Basics of qualitative research: Grounded theory procedures and techniques

Prospective Cohort Study

The detection of psychiatric illness by questionnaire

Recording of presentation introducing narrative analysis, outlining what it is, why it can be a useful approach, how to do it and where to find out more. Presentation given at methods@manchester seminar at University of Manchester on 4 March 2010.

What is Narrative Analysis

A review of 13 years of research into antecedents of university students' grade point average (GPA) scores generated the following: a comprehensive, conceptual map of known correlates of tertiary GPA; assessment of the magnitude of average, weighted correlations with GPA; and tests of multivariate models of GPA correlates within and across research domains. A systematic search of PsycINFO and Web of Knowledge databases between 1997 and 2010 identified 7,167 English-language articles yielding 241 data sets, which reported on 50 conceptually distinct correlates of GPA, including 3 demographic factors and 5 traditional measures of cognitive capacity or prior academic performance. In addition, 42 non-intellective constructs were identified from 5 conceptually overlapping but distinct research domains: (a) personality traits, (b) motivational factors, (c) self-regulatory learning strategies, (d) students' approaches to learning, and (e) psychosocial contextual influences. We retrieved 1,105 independent correlations and analyzed data using hypothesis-driven, random-effects meta-analyses. Significant average, weighted correlations were found for 41 of 50 measures. Univariate analyses revealed that demographic and psychosocial contextual factors generated, at best, small correlations with GPA. Medium-sized correlations were observed for high school GPA, SAT, ACT, and A level scores. Three non-intellective constructs also showed medium-sized correlations with GPA: academic self-efficacy, grade goal, and effort regulation. A large correlation was observed for performance self-efficacy, which was the strongest correlate (of 50 measures) followed by high school GPA, ACT, and grade goal. Implications for future research, student assessment, and intervention design are discussed.

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Psychological correlates of university students' academic performance: a systematic review and meta-analysis

The aim of this qualitative study was to comprehend how mothers understood and accounted for their experiences in relation to the ideology of motherhood which has been socially constructed as a critical aspect of femininity. Semi‐structured interviews were conducted with 24 primiparous and multiparous women, and transcripts analysed using open and axial coding with triangulation. Using a material‐discursive approach to interpret the data, two higher order themes are presented: ‘the realization of new motherhood’ and ‘coping with new motherhood’. These themes demonstrate how unprepared for motherhood the women were and how their expectations were based on various myths of motherhood. This led to feelings of inadequacy as they struggled with the myth versus reality discrepancy. However, they could not be seen to be inadequate and therefore employed greater efforts to portray themselves as supermum, superwife, supereverything and hide the opposite. These findings are interpreted within the context of the soc...

Supermum, superwife, supereverything : performing femininity in the transition to motherhood

The aim of this study was two-fold; first, to examine the relationship between motivational orientations and adjustment to university, stress, and well-being in a sample of students during their second year of university and second, to assess the predictive value of motivational orientations in determining subsequent academic performance. Controlling for gender and age, amotivated behaviors led to worse psychosocial adjustment to university, higher levels of perceived stress, and greater psychological distress while studying. In contrast, intrinsically motivated behaviors (to know) were associated with lower levels of stress. In relation to academic performance, neither extrinsic or intrinsic motivation, nor amotivation were related to subsequent academic achievement. Both gender and entry qualifications were significant predictors of performance; women and those individuals with greater academic aptitude prior to entering university had higher marks. These results are discussed with reference to Deci and Ryan’s (1985, 1991) self-determination theory.

Intrinsic, extrinsic, and amotivational orientations: Their role in university adjustment, stress, well-being, and subsequent academic performance

A prospective longitudinal investigation of social problem-solving appraisals on adjustment to university, stress, health, and academic motivation and performance.

Few studies have examined, comprehensively and prospectively, determinants of oral-health-related quality of life The aim of this study was to examine the relationships between psychosocial factors and oral health status, health perceptions, and quality of life Measures of symptom and functional status, health perceptions, quality of life, oral health beliefs, and psychological (sense of coherence, self-esteem, health locus of control) and social factors (parents' income and education) were collected from 439 12- and 13-year-olds at baseline and six-month follow-up, together with a clinical examination at baseline Structural equation modeling indicated that increased levels of caries and more symptoms predicted more functional limitations, and, cross-sectionally, greater functional impact was associated with worse health perceptions, which were linked to lower quality of life Sense of coherence was the most important psychosocial predictor These factors are important in understanding how oral health affects young people's daily lives

What Psychosocial Factors Influence Adolescents’ Oral Health?

Objectives. The aim of the current study was to compare physiological reactions and self-reports of bodily sensations for social phobics, clinically anxious and non-anxious controls across four tasks. Design. A within-group design was used in which each participant took part in four tasks. Two were designed to be demanding, either physically (riding an exercise bicycle) or mentally (mental arithmetic task), while two, a mental imagery task (personally relevant situation) and a social conversation, were designed specifically to be anxiety provoking. Methods. Of the 54 participants, 18 were generalized social phobics, 18 were clinically anxious but not socially phobic (8 with panic disorder, 6 with generalized anxiety disorder and 4 simple phobics), and 18 were non-anxious. Heart rate, skin conductance, and facial and neck temperatures were recorded continuously during four different tasks and rest periods with corresponding self-report ratings of bodily sensations taken to reflect 13 sampling points. Results. There were no group differences on any of the physiological measures during any of the four tasks. However, there were a number of between-group differences with regard to ratings of bodily sensations. Both clinical groups had higher ratings of racing heart than the non-anxious control group during the imagery task. In addition, social phobics had significantly higher ratings of racing heart during the social conversation in relation to both comparison groups. With regard to ratings of body heat, the anxious group had greater ratings than the non-anxious controls during the imagery task. Finally with regard to ratings of sweaty hands, both clinical groups had higher ratings than the non-anxious controls during the social conversation. All three groups were generally inaccurate in their ratings of bodily sensations. Conclusions. Social phobics do not experience a unique physiological reaction during social threat but report their heart rate as being greater than is the case for non-social phobics during such situations. These findings are generally consistent with current theoretical models of social phobia.

Sarah R. Baker

Papers

Supermum, superwife, supereverything : performing femininity in the transition to motherhood

Intrinsic, extrinsic, and amotivational orientations: Their role in university adjustment, stress, well-being, and subsequent academic performance

A prospective longitudinal investigation of social problem-solving appraisals on adjustment to university, stress, health, and academic motivation and performance.

What Psychosocial Factors Influence Adolescents’ Oral Health?

Self-reported and actual physiological responses in social phobia