Conceptions of Research Methods Learning Among Psychology Undergraduates: A Q Methodology Study*

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 as integral to psychology, research methods as a digression from psychology, research methods as disconnected from psychology, and research methods as beneficial 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.     

War and poverty

Philosophical Studies - Because the poorest people tend to die from easily preventable diseases, addressing poverty is a relatively cheap way to save lives. War, by contrast, is extremely...     

Assessing metacognitive skills in waking and sleep: a psychometric analysis of the Metacognitive, Affective, Cognitive Experience (MACE) questionnaire

The Metacognitive, Affective, Cognitive Experience (MACE) questionnaire was designed to assess metacognition across sleep and waking (Kahan & LaBerge, 1996). The present research evaluates the psychometric properties of the MACE. Data from two recent studies (N=185) were used to assess the inter-item consistency, test-retest reliability, and factorial, convergent, and discriminant validity of the MACE. Results show that the MACE is a reliable measure with good construct validity. Exploratory factor analyses revealed one self-regulation and two monitoring factors. One monitoring factor emphasized monitoring internal conditions; the other emphasized monitoring external conditions. This factor structure is consistent with the Metacognitive Model (Nelson & Narens, 1990). Tests of convergent and discriminant validity suggest that the MACE is assessing metacognition and is appropriately related to similar constructs such as mindfulness and self-consciousness. The implication of these findings as well as suggestions for research and clinical applications of the MACE are discussed.     

Personal Genomic Testing as Part of the Complete Breast Cancer Risk Assessment: A Case Report

Patient access and utilization of personal genomic testing is becoming increasingly common. We present a case of a patient's personal genomic screening results leading to early detection of infiltrating breast ductal cell carcinoma via MRI scan. This case exemplifies the successful integration of personal genomic testing into the primary care setting, with the guidance and support of genetic counseling services. We discuss the scientific basis of the patient's genome scan results and risk assessment, and how this informed her decision-making and subsequent screening. We also expound upon the role of personal genomic testing as compared to other screening tests in the complete breast cancer risk assessment.     

What is a reason to act?

Argues for a conception of reasons as premises of practical reasoning. This conception is applied to questions about ignorance, advice, enabling conditions, “ought,” and evidence.     

Emotional Impact of a Video‐Based Suicide Prevention Program on Suicidal Viewers and Suicide Survivors

In light of continuing concerns about iatrogenic effects associated with suicide prevention efforts utilizing video‐based media, the impact of emotionally‐charged videos on two vulnerable subgroups—suicidal viewers and suicide survivors—was explored. Following participation in routine suicide education as a part of the U.S. Air Force Suicide Prevention Program's video‐based community briefing, a sample of young active duty airmen demonstrated small decreases in positive emotional states and larger decreases in negative emotional states, especially among suicidal females. No evidence of iatrogenic effects were observed among suicidal or survivor subgroups when compared to controls. Results support the use of video‐based media as a safe educational strategy that might actually serve to decrease emotional distress among vulnerable subgroups.