The time has come for psychology to stop treating qualitative data as an embarrassing secret

Despite the sustained flourishing—both in terms of quantity and quality—of qualitative research in psychology, psychology's establishment ‘gatekeepers’ seem to still be wedded to the dogma that only experimental research and quantitative data are sufficiently robust to be taken seriously. In this paper we make the case against this contempt and call for qualitative research and data to be recognized as valid and epistemologically sound in its own right. Given that its ontology is based upon constructionist assumptions about the nature of the social world, its power to provide nuanced insight into the complexity of humankind is not a problem, but its greatest strength. Our paper therefore starts with a brief review of the ontological and epistemological differences between the two approaches to demonstrate that they are complementary rather than competition. We then make our case, based on two key strategies: first by shedding light on the fact that many (perhaps even most) of psychology's classic experimental studies actually collected qualitative data (in the form of debriefing interviews and the like) and used it to understand what was going on; and then by recent studies that have expressly sought feedback about the hypothesis being purportedly tested. We then recognize the extent to which contemporary researchers are expressing their frustration at the way that they are being forced into a methodological straight jacket, by carrying out their research in ways they view as inauthentic. We end with a call to kerb the methodological dogma that has taken hold of psychology, and to move to a more inclusive approach

Academic Self-Concept and the Use of Tablet Technologies in Czech and Slovak Schools

New technologies are being increasingly introduced into classrooms as new tools for learning. This is however often done regardless of any academic evidence concerning their impact. Our objective was to identify differences in Academic Self-Concept in students before and after using tablet technologies in education. A total of 490 students aged 10 to 17 from 10 schools in Slovakia and 12 schools in Czechia were enrolled in a 6-month trial, in which instruction was conducted via tablets and touchscreen boards. Our findings showed that the Academic Self- Concept scores of children, who had below-average Academic Self-Concept scores, improved over the trial. However, initial above-average scores tended to decrease throughout the trial. Incorporating technologies into the educational process does not appear to have the potential to be associated with an increase in Academic Self-Concept in students overall. We believe that those who score low on Academic Self-Concept may benefit from the overall motivating effect of the intervention, and from the chance to experience success in novel educational situations

A story of great expectations: Qualitative research in psychology in the Czech and Slovak Republics

In this article, we explore how social, cultural, and institutional contexts have influenced methodological choices in psychology research in the Czech and Slovak republics (C&SR). Thirty years since the collapse of communism in 1989, many qualitative psychologists are disappointed, feeling their hopes have not been fulfilled. In the current performance-oriented and measurement-obsessed academic milieu, it has become difficult to do in-depth qualitative research. Despite the broad integration of qualitative research into C&SR psychology, there has been only a modest increase in qualitative research getting published. Our article looks at the personal narratives of key figures in qualitative research in the C&SR and how these overlap with the overall narratives of social change in our countries and the epistemological changes in our science. The article draws on a conference panel discussion, interviews with key actors who have shaped qualitative research in C&SR, and our own experiences

A story of great expectations: Qualitative research in psychology in the Czech and Slovak Republics

In this article, we explore how social, cultural, and institutional contexts have influenced methodological choices in psychology research in the Czech and Slovak republics (C&SR). Thirty years since the collapse of communism in 1989, many qualitative psychologists are disappointed, feeling their hopes have not been fulfilled. In the current performance-oriented and measurement-obsessed academic milieu, it has become difficult to do in-depth qualitative research. Despite the broad integration of qualitative research into C&SR psychology, there has been only a modest increase in qualitative research getting published. Our article looks at the personal narratives of key figures in qualitative research in the C&SR and how these overlap with the overall narratives of social change in our countries and the epistemological changes in our science. The article draws on a conference panel discussion, interviews with key actors who have shaped qualitative research in C&SR, and our own experiences