Experience Sampling Method: Measuring the Quality of Everyday LifeSAGE, 2007 - 352 páginas This volume addresses the contribution to research methods and, specifically, phenomenology, known as the Experience Sampling Method (ESM). ESM is a research procedure for studying what people do, feel, and think during their everyday lives. It consists of asking individuals to provide systematic self-reports at random occasions during the waking hours of their lives. Experience Sampling Method: Measuring Everyday Life is intended as a step-by-step guide for social and behavioral scientists who are interested in doing research about the experience and quality of people's everyday lives. Part I describes methods and procedures that have been used effectively for studying human experience; Part II provides the psychometric information necessary to evaluate the reliability and validity of the measurements; and Part III presents a sampler of findings as an indication of the kind of questions that such studies can answer. It gives a complete overview of the foundations for ESM, provides a step-by-step guide for researchers designing and implementing an ESM study, offers useful tips to consider before implementing a study, and lists specific uses for ESM in research, including coverage of gender, family life, work, cross-cultural differences, education, and clinical applications. |
Contenido
Epistemological Foundations for the Measurement of Experience | 3 |
A Systematic Phenomenology | 4 |
The Experience Sampling Method | 6 |
A Brief History | 7 |
How Trustworthy Are Subjective SelfReports? | 9 |
What Can We Learn From ESM? | 11 |
Theoretical Foundations of ESM | 15 |
Biology Culture and Daily Behavior | 16 |
Differences in Companionship | 151 |
Similarities and Differences in Emotional Experience | 154 |
Other Gender Differences in Adolescence | 160 |
The Experience of Family Life | 163 |
Methodological Concerns and Variations | 164 |
The Couple Relationship | 165 |
The Arrival of the First Child | 166 |
Juggling Work and Family Roles | 168 |
The Interplay of Psychological Processes and Cognitive Functions | 19 |
Interaction of Individuals and Environments | 24 |
Experience Fluctuations WellBeing and Development | 25 |
A Theoretical Compass for Exploring Experience | 28 |
Collecting the Data | 31 |
Designing a Study Using ESM | 32 |
Equipment and Signaling Schedules | 35 |
Designing the Form | 43 |
Other Design Decisions | 46 |
Implementing the Study | 50 |
Documentation | 58 |
Dealing With the Data Coding Entry Cleaning and Data Management | 61 |
Developing a Codebook | 62 |
Coding the External Coordinates of Experience | 63 |
Coding the Internal Coordinates of Experience | 69 |
Physically Coding and Entering the Data | 71 |
Setup Cleaning and Manipulation of Data Files | 73 |
ResponseLevel Data and PersonLevel Data | 75 |
Postentry Data Manipulation | 77 |
Data File Management and Documentation | 79 |
Notes | 80 |
Types of Analyses | 81 |
Qualitative Approaches | 82 |
Graphic and Numeric Descriptive Information | 84 |
Planning for Statistical Analyses | 89 |
OLS Statistical Techniques | 90 |
Multilevel and Other Complex Statistical Techniques | 98 |
Psychometrics of ESM Data | 103 |
Validity of Method | 104 |
Validity of ESM Measurements | 110 |
Reliability of ESM Measurements | 115 |
Samples of Experience | 125 |
Quality of Experience in Selected Activities | 129 |
Quality of Experience of Selected Groups of People | 132 |
Emotions WellBeing and Flow | 137 |
The Experience of Males and Females | 149 |
Differences in Activities | 150 |
The Adolescents Experience of Family | 171 |
Transmission of Emotions Between Family Members | 174 |
Optimal Conditions for Adolescent Development | 177 |
The Experience of Work | 181 |
Time and Work | 184 |
General Trends | 186 |
The Quality of Experience Across Workers | 189 |
The Quality of Experience Across Work Activities | 191 |
The Intersection of Work and Family | 196 |
The Experience of Unemployment | 198 |
Examining CrossCultural Differences | 205 |
Methodological Concerns and Variations | 206 |
Culture and Time Use | 207 |
CrossCultural Variation in General Affective Experience | 211 |
Culture and Subjective Experience in Various Activities | 213 |
CrossCultural Examinations of Flow | 217 |
Studies of American Subcultures | 219 |
Educational Applications | 229 |
Methodological Concerns and Variations | 230 |
Time Use and the Structure of Classrooms | 232 |
The Quality of Students Classroom Experiences | 235 |
Comparing Students Classroom Experiences | 243 |
AfterSchool Programs | 249 |
The Experience of Teachers | 250 |
Clinical Applications | 253 |
Methodological Concerns and Variations | 254 |
Use of ESM for Describing and Contextualizing Experiences of Disorder | 255 |
Use of ESM in Therapy and in Treatment Evaluation | 270 |
Concluding Thoughts | 277 |
Ten Major Issues ESM Illuminates | 279 |
Sample ESM Data Collection Forms ESFs | 293 |
ESM Coding Scheme Used in the Sloan Study of Youth and Social Development | 299 |
309 | |
341 | |
About the Authors | 351 |
Otras ediciones - Ver todas
Términos y frases comunes
adolescents adults analysis Asian American assess average beeped behavior boys bulimia Caucasian American challenge and skill Chapter classroom coding colleagues compared context correlation cortisol Csikszentmihalyi & Larson Csikszentmihalyi & Schneider cultural daily Delespaul deVries emotions engagement ESM data ESM reports ESM research ESM studies example fathers Fave feel Feldman Barrett flow condition friends gender girls happiness Hispanic housework individuals interaction intrinsic motivation involved Larson & Richards Larson and Richards less levels Massimini measure method Mihaly Csikszentmihalyi mood mothers multilevel modeling negative optimal experience pagers parents participants PDAs perceived percent person person-level Psychology quality of experience questionnaire questions Rathunde ratings Reed Larson response-level responses Richards 1994a rience schizophrenia self-esteem self-reports signaling device social Social Psychology specific spend spent subjective experience teenagers teens tion typically variables variation watching week women workers Z-scores
Pasajes populares
Página 316 - Diener, E., Smith, H., & Fujita, F. (1995). The personality structure of affect. Journal of Personality and Social Psychology, 69, 130-141.
Página 317 - Ambulatory assessment. Computer-assisted psychological and psychophysiological methods in monitoring and field studies.
Página 312 - Moskowitz, DS (1998). On the dynamic covariation between interpersonal behavior and affect: Prediction from neuroticism, extraversion, and agreeableness.
Página 334 - The numeric values of rating scales: A comparison of their impact in mail surveys and telephone interviews. International Journal of Public Opinion Research, 7, 72-74. Schwarz, N., & Hippler, HJ (1995b).
Página 335 - S. (2000). Real-time self-report of momentary states in the natural environment: Computerized ecological momentary assessment.
Página 310 - In AC Crouter & R. Larson (Eds.), Temporal rhythms in adolescence: Clocks, calendars, and the coordination of daily life. New directions for child and adolescent development (No. 82).
Página 335 - D. ( 1999). The ambitious generation: America's teenagers motivated but directionless. New Haven. CT: Yale University Press. Schneider. B.. & Waite. L. (Eds.). (2005). Being together, working apart: Dual-career families and the work-life balance. Cambridge.