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Henry LM, Hansen E, Chimoff J, Pokstis K, Kiderman M, Naim R, Kossowsky J, Byrne ME, Lopez-Guzman S, Kircanski K, Pine DS, Brotman MA. Selecting an Ecological Momentary Assessment Platform: Tutorial for Researchers. J Med Internet Res 2024; 26:e51125. [PMID: 38175682 PMCID: PMC10797510 DOI: 10.2196/51125] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2023] [Revised: 09/25/2023] [Accepted: 10/18/2023] [Indexed: 01/05/2024] Open
Abstract
BACKGROUND Although ecological momentary assessment (EMA) has been applied in psychological research for decades, delivery methods have evolved with the proliferation of digital technology. Technological advances have engendered opportunities for enhanced accessibility, convenience, measurement precision, and integration with wearable sensors. Notwithstanding, researchers must navigate novel complexities in EMA research design and implementation. OBJECTIVE In this paper, we aimed to provide guidance on platform selection for clinical scientists launching EMA studies. METHODS Our team includes diverse specialties in child and adolescent behavioral and mental health with varying expertise on EMA platforms (eg, users and developers). We (2 research sites) evaluated EMA platforms with the goal of identifying the platform or platforms with the best fit for our research. We created a list of extant EMA platforms; conducted a web-based review; considered institutional security, privacy, and data management requirements; met with developers; and evaluated each of the candidate EMA platforms for 1 week. RESULTS We selected 2 different EMA platforms, rather than a single platform, for use at our 2 research sites. Our results underscore the importance of platform selection driven by individualized and prioritized laboratory needs; there is no single, ideal platform for EMA researchers. In addition, our project generated 11 considerations for researchers in selecting an EMA platform: (1) location; (2) developer involvement; (3) sample characteristics; (4) onboarding; (5) survey design features; (6) sampling scheme and scheduling; (7) viewing results; (8) dashboards; (9) security, privacy, and data management; (10) pricing and cost structure; and (11) future directions. Furthermore, our project yielded a suggested timeline for the EMA platform selection process. CONCLUSIONS This study will guide scientists initiating studies using EMA, an in vivo, real-time research tool with tremendous promise for facilitating advances in psychological assessment and intervention.
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Affiliation(s)
- Lauren M Henry
- Emotion and Development Branch, National Institute of Mental Health, Bethesda, MD, United States
| | - Eleanor Hansen
- Emotion and Development Branch, National Institute of Mental Health, Bethesda, MD, United States
| | - Justin Chimoff
- Department of Anesthesiology, Critical Care and Pain Medicine Research, Boston Children's Hospital, Harvard Medical School, Boston, MA, United States
| | - Kimberly Pokstis
- Department of Anesthesiology, Critical Care and Pain Medicine Research, Boston Children's Hospital, Harvard Medical School, Boston, MA, United States
| | - Miryam Kiderman
- Emotion and Development Branch, National Institute of Mental Health, Bethesda, MD, United States
| | - Reut Naim
- The School of Psychological Sciences, Tel-Aviv University, Tel-Aviv, Israel
| | - Joe Kossowsky
- Department of Anesthesiology, Critical Care and Pain Medicine Research, Boston Children's Hospital, Harvard Medical School, Boston, MA, United States
| | - Meghan E Byrne
- Emotion and Development Branch, National Institute of Mental Health, Bethesda, MD, United States
| | - Silvia Lopez-Guzman
- Emotion and Development Branch, National Institute of Mental Health, Bethesda, MD, United States
| | - Katharina Kircanski
- Emotion and Development Branch, National Institute of Mental Health, Bethesda, MD, United States
| | - Daniel S Pine
- Emotion and Development Branch, National Institute of Mental Health, Bethesda, MD, United States
| | - Melissa A Brotman
- Emotion and Development Branch, National Institute of Mental Health, Bethesda, MD, United States
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Kupers E, Loopers J, Albers C, Bakker A, Minnaert A. An experience sampling study on the links between daily teacher self-efficacy, need-supportive teaching and student intrinsic motivation. Front Psychol 2023; 14:1159108. [PMID: 37546457 PMCID: PMC10400435 DOI: 10.3389/fpsyg.2023.1159108] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2023] [Accepted: 06/14/2023] [Indexed: 08/08/2023] Open
Abstract
Introduction Why are some teachers more successful at motivating students than others? We know from previous literature that teachers' self-efficacy relates to the extent in which they engage in need-supportive teaching in the classroom, which in turn relates to student intrinsic motivation. However, teachers' self-efficacy is hypothesized to be dependent on their previous mastery experiences, e.g., of engaging students in the classroom. This "feedback loop" where the teacher not only influences the student but also the other way around, in a process unfolding over time, can only be investigated empirically with an intensive longitudinal design. This is precisely what we did in the current study. Methods Secondary school teachers (n = 4) and students (n = 90) participated in an experience sampling study throughout one school year, resulting in a unique dataset with 48-59 repeated measurement points per class. Results Visual exploration of the time series revealed that teacher self-efficacy can vary substantially from lesson to lesson, with characteristic patterns of stabilization and de-stabilization. We conducted Vector Autoregressive Analysis (VAR) for each of the four cases to test whether, and how, the variables relate to each other over time. We found an "overspill effect" for student motivation, meaning that students' motivation in today's lesson predicts their motivation in tomorrow's lesson. Furthermore, in two cases we found that today's student motivation predicts tomorrow's teacher self-efficacy, but not the other way around.
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Affiliation(s)
- Elisa Kupers
- Department of Inclusive and Special Needs Education, Faculty of Behavioral and Social Sciences, University of Groningen, Groningen, Netherlands
| | - Judith Loopers
- Department of Inclusive and Special Needs Education, Faculty of Behavioral and Social Sciences, University of Groningen, Groningen, Netherlands
| | - Casper Albers
- Department of Psychometrics and Statistics, Faculty of Behavioral and Social Sciences, University of Groningen, Groningen, Netherlands
| | - Alianne Bakker
- Department of Inclusive and Special Needs Education, Faculty of Behavioral and Social Sciences, University of Groningen, Groningen, Netherlands
| | - Alexander Minnaert
- Department of Inclusive and Special Needs Education, Faculty of Behavioral and Social Sciences, University of Groningen, Groningen, Netherlands
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Romero-Rodríguez S, Moreno-Morilla C, Mateos-Blanco T. “Laying bricks to build integrated career guidance plans”: Best practices in vocational education and training in Andalusia, Spain. Front Psychol 2022; 13:1001836. [PMID: 36186318 PMCID: PMC9521637 DOI: 10.3389/fpsyg.2022.1001836] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2022] [Accepted: 08/11/2022] [Indexed: 11/13/2022] Open
Abstract
Vocational Education and Training (VET) policies are paying increasing attention towards the need to develop quality career guidance processes. Career guidance plays an essential role in this challenge by enabling people to develop the career management skills that allow them to become aware of their full potential and to construct life projects that facilitate the emotional management of uncertainty and complexity, participating as responsible agents in their environment. After conducting a literature review on each of these key elements, we set out to identify best practices in VET as “building blocks” for the construction of an integrated career guidance plan in VET. This study adopts an approach based on qualitative methodology, specifically a documentary type of research has been carried out. The documents analysed correspond to 88 best practices identified in Andalusia (Spain). The analysis strategy used was a content analysis. For this purpose, a system of categories has been designed, from a deductive perspective, which has contributed to a systematic analysis of them. One of the first conclusions of the study is the uneven development o best practices in the different VET professional pathways. The practices carried out in the centres begin to incorporate different elements and thus facilitate the creation of a suitable context for the development of comprehensive career guidance plans in VET. The article closes by offering implications for the development of guidance in the education system (at VET level) and discusses lines of future research.
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Affiliation(s)
- Soledad Romero-Rodríguez
- Department of Research and Assessment Methods in Education, School of Education, Universidad de Sevilla, Seville, Spain
- *Correspondence: Soledad Romero-Rodríguez,
| | - Celia Moreno-Morilla
- Department of Research and Assessment Methods in Education, School of Education, Universidad de Sevilla, Seville, Spain
| | - Tania Mateos-Blanco
- Department of Theory and History of Education, and Social Pedagogy, Universidad de Sevilla, Seville, Spain
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Branje S. Adolescent identity development in context. Curr Opin Psychol 2021; 45:101286. [PMID: 35008027 DOI: 10.1016/j.copsyc.2021.11.006] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2021] [Revised: 10/31/2021] [Accepted: 11/24/2021] [Indexed: 11/03/2022]
Abstract
One of the key developmental tasks in adolescence is to develop a coherent identity. Studies have increasingly begun to go beyond the study of mean level identity change and examine the underlying mechanisms of identity development at the intraindividual, microlevel, that is, at the level where development is taking place: within the person, in here and now experiences and relationships. Identity development during adolescence is characterized by both systematic maturation and substantial stability. Life events and transitions, as well as accumulating real-time experiences, might play a role in identity development. Optimal development of identity is embedded in high-quality family relationships and friendships in which constructive narrative processes take place.
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Affiliation(s)
- Susan Branje
- Department of Youth and Family, Utrecht University, Utrecht, the Netherlands.
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Branje S, de Moor EL, Spitzer J, Becht AI. Dynamics of Identity Development in Adolescence: A Decade in Review. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2021; 31:908-927. [PMID: 34820948 PMCID: PMC9298910 DOI: 10.1111/jora.12678] [Citation(s) in RCA: 34] [Impact Index Per Article: 11.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2020] [Revised: 08/04/2021] [Accepted: 08/17/2021] [Indexed: 06/06/2023]
Abstract
One of the key developmental tasks in adolescence is to develop a coherent identity. The current review addresses progress in the field of identity research between the years 2010 and 2020. Synthesizing research on the development of identity, we show that identity development during adolescence and early adulthood is characterized by both systematic maturation and substantial stability. This review discusses the role of life events and transitions for identity and the role of micro-processes and narrative processes as a potential mechanisms of personal identity development change. It provides an overview of the linkages between identity development and developmental outcomes, specifically paying attention to within-person processes. It additionally discusses how identity development takes place in the context of close relationships.
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