Experience-Sampling Research Methods and Their Potential for Education Research

Abstract

think tanks, which, unlike universities, send out press releases. The lack of clear and certain results in much of education research, as well as the lack of a small set of peer-reviewed flagship journals, contributed to the media's failure to publicize peer-reviewed research in popular education reporting. (49 ref)-

The dynamics of attachment insecurity and paranoid thoughts: An experience sampling study

“…Second, the sample size might be criticized as being relatively small (20 per group), and further larger studies are needed to confirm our findings. However, it should be noted that the hierarchical nature of our data involves repeated measures of the same individual, and high statistical power and reliability can be achieved using relatively small sample sizes (Zirkel et al, 2015), Third, as mentioned previously, the ESM attachment measure appears to be a non-specific indicator of attachment insecurity, which limits our understanding about specific associations between differing attachment styles and symptoms as considered in previous cross-sectional studies using clinical samples. Dozier et al (1991) and Dozier and Lee (1995) for example found an association between the dismissing-avoidant attachment style and paranoia.…”

Research Methodologies for Total Worker Health ®

“…38 Often the sampling is conducted at randomly selected times throughout 1 or more days. 39 The data gathered in this “real life” monitoring activity is then reviewed with the workers through in-depth interviews to better understand the factors that might have influenced the study-related behaviors or work patterns.…”

Measurement Matters

“…We also encourage further innovation in measurement development. An incomplete list of promising approaches includes: opportunistically mining students’ online learning behavior or written communication in real time (e.g., Twitter feeds, Kahn Academy databases) for meaningful patterns of behavior (D’Mello, Duckworth, & Dieterle, 2014; Ireland & Pennebaker, 2010; Kern et al, 2014); the aperture method of administering random subsets of questionnaire items to respondents so as to minimize administration time while maximizing content validity (Revelle, Wilt, & Rosenthal, 2010); recording and later coding 30-second audio snippets during everyday life (Mehl, Vazire, Holleran, & Clark, 2010); presenting hypothetical situations in narrative form and asking students what they would do in that circumstance (Oswald, Schmitt, Kim, Ramsay, & Gillespie, 2004; Ployhart & MacKenzie, 2011); asking students to make observations of their peers (Wagerman & Funder, 2007); indirectly assessing personal qualities through innovative application of factor analysis to conventionally collected data (e.g., GPA, attendance, achievement test scores) (Kautz & Zanoni, 2014; Jackson, 2012); and contacting students throughout the day to assess their momentary actions, thoughts, and feelings (Wong & Csikszentmihalyi, 1991; Zirkel, Garcia, & Murphy, 2015). In general, efforts to advance measurement of personal qualities would greatly benefit from cross-fertilization with similar efforts in personality psychology, industrial and organizational psychology, neuroscience, and economics (Heckman & Kautz, 2013; Pickering & Gray, 1999; Roberts, Jackson, Duckworth, & Von Culin, 2011; Schmidt, 2013; Schmidt & Hunter, 1998).…”