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.

摘要

先前已经确定了有关研究方法学习的一系列概念。这项研究旨在检查在本科心理学专业学生之间的深入共享观念。通过将定量和定性方法相结合的Q方法来揭示一群人对特定领域持有的主观观点，参与者对陈述进行了排名，以反映研究方法研究的不同概念。队伍随后的因素分析，确定了学生观念的四个不同的配置文件，标记，并在定性详细说明：研究方法为一体的心理学，研究方法作为一个题外话，从心理学，研究方法为断开从心理学和研究方法作为有益的心理学。有些观点对从事心理学研究方法的研究和学习的原因有清晰的理解，而另一些观点则认为研究是很难与心理学实践联系起来的。考虑到发现某些概念似乎比其他概念更有利或存在问题，并就如何支持学生改变观点向教育工作者提出了建议。