Methods in Psychology (Online)最新文献

{"title":"Challenging issues of integrity and identity of participants in non-synchronous online qualitative methods","authors":"Abigail Jones ,&nbsp;Line Caes ,&nbsp;Tessa Rugg ,&nbsp;Melanie Noel ,&nbsp;Sharon Bateman ,&nbsp;Abbie Jordan","doi":"10.1016/j.metip.2021.100072","DOIUrl":"10.1016/j.metip.2021.100072","url":null,"abstract":"<div><p>Qualitative data collection is increasingly occurring online, with data collection methods often lacking the synchronous contact between researchers and participants present in more traditional methods of qualitative data collection such as face-to-face interviews. Despite numerous benefits of non-synchronous online methods of qualitative data collection, such methods also pose unique challenges concerning participant eligibility and data quality in the qualitative domain. Due to a longer tradition of conducting non-synchronous quantitative online data collection, researchers have discussed issues related to data quality for use within quantitative research, and developed techniques to address such issues. However, such discussions have not taken place within qualitative research and due to the differences in types of data and theoretical underpinnings, only some of the techniques developed in quantitative research can be appropriately applied in qualitative research. In this paper, we address this knowledge gap by providing an important ‘how to guide’, presenting techniques to help address threats to data quality and integrity in non-synchronous online qualitative research. We start by outlining techniques developed for use in quantitative research that can be appropriately transferred to qualitative paradigms, before proposing techniques to manage challenges faced specifically by non-synchronous online qualitative research. We go on to discuss some of the potential pitfalls which can prevent the implementation of these techniques and how to overcome them. Finally, we urge researchers to be transparent about the techniques they implement to optimise data quality and to adopt a proactive rather than reactive approach to maximising data quality in qualitative research studies.</p></div>","PeriodicalId":93338,"journal":{"name":"Methods in Psychology (Online)","volume":"5 ","pages":"Article 100072"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.metip.2021.100072","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41955726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Co-creating visual representations of safe spaces with mental health service users using photovoice and zoom","authors":"Julie Dare ,&nbsp;Helen Seiver ,&nbsp;Lesley Andrew ,&nbsp;David A Coall ,&nbsp;Shantha Karthigesu ,&nbsp;Moira Sim ,&nbsp;Kathy Boxall","doi":"10.1016/j.metip.2021.100059","DOIUrl":"https://doi.org/10.1016/j.metip.2021.100059","url":null,"abstract":"<div><p>This paper examines methodological issues related to an innovative online qualitative research project that explored ‘safe spaces’ with mental health service users. The project used photovoice and focus groups conducted via Zoom videoconferencing software. Eleven participants shared photographs, discussing their meaning and significance in relation to ‘safe spaces’. The photographs were then synthesised into an artist's impression of a safe space and transcripts of the online photovoice discussion analysed thematically and triangulated with the artist's impression. The paper provides a reflexive discussion of the research process and explores methodological and ethical implications of conducting sensitive qualitative research in online spaces.</p></div>","PeriodicalId":93338,"journal":{"name":"Methods in Psychology (Online)","volume":"5 ","pages":"Article 100059"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.metip.2021.100059","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91593080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Statistical consequences of staging exploration and confirmation","authors":"Harold Pashler,&nbsp;Christine R. Harris","doi":"10.1016/j.metip.2021.100078","DOIUrl":"10.1016/j.metip.2021.100078","url":null,"abstract":"<div><p>A number of methodologists have recently argued that it is inadvisable or even improper to use the same data for <em>exploration</em> (discovering effects) and for <em>confirmation</em> (validating the existence of effects). This has led to suggestions of a two-phased strategy: running an exploratory study (Phase 1) and then performing a Phase 2 validation/confirmation study (ideally pre-registered) that tests just the strongest effect(s) to emerge from Phase 1. Using simulations we ask a simple question: how does this phased strategy compare with the simpler alternative of running “one big study” that combines exploration and confirmation? At any given alpha level, two figures of merit trade off against each other, with the 2-phased strategy offering lower power and greater positive predictive value (PPV). However, a closer comparison of the results show that the “big study” option is strictly dominant in the sense that for any given alpha level used in the two-phased strategy, there is some alpha level for which the “big study” approach yields better power <em>and</em> better PPV. Bonferroni correction for multiple comparisons does not affect this result. The implications and their important limitations are discussed.</p></div>","PeriodicalId":93338,"journal":{"name":"Methods in Psychology (Online)","volume":"5 ","pages":"Article 100078"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.metip.2021.100078","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42642753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Unanticipated voices? Reflections from our ongoing ‘adventures’ with participant-authored photography, interviewing and interpretative phenomenology","authors":"Iain R. Williamson,&nbsp;Kerry Quincey,&nbsp;Benjamin J. Lond,&nbsp;Periklis Papaloukas","doi":"10.1016/j.metip.2021.100062","DOIUrl":"https://doi.org/10.1016/j.metip.2021.100062","url":null,"abstract":"<div><p>Using participant-authored photography to inform and complement the collection of interview data is increasingly popular in Psychology but reflective accounts of issues faced by researchers and participants remain scarce. We therefore present a critical commentary on some of the unexpected outcomes that have emerged during recent studies on health and disability which have employed this approach. Under the theme of ‘<em>unanticipated voices’</em> we discuss some of the challenges we have experienced around data gathering, interpretation, presentation and dissemination. We consider methodological, theoretical and ethical challenges for this paradigm and some of the challenges involved in publishing this type of work.</p></div>","PeriodicalId":93338,"journal":{"name":"Methods in Psychology (Online)","volume":"5 ","pages":"Article 100062"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.metip.2021.100062","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91593079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating video evidence in mixed methods research: Innovations, benefits, and challenges for research exploring how beliefs shape actions","authors":"Tashane K. Haynes-Brown ,&nbsp;Peggy Shannon-Baker","doi":"10.1016/j.metip.2021.100068","DOIUrl":"https://doi.org/10.1016/j.metip.2021.100068","url":null,"abstract":"<div><p>The purpose of this article is to demonstrate the benefits of using video evidence as a catalyst for innovative integration in mixed methods research. We illustrate how video data were used in the elicitation interviews of three teachers to understand their interpretations of how their beliefs align with their observed practices and how they attempted to reduce cognitive dissonance that became apparent during the video elicitation interviews. This article draws from the mixed methods case study phase of a larger explanatory sequential mixed methods study conducted in Jamaica with 248 secondary school teachers. A subsample of eight teachers participated in follow-up mixed methods case studies. Case study data were collected in the form of qualitative and quantitative observation data, video recordings, semi-structured interviews, and video elicitation interviews. The video elicitation interview increased credibility in the inferences drawn about how beliefs shaped actions by allowing the teachers to answer in a more conscious, reflective manner as they selected segments of the videos that they felt reflected their beliefs about teaching in terms of learner-centeredness and teacher-centeredness. All data for each case were integrated using joint display analysis. The findings revealed that teachers’ stated beliefs that their teaching practices were more student centered were not evident in the video data collected which resulted in cognitive dissonance for some teachers. The videos provided an opportunity for the researcher to understand the inconsistencies in the data and how the teachers dealt with dissonance between their beliefs and actions that would not have been afforded without the use of videos during the elicitation interview. Integrating video data in research into psychological constructs has implications for educational psychologists as well as mixed methods researchers. Future research on the use of video elicitation in research about beliefs versus actions can consider using this visual method over a longitudinal timeframe to see if the use of video elicitations prompts change in beliefs and/or actions.</p></div>","PeriodicalId":93338,"journal":{"name":"Methods in Psychology (Online)","volume":"5 ","pages":"Article 100068"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.metip.2021.100068","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91593083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Three Suggestions to Support Ongoing Replication Efforts: A Checklist, Visual Comparison, and Rating Scale","authors":"Paz Fortier,&nbsp;Louis A. Schmidt","doi":"10.1016/j.metip.2021.100045","DOIUrl":"https://doi.org/10.1016/j.metip.2021.100045","url":null,"abstract":"<div><p>We propose three practical suggestions that might be used in tandem to help address enduring replication challenges: (1) a methodology checklist to increase awareness of potentially overlooked variables and scaffold the design of replication attempts, (2) a means of facilitating visual side-by-side comparisons of reference and replication methodologies to increase replication fidelity, and (3) a broader methodology fidelity rating system to capture the nuance associated with direct replication. Incorporating these suggestions into replication efforts could facilitate improved coordination of multi-site replication attempts and offer a standardized means of assessing methodological fidelity for replication submissions and data review.</p></div>","PeriodicalId":93338,"journal":{"name":"Methods in Psychology (Online)","volume":"4 ","pages":"Article 100045"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.metip.2021.100045","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"137158124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Online timing: Why not?","authors":"Jordan Wehrman,&nbsp;Paul Sowman","doi":"10.1016/j.metip.2021.100047","DOIUrl":"10.1016/j.metip.2021.100047","url":null,"abstract":"<div><p>We examine participants' ability to accurately produce durations online, and their subjective ratings of performance. Given the push tso move students online, it is necessary to transition to online experiments. However, this comes comes certain challenges. Therefore, we performed a duration production task in which participants produced, then rated the accuracy of these productions. Generally, results support the capacity for duration production to be moved online. Further, participants are at least partially aware of the accuracy of their productions, though their estimates varied. However, a caveat to this is that duration productions were slightly longer than the target duration.</p></div>","PeriodicalId":93338,"journal":{"name":"Methods in Psychology (Online)","volume":"4 ","pages":"Article 100047"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.metip.2021.100047","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"112766651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Contributions and limitations of diverse qualitative methods to feminist participatory and action research with women in the wake of gross violations of human rights","authors":"M. Brinton Lykes ,&nbsp;M. Emilia Bianco ,&nbsp;Gabriela Távara","doi":"10.1016/j.metip.2020.100043","DOIUrl":"10.1016/j.metip.2020.100043","url":null,"abstract":"<div><p>This article explores several qualitative research methods deployed in three case studies in which activist feminist scholars trained in the global north engaged in participatory research processes with Indigenous women in Guatemala and Peru and with Latina migrants in the United States. We authors accompanied these women as they resisted oppressive conditions, engaged in healing processes, and persisted in transforming their lives towards realizing a better future for themselves and their families in the context of continuous violence and impoverishment. The article explores sometimes overlooked aspects of participatory methods, including (1) the contribution of individual interviews within participatory and action research processes, which are generally based on group processes; (2) diverse creative, participatory strategies for data collection, analysis, and sharing of co-constructed knowledge(s) to study participants and co-researchers who have endured gross human rights violations; and, (3) the dialectics of voice and silence evident in FPAR and FPR processes of accompanying these women through dialogic research relationships. We conclude with implications for participatory activist scholarship that draws on qualitative methods to document the diverse meanings of experiences of violence, resistance, and healing.</p></div>","PeriodicalId":93338,"journal":{"name":"Methods in Psychology (Online)","volume":"4 ","pages":"Article 100043"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.metip.2020.100043","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113786369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating qualitative and quantitative methods to develop a comprehensive coding manual: Measuring attention to mathematics in play contexts","authors":"Jenny Yun-Chen Chan ,&nbsp;Michèle M.M. Mazzocco","doi":"10.1016/j.metip.2021.100044","DOIUrl":"10.1016/j.metip.2021.100044","url":null,"abstract":"<div><p>This coding manual was created to quantify and characterize the ways in which parents and their preschool children attend to mathematical features during play. We operationalized attention to mathematical features as instances during which parents or children made verbal references to quantitative (i.e., number, quantity, part-whole relations) or spatial (e.g., size, shape, spatial location, positional orientation) features. Through analysis of videotapes and transcripts of parent-child play sessions, we coded these <em>verbal communications</em> as questions, responses, mentions, or repetitions; and coded corresponding <em>nonverbal support</em> as either explicit, implicit, or irrelevant to the mathematical features coded. Analyses of independent coding by two coders indicated that we reliably coded instances of attending to mathematical features and the ways in which dyads talked about these features. Codes for nonverbal behaviors were less reliable and may require further development to improve reliability. The reliability analyses on verbal communication also illustrated the Kappa paradox—in our case, the high proportion of feature mentions led to a low value of Cohen's Kappa even when the percent agreement and Gwet's Agreement Coefficient 1 were high. The coding scheme served as a framework for our recent report on the frequency of parents' and children's attention to mathematical features and the association between parents' and children's attention to these features (Chan et al., 2020). This coding manual leverages the benefits of a mixed-methods approach by coding qualitative observations for quantitative analysis, and may provide other researchers with a framework for coding attention to mathematical features in a play context and developing manuals for analyzing other aspects of parent-child interaction.</p></div>","PeriodicalId":93338,"journal":{"name":"Methods in Psychology (Online)","volume":"4 ","pages":"Article 100044"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.metip.2021.100044","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"99422505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Imagining a vibrant [post]Qualitative Psychology via ‘Experimentation’","authors":"Brendan Gough","doi":"10.1016/j.metip.2021.100049","DOIUrl":"10.1016/j.metip.2021.100049","url":null,"abstract":"<div><p>In this article I reflect on – and celebrate - the increasing eclecticism and creativity within Qualitative Psychology. Diverse forms of hybrid qualitative research, knowledge production and dissemination are referenced, including performative, fictional and digital iterations, and the potential for participant-centred, co-produced, democratic practices is promoted. The challenges posed by ‘post-qualitative’ thinkers are also touched on, reinforcing the importance of ‘conceptual experimentation’ as well as researcher humility. My reflections are realised via an imagined research project involving my father, where multiple methods and possibilities are conveyed while experimenting with textual and reflexive interjections. The final section positions Qualitative Psychology as responsive to social issues, including the Covid-19 pandemic and male mental health, and points to intersectionality, interdisciplinarity and impact as key drivers for change in qualitative research and, potentially, the discipline of Psychology.</p></div>","PeriodicalId":93338,"journal":{"name":"Methods in Psychology (Online)","volume":"4 ","pages":"Article 100049"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.metip.2021.100049","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"94385083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}