Doing Q-methodological research: theory, method and interpretation

By F. Shayan. QMiP bulletin, 2014

1,116 citations recorded by the source corpus.

While the mixed method approach has attracted much attention over the past few years in the field of educational research, including educational technology, Q-methodology, which encapsulates the advantages of both the quantitative and qualitative methods, has not yet entered the mainstream of scholarly educational technology research into human subjectivity and remains unfamiliar to most researchers. Based on more than 16 years of applying Q-methodology in a diverse range of studies, Watts and Stenner’s Doing Q Methodological Research is a step-by-step procedure that covers both the theory and pragmatism of gathering, analysing, interpreting, and publishing a Q-study.

View Paper: https://www.semanticscholar.org/paper/727da027936644cf07a816081e509cf903c313ad

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Citations in the corpus

• Profiling Chinese university students’ motivation to learn multiple languages (2019, methodology): “Loadings were considered statistically significant at α = 0.01, r > .43 (Watts and Stenner 2012).”
• Using Q-methodology in environmental sustainability research: A bibliometric analysis and systematic review (2021, methodology): “One general guideline is to include fewer participants than study Q-set items (Watts and Stenner, 2012); another is to aim for”
• Climate change and social transformations: is it time for a quantum leap? (2016, methodology): “35 Q methodology has been used in a number of studies of subjective attitudes and beliefs related to climate change.”