Methods in Psychology (Online)最新文献

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Assessing daily life activities with experience sampling methodology (ESM): Scoring predefined categories or qualitative analysis of open-ended responses?

Q2 Psychology

Methods in Psychology (Online)

Pub Date : 2025-02-05 DOI: 10.1016/j.metip.2025.100177

Marie Stadel , Anna M. Langener , Katie Hoemann , Laura F. Bringmann

One domain frequently assessed in Experience Sampling Methodology (ESM) studies is that of daily activities. This is often done with predefined (and unvalidated) categorical items, but can also be done using open-ended items. ESM researchers, however, lack tools and guidance in analyzing the obtained open-ended data. In the first part of this paper, we use data from a 28-day ESM study in which students reported their activities both categorically and open-endedly to compare these two assessment approaches. We additionally present participant preferences and reflections captured in exit interviews. In the second part, we illustrate the qualitative analysis process for open-ended ESM responses. All code and tools we used (including a newly developed Shiny App facilitating the coding of responses to open-ended ESM items) are shared for use in future research. Our results highlight the advantages and limitations of both assessment approaches: while categorical items offer simplicity, they often lack specificity. Conversely, open-ended responses provide richer, more personalized data, making them particularly valuable in idiographic clinical applications and exploratory research. A combination of both formats may enable the most effective assessment. We hope the tools we provide encourage the further use and exploration of open-ended ESM assessments.

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引用次数: 0

The role of sampling in an explanatory sequential mixed methods study: General applications of the transformative paradigm

Q2 Psychology

Methods in Psychology (Online)

Pub Date : 2025-01-16 DOI: 10.1016/j.metip.2025.100176

Tashane K. Haynes-Brown

The purpose of this article is to illustrate how considerations from the transformative paradigm were integrated broadly in the sampling decisions in an explanatory sequential mixed methods study. The study sought to explore the complex relationship between teachers’ beliefs and classroom practices. Data were collected from 248 teachers using a questionnaire, semi-structured interviews, lesson observations, an observation checklist, video recordings and video elicitation interviews. By employing transformative considerations generally in making the sampling decisions a more rigorous and transparent sampling design emerged that yielded more comprehensive inferences. This article contributes to mixed methods research by providing a practical example and analytical insights into how the principles of the transformative paradigm can be applied broadly in the sampling design.

引用次数: 0

“Making Positive Vibrations” in a mixed methods study of covert bullying: A transformative methodological framework for social justice

Q2 Psychology

Methods in Psychology (Online)

Pub Date : 2025-01-10 DOI: 10.1016/j.metip.2025.100175

Ingrid E. Hunt-Anderson

Grounded in critical theory, the exemplar qualitative-oriented exploratory mixed methods study of covert bullying illustrates a methodological framework that adheres to the assumptions of the transformative agenda for prioritizing advocacy and social justice. This includes organizing a multiethnic mix of adolescents from varied school communities and backgrounds and multiple, creative methods to capture rich, “culturally complex” data. Six principles of a transformative framework are charted to help establish cultural legitimacy of the integrative findings and accurate meta-inferences. These principles ultimately provide a robust approach for developing a more authentic picture of covert bullying in Jamaican schools and effective transformative interventions.

引用次数: 0

Digging and building: How transformative mixed-methods research contributes to explaining and responding to educational exclusion and school dropout

Q2 Psychology

Methods in Psychology (Online)

Pub Date : 2024-12-01 DOI: 10.1016/j.metip.2024.100170

Tabata Contreras-Villalobos , Enrique Baleriola Escudero , Verónica López Leiva

Transformative mixed-methods research (T-MMR) provides an integrated understanding of social issues while simultaneously working toward their transformation. This paper illustrates how this approach deals with urgent problems affecting vulnerable groups that experience socioeducational inequality, focusing on educational exclusion and school dropout in youth and adult education in Chile. Using the metaphor of digging and building, this study explores how T-MMR facilitates a comprehensive approach by integrating qualitative and quantitative methods to understand and respond to these issues from an educational psychology perspective. Findings show that through digging (QUAN-QUAL), educational exclusion is rooted in systemic inequalities, with marginalized students facing persistent barriers that the education system fails to adequately address. However, the strength of T-MMR lies in not only revealing these challenges but also co-creating practical solutions. That is what we call building. To deepen our understanding of school dropout, this phase consisted of an integration of quantitative and qualitative data and collaborative work with students, teachers, and policymakers, creating a particular and precise response. Finally, this research highlights the value of T-MMR for engaging communities in both understanding (digging) and reshaping (building) educational practices, offering a transformative pathway toward a more just and responsive education system.

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引用次数: 0

Sustaining life on earth: An arts-based research exploration of collective lived experiences of COVID-19 维持地球上的生命：对 COVID-19 集体生活经验的艺术研究探索

Q2 Psychology

Methods in Psychology (Online)

Pub Date : 2024-10-28 DOI: 10.1016/j.metip.2024.100162

Nancy Gerber , Karin Hannes , Marco Gemignani , Jacelyn Biondo , Richard Siegesmund , Lucia Carriera , Elisabetta Biffi , Madeline Centracchio , Mandy Archibald , Gioia Chilton , Janet L. Kuhnke , Angela Dawson , Jorge Lucero , Nicky Haire , Sara Scott Shields

This article presents the philosophy, innovative methods, and final aesthetic synthesis of a collaborative arts-based research project about the lived experience of COVID-19. The project was initiated in 2020 and completed in 2022. Nineteen international arts-based research scholars participated as co-researchers, submitting their arts-based and narrative responses to the project. The six-member core research team guiding the project collected and organized the submissions while simultaneously entering into immersive, iterative, dynamic, arts-based data generation, dialogic analytic and syntheses processes with co-researchers, and each other. Materials-discursive analytic processes, arts-based responses, sensorial coding, intersubjective dialogues, and arts-based assemblages conducted iteratively throughout the project. The performative result captured the sensory, embodied, and emotional experiences of the evolving stages of the pandemic as identified by and resonant with the co-researchers and multiple audiences. These stages were identified during the project by the co-researchers as: initial anxiety and panic; reflection and creativity; and resilience. The final synthesis of the project is an arts-based and performative piece using video and interactive gallery venues representative of these stages.

本文介绍了关于 COVID-19 生活体验的艺术合作研究项目的理念、创新方法和最终美学综合。该项目于 2020 年启动，2022 年完成。19 位国际艺术研究学者作为共同研究者参与其中，提交了他们对该项目的艺术和叙事回应。指导该项目的六人核心研究小组在收集和整理提交的资料的同时，还与合作研究者以及他们彼此之间开展了沉浸式、迭代式、动态、基于艺术的数据生成、对话式分析和综合过程。材料--模糊分析过程、基于艺术的回应、感官编码、主体间对话和基于艺术的组合在整个项目中反复进行。表演性成果捕捉到了大流行病演变阶段的感官、身体和情感体验，这些体验是由共同研究者和多方受众确定的，并引起了他们的共鸣。共同研究人员在项目期间将这些阶段确定为：最初的焦虑和恐慌；反思和创造力；以及复原力。该项目的最终综合成果是一个以艺术为基础的表演性作品，使用了代表这些阶段的视频和互动画廊场地。

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引用次数: 0

Creating deeper attachments: Reflections on developing arts-based pedagogy and practice within psychology 创造更深的依恋：在心理学中发展基于艺术的教学法和实践的思考

Q2 Psychology

Methods in Psychology (Online)

Pub Date : 2024-10-25 DOI: 10.1016/j.metip.2024.100169

Kitrina Douglas , David Carless

In this article we explore the potential of arts-based methodologies to contribute to pedagogy and practice in psychology. Drawing on insights developed by Elliot Eisner (2008) related to what education can learn from the arts, we first explore how Eisner's ideas, along with our experiences, might infuse research supervision. Through ‘applied practice’ we then identify some of the potential benefits and challenges of including arts-based methods during supervision. Reflections show how important it is to create a safe space, deconstruct hierarchies, and provide examples of arts-based research, along with an opportunity to experiment and share. Together, these seem to support the development of trusting mature relationships that can lead to personal growth and transformation. While we have become advocates for the potential of arts-based research in psychology our reflections also identify a number of challenges and conditions to realising such benefits.

在这篇文章中，我们探讨了基于艺术的方法论在促进心理学教学和实践方面的潜力。借鉴埃利奥特-艾斯纳（Elliot Eisner，2008 年）关于教育可以从艺术中学到什么的见解，我们首先探讨了艾斯纳的观点以及我们的经验可以如何渗透到研究督导中。然后，通过 "应用实践"，我们确定了在督导过程中采用艺术方法的一些潜在优势和挑战。反思表明，创造一个安全的空间、解构等级制度、提供基于艺术的研究范例以及实验和分享的机会是多么重要。这些因素加在一起，似乎有助于发展相互信任的成熟关系，从而促进个人成长和转变。虽然我们已经成为心理学中基于艺术的研究潜力的倡导者，但我们在反思中也发现了实现这些益处所面临的一些挑战和条件。

引用次数: 0

Critical Race Mixed Methodology (CRMM) as a transformative method: The benefits and challenges 批判性种族混合方法（CRMM）是一种变革性方法：益处与挑战

Q2 Psychology

Methods in Psychology (Online)

Pub Date : 2024-10-16 DOI: 10.1016/j.metip.2024.100168

Jessica T. DeCuir-Gunby , Whitney N. McCoy , Saba L. Modaressi

Critical Race Mixed Methodology (CRMM) is a transformative mixed methods approach that combines CRT within a mixed methods design. In this article, we reflect upon our experience using and publishing a CRMM explanatory mixed methods study in a higher education journal's special issue focused on mixed methods research. We discuss the benefits of using CRMM as a transformative method. Then, we share the challenges of using CRMM. We also provide recommendations for engaging in CRMM research within psychology.

批判性种族混合方法（Critical Race Mixed Methodology，CRMM）是一种变革性的混合方法，它将批判性种族理论与混合方法设计相结合。在本文中，我们回顾了我们使用 CRMM 解释性混合方法研究并在高等教育期刊的混合方法研究特刊上发表的经验。我们讨论了使用 CRMM 这种变革性方法的好处。然后，我们分享了使用 CRMM 所面临的挑战。我们还为在心理学领域开展 CRMM 研究提供了建议。

引用次数: 0

Between arts-based methods and hermeneutics: Navigating the ethics of participation in research with vulnerable children 在艺术方法与诠释学之间：参与弱势儿童研究的伦理导航

Q2 Psychology

Methods in Psychology (Online)

Pub Date : 2024-10-05 DOI: 10.1016/j.metip.2024.100167

Catherine Huard , Prudence Caldairou-Bessette , Pierre Plante

Children are underrepresented in research, mainly because of the ethical issues that their participation raises. This is even more true when it comes to marginalized migrant children. For the sake of justice, researchers must think about methods for including children and their families and reflect on the ethics of knowledge building in these contexts. This article returns to the hermeneutics of Hans Georg Gadamer as an interpretation practice which values understanding rather than explanation. It also focuses on the concept of play which can be truth revealing and which is understood as the very being of artistic practices. This allows us to first emphasize the compatibility of hermeneutics and art-based approaches, and their ethical value when it comes to bringing clinical and research issues together. This article highlights that methods based on art and play itself are ethical in the way that they can both provide well-being and reveal a truth that is as useful to the participant as it is to the researcher. This article also addresses how the researcher, in the process of understanding, is “at play” in the research situation which places him in an active role. The play allows a participatory truth to emerge, a truth resulting from a dialogue. This leads us to recognize the ethical value of participation in research with children.

儿童在研究中的代表性不足，主要是因为他们的参与会引发伦理问题。边缘化的移民儿童更是如此。为了公正起见，研究人员必须思考让儿童及其家庭参与研究的方法，并反思在这种情况下构建知识的伦理问题。本文回到汉斯-格奥尔格-伽达默尔（Hans Georg Gadamer）的诠释学，将其作为一种重视理解而非解释的诠释实践。文章还关注游戏的概念，游戏可以揭示真理，被理解为艺术实践的本体。这使我们能够首先强调诠释学和艺术方法的兼容性，以及它们在将临床和研究问题结合起来时的伦理价值。本文强调，基于艺术和游戏本身的方法是符合伦理的，因为它们既能提供福祉，又能揭示真相，对参与者和研究者同样有用。本文还讨论了研究者在理解过程中如何在研究情境中 "游戏"，这使他扮演了一个积极的角色。这种 "游戏 "使一种参与式的真相得以出现，一种由对话产生的真相。这使我们认识到参与儿童研究的伦理价值。

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引用次数: 0

A mixed methods analysis of open ended interviews with mothers of young children: Combining psychoanalytic inquiry with reflective functioning 对幼儿母亲开放式访谈的混合方法分析：将精神分析探究与反思功能相结合

Q2 Psychology

Methods in Psychology (Online)

Pub Date : 2024-10-03 DOI: 10.1016/j.metip.2024.100165

Alexa Young

引用次数: 0

Embodied Theater Ecology: Unearthing authentic, creative language in arts-based practice 体现式戏剧生态学：在艺术实践中发掘真实的创造性语言

Q2 Psychology

Methods in Psychology (Online)

Pub Date : 2024-10-02 DOI: 10.1016/j.metip.2024.100166

Kirsten Frantzich

引用次数: 0

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