics, such as temperament? Particularly for remote work, the increased variability has created challenges for researchers to collect data but also exciting opportunities to understand how temperament may interact with participation and study completion rates. The current study aimed to understand whether temperament plays a role in study completion rates in remote research for toddlers ages 18 and 24 months. It was expected that effortful control would significantly influence participation and study completion, and that both negative affectivity and surgency would negatively influence participation in the remote study. Both effortful control and negative affectivity were not significantly related to participation, while surgency positively related to participation.



temperament, remote testing, attrition, toddlerhood, engagement