Using interpretive phenomenological analysis to advance theory and research in educational psychology

Emery, Alyssa; Anderman, Lynley H.

doi:10.1080/00461520.2020.1787170

Cited by 25 publications

(14 citation statements)

References 56 publications

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“…Yet, theory development has been relatively underscrutinized compared to the field's focus on methods (Fielder, 2017;Wentzel, 2021). Scholars who have looked deeply at psychology's use of theory have lamented the paucity of clear descriptions of theory development (Eronen & Bringmann, 2021), the scarcity of clear connections between theory and the empirical work published in psychology journals, (McPhetres et al, 2021), the difficulty in evaluating the adequacy of theories (Gervais, 2021), the oftenunchecked proliferation of multiple seemingly similar theories about the same phenomena (Eronen & Romeihn, 2020;Mischel, 2008), and the inequitable prominence of WEIRD (i.e., Western, educated, industrialized, rich, and democratic;Henrich et al, 2010) and able-ist (Emery & Anderman, 2020) perspectives in psychology scholarship. Quite simply, more just, effective, reliable, and beneficial psychology scholarship and practice requires reform focused not just on methods and anti-racist practices, but also on theory development and use.…”

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confidence: 99%

“…The need for tripartite reform (i.e., methods, anti-racism, theory development) in psychology extends to its many subdisciplines (Eronen & Bringmann, 2021), with educational psychology being no exception (DeCuir-Gunby & Schutz, 2014;Makel et al, 2021;Wentzel, 2021). There is emerging evidence of questionable research practices in education and educational psychology (Gehlbach & Robinson, 2021) as well as continued evidence the field must reckon with past failures to address epistemic injustice (Kidd et al, 2017) based on race (Lopez, 2022;Usher, 2018) and ability (Emery & Anderman, 2020), among other factors. Calls for a greater focus on theory development in educational psychology have been less prominent but nonetheless present.…”

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What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?

Greene

2022

Educ Psychol Rev

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One of the field of psychology’s stated goals is to produce scholarship with findings that benefit the world. Over the last 10 years, psychology scholarship and its presumed societal benefits have been called into question due to the field’s history of questionable research practices, racism, and epistemic oppression. Calls for methodological, ethical, and practical reforms are essential to building a psychological science that is just, effective, reliable, and beneficial. Recently, these calls have been complemented by a push to reform how theory is developed and used in psychology. There is great need for better understanding and implementation of theory development, both in the field of psychology broadly as well as in its subdisciplines, including educational psychology. At the same time, educational psychologists have much to contribute to the tripartite calls for methodological, ethical, and theory reforms. In this paper, I explore theory development in psychology by discussing the importance of developing both the descriptive and explanatory aspects of theory as well as the need to refine how theory is evaluated and integrated. Then, I review how innovations and practices in educational psychology can inform the broader theory reform movement in psychology writ large. Finally, I identify important future directions for further advancing theory reform in psychology, including addressing ableism in the field, increasing the field’s hospitability for theory revision, furthering theory development transparency, and more deeply integrating theory development into preparation programs.

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What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?

Greene

2022

Educ Psychol Rev

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“…all affect the attitudes students have toward music learning (Burak, 2019 ; Powell, 2019 ; Aubele, 2020 ). Therefore, only by analyzing the multi-dimensional factors that affect the music learning of students can the “Pygmalion effect” be truly and effectively applied to primary school music education and change the attitudes of students toward music learning (Emery and Anderman, 2020 ; Nolen, 2020 ).…”

Section: Methodologiesmentioning

confidence: 99%

The Pygmalion Effect to Piano Teaching From the Perspective of Educational Psychology

2021

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Aiming at the problem of low student enthusiasm in piano teaching, this work tried to apply “Pygmalion effect” to piano teaching from the perspective of educational psychology. Forty-five students were chosen from nine classes in grades 2, 4, and 6 of a central elementary school in Beijing City using experimental research, and the experimental group and the control group were set up. A questionnaire was adopted to conduct the pre-test and post-test of the experiment, which were done to analyze the factors that affect the attitude of students toward music learning and the effect of piano teaching. The results show that the encouragement level of the piano teacher and the enthusiasm of the students in the piano course were significantly correlated at the 0.01 level. There was also a significant correlation between self-efficacy and student piano learning enthusiasm at the 0.01 level. Furthermore, the pre-test and post-test results showed that the students in the experimental group of each grade generally performed much better in piano learning than the students in the control group, which proves that the “Pygmalion effect” can play an excellent interventional role in piano teaching. In this research, the value of “Pygmalion effect” in the educational psychology of piano music education in primary schools was deeply studied to explore the possibility of a novel piano teaching model. The research results show that teacher encouragement can stimulate the subjective initiative of students and make them perform better in piano learning. This research provides reference and ideas for the combination of education- and psychology-related research in the music classroom.

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“…It is argued that simulation and experimentation can only provide an incomplete picture of the human behaviours associated with a narrow understanding of negotiation behaviours and their social context (Fabijan et al, 2017). Whereas, interpretive research can contribute to the extant literature by providing an additional valuable understanding of negotiations (Emery & Anderman, 2020).…”

Section: Methodsmentioning

confidence: 99%

Innovative Entrepreneurs and Their Negotiation Behaviours in Launching New Products

Minh¹,

Hiep²,

Ouynh³

et al. 2020

HSSR

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Purpose: This study investigates the impact of the negotiation behaviours by Vietnamese innovative-entrepreneurs on negotiation outcomes. The focus emphasises face-to-face negotiation sessions between innovative entrepreneurs and their corporate customers as they promote new services and products that either fulfill unmet market demands or achieve significant improvements in comparison to existing products or services. Methodology: This paper employed a qualitative research method to distill the entrepreneurial negotiation behaviours and their impacts on negotiation performance. A series of semi-structured interviews were conducted individually with 14 Vietnamese innovative-entrepreneurs, from five industries including technology, manufacturing, agriculture, medical, and education. To ensure the entrepreneurs' fall under the classification of innovative-entrepreneurs. The participating entrepreneurs were selected Entrepreneurship-Incubator, Vietnam-Department-of-Business-Registration-Management, and Business-Startup-Support-Centre. Main Findings: The findings showed that the negotiated-terms, the self-expression of the parties, the negotiation process, and the relationship developed were found to be significant in measuring negotiation performance. Negotiation behaviours, including concern about the personal outcome; concern about others’ outcomes; building relationships; and, emotional expression, were found as having a positive impact on negotiation performance. In contrast, risk-taking negatively affected negotiation outcomes. Applications: Based on the aforementioned findings, a proposed negotiation-framework of an innovative-entrepreneur in the product launching stage is being developed. Novelty/Originality of this study: This study brings another view on measuring negotiation performance by applying psychological negotiation outcome elements rather than relying on objective elements only. The significance of each psychological negotiation outcome element is also ordered. The unique advantages and challenges of the launching stage of an innovative entrepreneur are also explored to provide in-depth entrepreneurial knowledge.

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Using interpretive phenomenological analysis to advance theory and research in educational psychology

Cited by 25 publications

References 56 publications

What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?

What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?

The Pygmalion Effect to Piano Teaching From the Perspective of Educational Psychology

Innovative Entrepreneurs and Their Negotiation Behaviours in Launching New Products

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