Conceptions of Research Methods Learning Among Psychology Undergraduates: A Q Methodology Study*. Issue 4 (2nd October 2018)

• Record Type: Journal Article
• Authors: Balloo, Kieran; Pauli, Regina; Worrell, Marcia
• Is Part Of: Cognition and instruction. Volume 36:Issue 4(2018)
• Page Start: 279
• Page End: 296
• Publication Date: 2018-10-02
• Subjects: Learning -- Periodicals; Cognition in children -- Periodicals; 370.15205
• DOI: 10.1080/07370008.2018.1494180
• Languages: English
• ISSNs: 0737-0008

Abstract

Abstract: A range of conceptions held about research methods learning have previously been identified. This study aimed to examine in-depth shared conceptions among undergraduate psychology students. Utilizing Q methodology, which links both quantitative and qualitative methodologies to uncover the subjective viewpoints that a group of individuals hold toward a particular domain, participants ranked statements reflecting different conceptions of research methods learning. Ranks were then factor analyzed and four distinct profiles of student conceptions were identified, labelled, and described in qualitative detail: research methods asintegral to psychology, research methods asa digression from psychology, research methods asdisconnected from psychology, and research methods asbeneficial to psychology . Some of the perspectives displayed a clear understanding about the reasons for undertaking research and learning about research methods in psychology, whereas other standpoints saw research as being something that was difficult to relate to the practice of psychology. Findings are considered in terms of how some conceptions appear to be more beneficial or problematic to hold than others and recommendations are made to educators about how they could support students to change their views.