Methods in Psychology (Online)最新文献

Editorial: Mixed methods in mathematics education research 社论：数学教育研究中的混合方法

Methods in Psychology (Online) Pub Date : 2025-10-14 DOI: 10.1016/j.metip.2025.100213

Emma P. Bullock , Trena L. Wilkerson , Michelle L. Peters , Julie Herron

引用次数: 0

Consent in action: Learning from artistic research within an institutional review context 行动中的同意：从机构审查背景下的艺术研究中学习

Methods in Psychology (Online) Pub Date : 2025-10-04 DOI: 10.1016/j.metip.2025.100212

Veerle Spronck , Fabiola Camuti , Judith Leest , Philippine Hoegen , Truus Teunissen

{"title":"Consent in action: Learning from artistic research within an institutional review context","authors":"Veerle Spronck , Fabiola Camuti , Judith Leest , Philippine Hoegen , Truus Teunissen","doi":"10.1016/j.metip.2025.100212","DOIUrl":"10.1016/j.metip.2025.100212","url":null,"abstract":"<div><div>This article examines how artistic research practices challenge and reconfigure institutional approaches to research ethics. Focusing on the case of <em>Performing Working</em> —a doctoral project in the arts that was the first to undergo ethical review at the University of the Arts Utrecht —it investigates how forms of consent, researcher roles, and institutional responsibility are negotiated when research is processual, embodied, and collaboratively developed.</div><div>The article draws on a collaborative autoethnographic reflection involving the artist-researcher, a research participant, and members of the ethics committee. Care ethics is used as a conceptual lens to analyse the ethical dimensions of the case, foregrounding relationality, vulnerability, and attention to power. Rather than treating ethical approval as a one-off procedural hurdle, the analysis highlights ethics as an ongoing, situated practice that unfolds through dialogue, friction, and mutual attunement.</div><div>Artistic research is presented here as a ‘hard case’ that reveals structural frictions in existing review systems. At the same time, it offers alternative imaginaries and practices for dealing with complexity, uncertainty, and co-responsibility in research. While grounded in an artistic context, the article speaks to broader concerns in qualitative research methodology, particularly in fields that engage with lived experience, reflexivity, and shared authority. Ethics is reframed not merely as compliance, but as integral to how research is shaped, shared, and held accountable across diverse domains.</div></div>","PeriodicalId":93338,"journal":{"name":"Methods in Psychology (Online)","volume":"13 ","pages":"Article 100212"},"PeriodicalIF":0.0,"publicationDate":"2025-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145264965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Capturing fluctuations in multivariate intensive longitudinal data 捕获多变量密集纵向数据的波动

Methods in Psychology (Online) Pub Date : 2025-09-24 DOI: 10.1016/j.metip.2025.100211

Katerina M. Marcoulides, Hannah Hamling

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Arts-mix: A pragmatist approach and framework for researcher-practitioners in mixed –methods and arts -based intervention research 混合艺术：为混合方法和艺术干预研究的研究实践者提供的实用主义方法和框架

Methods in Psychology (Online) Pub Date : 2025-09-15 DOI: 10.1016/j.metip.2025.100208

Rebecca Zarate, Sydney Porter Williams, Fiona Giudici, Malissa Morrell, Lynn Maxfield, Julia Miller

{"title":"Arts-mix: A pragmatist approach and framework for researcher-practitioners in mixed –methods and arts -based intervention research","authors":"Rebecca Zarate, Sydney Porter Williams, Fiona Giudici, Malissa Morrell, Lynn Maxfield, Julia Miller","doi":"10.1016/j.metip.2025.100208","DOIUrl":"10.1016/j.metip.2025.100208","url":null,"abstract":"<div><div>This article provides readers with practical examples of projects that integrate arts-based interventions into mixed methods (MM) research. It offers background and introductory literature on current trends in both MM approaches and arts-based intervention (ABI) research, highlighting how these domains are increasingly converging in health-related and interdisciplinary contexts. Various MM designs are presented, including parallel convergent and sequential formats. Philosophical foundations, scope, necessary skill sets, strengths, and challenges that emerge when arts are embedded within research designs are discussed. A key feature of this work is its attention to the role and function of the researcher-practitioner, offering a framework to guide thoughtful, rigorous integration of the arts. H<em>ow-to</em> strategies for incorporating arts interventions and design guidance are offered in context of an Arts-Mix framework, which is grounded in pragmatist philosophy. Preliminary results from a pilot study exploring performing arts experiences and their effects on stress regulation and sleep quality is discussed. The paper presents recommendations for intentionally building interdisciplinary teams that integrate combined expertise in creative arts therapies, health sciences, and arts-based research. These teams are essential for advancing methodological innovation and ensuring that arts-based interventions are not only contextually relevant, but also empirically grounded, ethically delivered, and symbolically meaningful.</div></div>","PeriodicalId":93338,"journal":{"name":"Methods in Psychology (Online)","volume":"13 ","pages":"Article 100208"},"PeriodicalIF":0.0,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145104690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Making new ideas: A theoretical proposal and a mixed methods demonstration 创新：理论建议与混合方法论证

Methods in Psychology (Online) Pub Date : 2025-09-11 DOI: 10.1016/j.metip.2025.100202

Frédéric Vallée-Tourangeau, Christina Soderberg

{"title":"Making new ideas: A theoretical proposal and a mixed methods demonstration","authors":"Frédéric Vallée-Tourangeau, Christina Soderberg","doi":"10.1016/j.metip.2025.100202","DOIUrl":"10.1016/j.metip.2025.100202","url":null,"abstract":"<div><div>We extend Latour (1987) distinction between \"science already made\" and \"science in the making\" to the realm of creativity. The \"made\" perspective emphasizes a linear, retrospective narrative, prioritizing pre-existing ideas, typically separating the creator from the created object. Conversely, the \"in-the-making\" perspective highlights the dynamic, iterative nature of creativity, emphasizing the active role of materials and tools in shaping the outcome. In this theoretical paper, we critically reflect on traditional laboratory-based research on insight problem solving, noting a preference for second-order procedures that restrict interaction with physical objects. We propose that a first-order insight problem solving procedure, which involves thinking with and through the world, is better positioned to capture the fundamental importance of physical prototyping in creative problem solving. We champion concurrent embedded mixed methods designs for insight problem-solving research where the qualitative data help us understand the process by which a new idea is constructed to complement quantitative measures of solution rates and latencies. We illustrate how a first order procedure can be instrumentalized to permit the granular capture of three data streams: (i) participants' verbalizations; (ii) participants' actions; and (iii) resulting changes to the physical model of the solution. We introduce creativity researchers to ELAN, a coding software that allows the exact temporal juxtaposition of these data streams, providing clear evidence for the role of prototyping in creative problem solving and revealing a phenomenon we call ‘outsight’. Using examples from various types of insight problems, we demonstrate how new ideas that unlock solutions are enacted.</div></div>","PeriodicalId":93338,"journal":{"name":"Methods in Psychology (Online)","volume":"13 ","pages":"Article 100202"},"PeriodicalIF":0.0,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145157163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Validating a creative teaching inventory: A mixed method approach to construct validity 创造性教学量表的验证：一种构建效度的混合方法

Methods in Psychology (Online) Pub Date : 2025-09-11 DOI: 10.1016/j.metip.2025.100207

Todd Kettler, Beatrice Ruiz Buentello, Nilay Ayse Gunel, Madelyn Chance, Laila Y. Sanguras

{"title":"Validating a creative teaching inventory: A mixed method approach to construct validity","authors":"Todd Kettler, Beatrice Ruiz Buentello, Nilay Ayse Gunel, Madelyn Chance, Laila Y. Sanguras","doi":"10.1016/j.metip.2025.100207","DOIUrl":"10.1016/j.metip.2025.100207","url":null,"abstract":"<div><div>Creative pedagogies are increasingly important as the demand for a creative workforce grows. However, there are limited measures of creative pedagogy. One such measure is <em>The Inventory of Teaching Practices in Higher Education</em>. Only one study has been published examining its factor structure when used with undergraduate students. The present study aims to further investigate its construct validity using a convergent mixed methods design. We recruited students (<em>n</em> = 268) from a private university in Texas and administered a modified version of the inventory, with items from each factor presented together followed by two open ended items asking for them to first define and then give an example of each factor. A confirmatory factor analysis supported the original four factor structure (CFI = 0.991; TLI = 0.990; RMSEA = 0.055; SRMR = 0.070). Thematic analysis of the open-ended responses revealed low alignment for factor one and four between participants conceptualization of the factor and the original factor conceptualization. Our conceptualization, based on participants’ perceptions, offers a broader definition of the factors applying the concept of pedagogical convergence. There was moderate to strong alignment between our conceptualization and the original conceptualization of factors two and three. Integration of the quantitative and qualitative findings reveal evidence for the inclusion of each item on its respective factor as each item was represented by at least one subtheme from the thematic analysis. This study demonstrates that mixed methods designs can strengthen structural and construct validation studies.</div></div>","PeriodicalId":93338,"journal":{"name":"Methods in Psychology (Online)","volume":"13 ","pages":"Article 100207"},"PeriodicalIF":0.0,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145157228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evaluating the impact of contemplative pedagogy on mathematics anxiety in a mandatory post-secondary mathematics course 评估沉思教学法对中学后必修数学课程数学焦虑的影响

Methods in Psychology (Online) Pub Date : 2025-09-10 DOI: 10.1016/j.metip.2025.100209

Leslie P. Shayer

引用次数: 0

Utilizing annotated digital timelining in mathematics education research: Exploring elementary school teachers’ culturally relevant competencies and Finch robot orchestrations 在数学教育研究中运用带注释的数位时间轴：探讨小学教师的文化相关能力与芬奇机器人管弦乐

Methods in Psychology (Online) Pub Date : 2025-09-10 DOI: 10.1016/j.metip.2025.100206

Marcus Yuen-Yiu Cheung, Chamarra A.O. Coward, Irina Lyublinskaya

引用次数: 0

Going Beyond the Numbers: An Explanatory Sequential Mixed Method Study in Postsecondary Mathematics 超越数字：高等数学的解释性顺序混合方法研究

Methods in Psychology (Online) Pub Date : 2025-09-10 DOI: 10.1016/j.metip.2025.100204

Molly C. Bowen

{"title":"Going Beyond the Numbers: An Explanatory Sequential Mixed Method Study in Postsecondary Mathematics","authors":"Molly C. Bowen","doi":"10.1016/j.metip.2025.100204","DOIUrl":"10.1016/j.metip.2025.100204","url":null,"abstract":"<div><div>Mixed-methods research is helpful since it allows for the meaningful combination of quantitative and qualitative methods in ways that provide a richer and deeper understanding of the examined phenomena. Through a recent research example, this article aims to share why and how mixed methods have helped to illuminate teaching methods and practices in the introductory postsecondary mathematics classroom. Many studies on this particular topic were found to be either quantitative or qualitative. However, a mixed-methods research design would have expanded the findings from the literature. The example in the article follows an explanatory sequential mixed methods design recently conducted by the author. Data were collected in two phases. The first phase captured quantitative data through a national survey that included two inventories and demographic information. The second phase was designed to qualitatively follow up on statistically significant trends with purposefully selected participants from the first phase. After the quantitative and qualitative analysis, the author “mixed” the data by quantizing qualitative codes and themes and quantitatively analyzing them. Joint tables and regression prediction equations were utilized to guide the data integration. By “mixing” the data, the author gained a richer and deeper understanding of why specific teaching methods and practices were preferred by faculty in introductory college mathematics courses. Reflections on the study's mixed methods design will also be discussed.</div></div>","PeriodicalId":93338,"journal":{"name":"Methods in Psychology (Online)","volume":"13 ","pages":"Article 100204"},"PeriodicalIF":0.0,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145104689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A case of crossover mixed analyses in mathematics education research 数学教育研究中的交叉混合分析案例

Methods in Psychology (Online) Pub Date : 2025-09-08 DOI: 10.1016/j.metip.2025.100205

Heather Lynn Johnson, Courtney Donovan, Evan McClintock

{"title":"A case of crossover mixed analyses in mathematics education research","authors":"Heather Lynn Johnson, Courtney Donovan, Evan McClintock","doi":"10.1016/j.metip.2025.100205","DOIUrl":"10.1016/j.metip.2025.100205","url":null,"abstract":"<div><div>Crossover mixed analysis, which integrates qualitative and quantitative traditions, is fruitful for advancing mixed methods research. Employing a pragmatic theoretical perspective, we report a case study investigating the use of crossover mixed analyses in mathematics education research. Our source of data comprises the methods and results for two mixed methods studies reporting on the work of a larger project. The studies draw on the same data set, undergraduate student responses (<em>N</em> = 673) to a fully online, six-item measure of graph selection and reasoning for dynamic situations. The case we report has a qualitative-dominant mixed methods design, with qualitative and mixed analysis happening sequentially. There are two research questions: (1) How did this case integrate crossover mixed analysis and what purposes did those analyses serve, and (2) How could the use of an additional type of crossover mixed analysis complement and expand existing findings? Our analysis revealed four empirically-grounded purposes for crossover mixed analyses in mathematics education research: (1) to validate a researcher-developed measure, (2) to corroborate a theoretical framework of students’ mathematical activity, (3) to test a theoretically grounded model relating different constructs, and (4) to form associations between elements of different constructs. To complement and expand methods and results reported in the two studies, we qualitized quantitative data, to offer a fifth purpose: (5) to narrate significant associations between elements of different constructs. Our findings illustrate how different types of crossover mixed analyses (i.e., quantitizing and qualitizing) can be used in sequence to advance mathematics education research goals.</div></div>","PeriodicalId":93338,"journal":{"name":"Methods in Psychology (Online)","volume":"13 ","pages":"Article 100205"},"PeriodicalIF":0.0,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145048831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0