Methods in Psychology (Online)最新文献

{"title":"Methodology for research on psychology of the Arts: A systematic review, critique, and argument for mixed methods","authors":"Megan G. Stutesman ,&nbsp;Thalia R. Goldstein ,&nbsp;Divya Varier","doi":"10.1016/j.metip.2025.100199","DOIUrl":"10.1016/j.metip.2025.100199","url":null,"abstract":"<div><div>We present a systematic review covering the prevalence of research methodology published on psychology of the arts topics in the field's leading journal, <em>Psychology of Aesthetics, Creativity, and the Arts</em> (<em>N</em> = 612) over the lifespan on the journal (2006–2024) to exemplify the fields methodological orientation and point to the dearth of mixed methods studies. We suggest the field of psychology of the arts would benefit from expanding its methodological focus and argue for mixed methods as an advantageous approach. We base this argument on the inherent qualitative <em>and</em> quantitative qualities of art itself and the qualitative <em>and</em> quantitative nature of how humans experience art. Insight into how mixed methods may help the field of psychology of the arts overcome current issues is also offered. This includes a) contributing to a fuller understanding of art forms themselves and the psychological processes associated with the arts, b) remedying existing measurement issues, c) addressing common problems faced with longitudinal study in the field, d) addressing diversity, equity, and inclusion related issues in the field, and e) advancing the fields contributions to inference, insight, methodological transparency and reflexivity, dissemination, the potential for generalizability or transferability of findings, and practical utility of the research. Lastly, we discuss ongoing issues and considerations for employment of mixed methods especially for psychology of the arts topics. This is the first review to call attention to the field's methodological stance and to situate the unique merit of mixed methods for empirical study of the arts.</div></div>","PeriodicalId":93338,"journal":{"name":"Methods in Psychology (Online)","volume":"13 ","pages":"Article 100199"},"PeriodicalIF":0.0,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145026990","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}

{"title":"Innovation in gifted education coordinators: A sequential transformational mixed methods study","authors":"Celeste D.C. Sodergren ,&nbsp;Beatrice R. Buentello","doi":"10.1016/j.metip.2025.100200","DOIUrl":"10.1016/j.metip.2025.100200","url":null,"abstract":"<div><div>Gifted education coordinators (GECs) are called upon to transform programs in their districts to overcome long-standing racial and socio-economic disparities in identification and services (Ezzani et al., 2021; Floyd, 2022). This is only possible if the gifted coordinator believes themselves to be capable of leading change and persists through the difficulties of implementation. The purpose of this study is to understand how GECs believe they can innovate within their districts and the impact those beliefs have on their patterns of practice, and what other factors contribute to innovative action. The design is a sequential transformational mixed method design with two phases and three distinct points of integration. First, we distributed a survey including scales for innovation and entrepreneurial self-efficacy (ESE). Then we plotted the ESE score and innovative depth scores in a scatterplot and purposively sampled participants for phase two interviews from each quadrant. Second, we used the results of the phase one survey to adjust the interview protocol for phase two, and used the qualitative responses of each selected participant in the protocol as anchoring prompts. The final point of integration is in the analysis and meta-question, which includes an integrated data display. We found that leadership experience positively predicted ESE, and ESE positively predicted innovation. Through the transformation and integration of data, descriptions of each quadrant reveal relevant points of interest for preparing and supporting GECs.</div></div>","PeriodicalId":93338,"journal":{"name":"Methods in Psychology (Online)","volume":"13 ","pages":"Article 100200"},"PeriodicalIF":0.0,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145048820","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}

{"title":"Exploring the impact of possibility thinking training on educators’ creative self-perceptions: A mixed methods action research study in Maltese schools","authors":"Margaret Mangion ,&nbsp;Andreia Valquaresma ,&nbsp;Vlad P Glaveanu","doi":"10.1016/j.metip.2025.100198","DOIUrl":"10.1016/j.metip.2025.100198","url":null,"abstract":"<div><div>Creativity in education aims to foster mindsets and practices that envision and enact “what could be”. Possibility Thinking(PT) offers an outlet for teachers to hone in on their own self-perceptions while also cultivating environments that nurture creativity and possibility thinking in their students. Despite a sound body of conceptual literature (Craft, 2001, 2013; Glăveanu, 2017) and scant empirical studies (Burnard et al., 2006; Gregoriou, 2023) related to possibility thinking, there is a paucity of empirical studies employing mixed-methods to explore possibility thinking within authentic contexts. This article presents findings from a twelve-month mixed-method project conducted in four Maltese primary schools with a total of 304 educators. Qualitative and quantitative data were integrated to offer a comprehensive perspective. Adopting a pragmatism-informed approach and guided by the Five As of creativity (Glăveanu, 2012) – Actor, Action, Artefact, Audience, Affordances, this study integrates qualitative and quantitative methods to offer a holistic understanding of how PT training can be embedded in education to enhance creative self-perception and agency among educators. Quantitative data were collected through validated self-report scales measuring the creative self, creative mindsets, and PT dispositions. Qualitative data, gathered via reflective journals, observations, and thematic analysis, captured the contextual and emotional dimensions of practice. While no statistically significant group or time effects were found across quantitative measures in a two-way between-subjects ANOVA, PT and its subdimensionsshowed strong intercorrelations (<em>r</em> = .85 to .93, <em>p</em> &lt; .01) and moderate associations with growth mindset (<em>r</em> = .26 to .34, <em>p</em> &lt; .05) and creative self (<em>r</em> = .30 to .53, <em>p</em> &lt; .01) at both pre- and post-test. Thematic analysis revealed four key themes: emotional engagement, practical relevance, structural constraints, and the importance of institutional support. These findings suggest that PT training, especially when embedded within reflective and supportive environments, can foster gradual yet meaningful shifts in teachers’ creative self-perceptions and pedagogical agency. Implications are discussed for professional development and creativity research in education.</div></div>","PeriodicalId":93338,"journal":{"name":"Methods in Psychology (Online)","volume":"13 ","pages":"Article 100198"},"PeriodicalIF":0.0,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144922455","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}

{"title":"“Shouting into a canyon” or “A golden goose Egg”: Understanding teachers’ emotional experience in distance learning through creative metaphor","authors":"Ross C. Anderson (co-founders),&nbsp;Mari Livie (co-founders)","doi":"10.1016/j.metip.2025.100201","DOIUrl":"10.1016/j.metip.2025.100201","url":null,"abstract":"<div><div>Distance learning was a unique struggle for teachers, who reported some of the highest levels of stress among any professionals in the U.S. This study investigates teachers' emotional experience and creative development in COVID-19 pandemic distance learning through mixed method analysis of their generated metaphor about distance learning, integrating the circumplex model of affect and conceptual metaphor theory. Results present an overall positive shift in teachers' emotional relationship toward distance learning using complex and creative metaphoric representations. The emotional valence of teachers’ metaphors related to metaphor creativity and factors of teacher well-being. Teachers used humor often, mostly when representing unpleasant emotions.</div></div>","PeriodicalId":93338,"journal":{"name":"Methods in Psychology (Online)","volume":"13 ","pages":"Article 100201"},"PeriodicalIF":0.0,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144925039","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}

{"title":"Honoring childhood agency in developmental research: Best practices, applications, and insights","authors":"Amanda N. Howery ,&nbsp;Olivia J. Lashley ,&nbsp;Hanna R. Wright ,&nbsp;Julia L. Williams ,&nbsp;Olivia K. Nomura ,&nbsp;Eline L. Lenne ,&nbsp;Elizabeth K. Wood ,&nbsp;Hanna C. Gustafsson ,&nbsp;Elinor L. Sullivan","doi":"10.1016/j.metip.2025.100197","DOIUrl":"10.1016/j.metip.2025.100197","url":null,"abstract":"<div><div>Pediatric research requires caregivers to provide informed consent on behalf of their children. While not a formal requirement for children under the age of seven, it is important to involve child participants in the assent and decision-making processes in developmentally appropriate ways. This is especially important in longitudinal research, where the extent to which a developing child understands study tasks evolves over time. Although there is consensus that assent procedures are important and necessary, limited resources synthesizing strategies for pediatric researchers to encourage positive and respectful research experiences for young children exist. We describe methods used in an ongoing longitudinal study following caregiver-infant dyads from gestation through five years of child age. Study visits include repeated assessment of children's behavioral, cognitive, and physical development. Additionally, we describe observations from a study that used art-based approaches to enhance agency during study visits with five-to ten-year-olds. We describe methods for promoting agency in research contexts including potential modifications based on developmental milestone achievement. We detail strategies for assessing and responding to child behaviors that may indicate dissent. By synthesizing this information, we provide a comprehensive resource that may be used to encourage positive and respectful research experiences for children. Such experiences are likely to improve data quality and retention and uphold developmental research ethics. Further, this work contributes to a larger conversation about child agency, which has been occurring for decades across academic disciplines. Promoting children's agency in research also has potential to promote healthy long-term outcomes for developing children.</div></div>","PeriodicalId":93338,"journal":{"name":"Methods in Psychology (Online)","volume":"13 ","pages":"Article 100197"},"PeriodicalIF":0.0,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144932144","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}

{"title":"Relational ethics between researchers: An Indigenous qualitative perspective","authors":"Gloria Fraser","doi":"10.1016/j.metip.2025.100196","DOIUrl":"10.1016/j.metip.2025.100196","url":null,"abstract":"<div><div>Qualitative research has long emphasized the ethics of researcher-participant relationships, however far less attention has been given to the ethical complexities of relationships between research collaborators. For Indigenous researchers, research collaborations can be shaped by tokenism within academic institutions that often prioritize funding success and publication outputs over relationality. Drawing on my experiences as a Māori qualitative researcher, this commentary explores the often-overlooked ethics of researcher-researcher relationships and advocates for a relational ethics approach, grounded in Māori values of whanaungatanga (building and maintaining relationships) and manaakitanga (care, reciprocity, and collective responsibility) as central to ethical qualitative research. I reflect on the ways in which Indigenous researchers are often positioned as cultural consultants rather than full research partners, with cultural responsibilities delegated to them instead of being collectively considered within research teams. In response, I offer reflections on how qualitative researchers can cultivate meaningful, reciprocal relationships that extend beyond transactional academic norms. Taking time to build relationships before formal collaborations begin, pushing back against extractive research practices, and shifting institutional cultures to recognize relational work as valuable are all critical steps. Ultimately, I imagine a more compassionate and just academy—one that values relationships as central to ethical research and recognizes the transformational potential of decolonization in shifting what counts as success.</div></div>","PeriodicalId":93338,"journal":{"name":"Methods in Psychology (Online)","volume":"13 ","pages":"Article 100196"},"PeriodicalIF":0.0,"publicationDate":"2025-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144887600","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}

{"title":"Diverse client motivation: Why using a transformative paradigm along with a critical race theory framework is important in this mixed methods study","authors":"Donna Walck ,&nbsp;Jennifer Parr ,&nbsp;Kristin Rabb ,&nbsp;Martin F. Lynch ,&nbsp;Dena P. Swanson ,&nbsp;Sheree L. Toth","doi":"10.1016/j.metip.2025.100184","DOIUrl":"10.1016/j.metip.2025.100184","url":null,"abstract":"","PeriodicalId":93338,"journal":{"name":"Methods in Psychology (Online)","volume":"13 ","pages":"Article 100184"},"PeriodicalIF":0.0,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144322132","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}

{"title":"Comparing self-construal scales: Cultural implications for the United States, East Asia, Southeast Asia, Latin America, and the Middle East","authors":"Jon Lim,&nbsp;Christine Ma-Kellams","doi":"10.1016/j.metip.2025.100189","DOIUrl":"10.1016/j.metip.2025.100189","url":null,"abstract":"<div><div>Contemporary self-construal research indicates that people define themselves either as independent or interdependent. We review self-construal scales across the United States, East Asia, Southeast Asia, Latin America, and the Middle East to compare/contrast their operationalizations of interdependence (or independence). Taken together, this body of research suggests that, consistent with findings on American and East Asian selves, Southeast Asian cultures also exhibit interdependent self-construal. Latin Americans, however, display independent self-construal despite their long-standing characterization as a collectivist culture, while Arabs display both independence and interdependence. Future directions—including the improved validity of multidimensional measures of the self over dichotomous scales, cultural differences on distinctiveness, research on bicultural individuals, within-cultural comparisons, and the role of polyculturalism—are discussed.</div></div>","PeriodicalId":93338,"journal":{"name":"Methods in Psychology (Online)","volume":"12 ","pages":"Article 100189"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144230043","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}

{"title":"Pursuing equity through transformative mixed methods Research: The case of secondary transition","authors":"E. Kutscher ,&nbsp;W. Zeng ,&nbsp;K. Reardon ,&nbsp;S.L. McDaniel ,&nbsp;V.L. Mazzotti","doi":"10.1016/j.metip.2025.100188","DOIUrl":"10.1016/j.metip.2025.100188","url":null,"abstract":"<div><div>This study examines how mixed methods research within secondary transition reflects transformative values. We develop nine guiding questions based on established transformative criteria (Sweetman et al., 2010) and transition literature (Scott and Shogren, 2023; Trainor et al., 2020; Trainor and Romano, 2023). We apply the guiding questions to investigate how 22 mixed methods studies enhanced equity and quality of life for transition-age disabled youth. Findings provide insights into how researchers are applying transformative approaches to promote equity and improved quality of life, as well as opportunities for advancing the application of transformative worldviews.</div></div>","PeriodicalId":93338,"journal":{"name":"Methods in Psychology (Online)","volume":"12 ","pages":"Article 100188"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144255434","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}

{"title":"Using transformative mixed methods to develop a measure of school belonging for Indigenous students","authors":"Macy L. Bowman,&nbsp;Matthew T. McCrudden","doi":"10.1016/j.metip.2025.100185","DOIUrl":"10.1016/j.metip.2025.100185","url":null,"abstract":"<div><div>We aimed to support the self-determination of Wolastoqey communities by developing a measure of contextual factors that contribute to school belonging for their middle school and high school students who attended school off-reserve. Most post-positivist methodologies of measure development minimize researcher bias <em>after</em> an item pool has been generated; however, there is limited check on researcher bias <em>before</em> the item pool has been generated. Transformative methodologies include checks on researcher bias throughout the research process by ensuring that individuals who are influenced by the research are actively involved. The mixed methods methodological aim of this paper was to illustrate the application of a transformative approach to instrument development. We used an exploratory sequential mixed methods design. A transformative mixed methods approach to scale development can support the self-determination of those influenced by the research and its outcomes. Methodological contributions of this approach are discussed.</div></div>","PeriodicalId":93338,"journal":{"name":"Methods in Psychology (Online)","volume":"12 ","pages":"Article 100185"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144205539","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}