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How consistent is respondent behaviour to allow linkage to health administrative data over time?

Mostafa, T; Wiggins, RD; (2015) How consistent is respondent behaviour to allow linkage to health administrative data over time? (CLS Working Paper 2015/03). UCL Centre for Longitudinal Studies: London, UK. Green open access

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Abstract

This study constitutes the first longitudinal exploration of consent to link survey and administrative data. It relies on a theoretical framework distinguishing between passive, active, consistent and inconsistent consent behaviour. The findings show that, in general, consent behaviours are both passive and consistent. First, consent rates indicate that most respondents behave consistently over time. Secondly, the regression analyses show that for the majority of respondents, consent is not driven by personal convictions but rather depends on the circumstances of the respondent at the time of the interview and on the impact of the interviewers. The findings also show that in longitudinal surveys cross-sectional analyses of consent can be misleading. The changes in the magnitude and in the significance of the results when the temporal dimension of consent is taken into account is a clear indication that consent should be treated as a dynamic phenomenon.

Type: Working / discussion paper
Title: How consistent is respondent behaviour to allow linkage to health administrative data over time?
Open access status: An open access version is available from UCL Discovery
Publisher version: https://cls.ucl.ac.uk/wp-content/uploads/2017/04/C...
Language: English
Additional information: This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Consent, data linkage, Millennium Cohort Study, longitudinal data
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute
URI: https://discovery.ucl.ac.uk/id/eprint/1518078
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