Reference : Integrating mixed method data in psychological research: Combining Q methodology and ...
Scientific journals : Article
Social & behavioral sciences, psychology : Animal psychology, ethology & psychobiology
Social & behavioral sciences, psychology : Neurosciences & behavior
Social & behavioral sciences, psychology : Theoretical & cognitive psychology
Social & behavioral sciences, psychology : Treatment & clinical psychology
Human health sciences : Psychiatry
http://hdl.handle.net/10993/3419
Integrating mixed method data in psychological research: Combining Q methodology and questionnaires in a study investigating cultural and psychological influences on adolescent sexual behavior.
English
Franz, Anke [Canterbury Christ Church University, Canterbury, UK]
Worrell, Marcia [University of Roehampton, London, UK]
Vögele, Claus mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Integrative Research Unit: Social and Individual Development (INSIDE) >]
Oct-2013
Journal of Mixed Methods Research
7
4
370-389
Yes (verified by ORBilu)
International
1558-6898
[en] multi-level integration ; discourse analysis ; psychology ; Q methodology ; adolescent sexual health
[en] In recent years, combining quantitative and qualitative research methods in the same study has become more and more acceptable in both applied and academic psychological research. However, a difficulty for many mixed methods researchers is how to integrate findings consistently. The value of using a coherent framework throughout the research process is discussed. Arguments are illustrated by referring to a study on individual- and cultural-level influences on attitudes to sexual health behaviours conducted with adolescents in Germany and England between 2005 and 2009. The article concludes that using an appropriate framework throughout the research process can ensure integration of findings in a consistent and coherent way. This can improve mixed-methods research and produce greater “yield’ (O’Cathain et al., 2007, 147).
Researchers ; Professionals ; Students
http://hdl.handle.net/10993/3419
10.1177/1558689813483368

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