Analyzing Qualitative Interview Data: The Discourse Analytic Method

The article presents discourse analysis as a method of analyzing qualitative interview data. Using examples from a study of users' library conceptions, it is argued that participants' interpretations are much more context dependent and variable than normally recognized, and that this has important implications for the use of interview data. Instead of producing definitive versions of participants' action or beliefs, interview data may be used to reveal regular interpretative practices through which participants construct versions of actions, cognitive processes, and other phenomena. This method does not take the individual as the principal unit of analysis, but strives to recognize cultural regularities in participants' accounts to examine the phenomena studied at a macrosociologic level.     

Monitoring makes a difference: quality and temporal variation in teacher education students’ collaborative learning

The aim of this process-oriented video-observation study is to explore how groups that perform differently differ in terms of the number, quality, and temporal variation of their content-level (knowledge co-construction) and meta-level (monitoring) activities. Five groups of teacher education students (n = 22) were observed throughout a 3-month course. Video recordings (33 hours) of face-to-face group interaction (n = 12,931 speech turns) and pre- and post-tests of students’ knowledge were collected. The results show that the well-performing group was more engaged in high-level knowledge co-construction and monitoring activities. The well-performing group was also capable of maintaining a higher level throughout the tasks, whereas the lower performing groups’ knowledge co-construction and monitoring activities was reduced during the course.     

Psychological sequelae of childhood sexual abuse: abuse-related characteristics, coping strategies, and attributional style

OBJECTIVE: The aim of this study was to test a model predicting the contribution of abuse-related characteristics and mediating variables such as coping and attributional style in the development of psychological sequelae in adults reporting a history of child sexual abuse (CSA). METHODOLOGY: Two hundred and eighty-five males and females from three settings (a nonpatient, psychiatric outpatient, and psychiatric inpatient) completed a battery of questionnaires that included a (1) Sexual History Questionnaire, (2) Ways of Coping Questionnaire, (3) Attributional Style Questionnaire, and (4) the SCL-90-R. RESULTS: Of the 285 participants, 33% reported unwanted or forced sexual contact before the age of 18 years. Participants who reported a history of CSA also reported higher levels of psychological distress when compared to those who did not report a history of abuse. In testing the model concerning the relationship between victim-offender characteristics, mediating variables and psychological distress in adulthood; two abuse-related characteristics (number of offenders and duration of abuse) were found to be directly associated with psychological distress in adulthood. Other abuse-related variables (i.e., relation with offender, force, resistance, age of onset, participation, and frequency of abuse) were found to be related to psychological distress in adulthood through the mediation of various coping strategies (i.e., Accepting Responsibility, Confrontive Coping) and attributions (i.e., internalization of the abuse). CONCLUSIONS: The results of the present study further our understanding regarding the relationship between abuse-related characteristics, mediating factors such as coping and attributional style and psychological distress in adults with a history of CSA. Future research should focus on the development of interventions that focus on variables amenable to psychotherapy to ameliorate the psychological sequelae of CSA.     

Student teachers’ proactive strategies for avoiding study-related burnout during teacher education

The study aims to gain a better understanding of the function of proactive strategies in buffering study burnout among student teachers at the early stage of their studies. There is some evidence that the use of active social coping strategies during studies is related to reduced burnout levels among early career teachers. Less is known about the association between the proactive strategies and burnout among student teachers. Altogether, 244 Finnish student teachers completed the survey. The data were analysed by using SEM. The results suggested that the proactive strategies adopted by student teachers seem to prevent study-related burnout, especially in terms of exhaustion in studies and inadequacy in studying, but not directly the perceived cynicism towards studies. The results imply that learning how to use proactive strategies is functional in coping with study-related stressors, by reducing the risk of student teachers’ burnout.     

Tert-butyl amine borane complex: An unusual application of a reducing agent on model molecules of cellulose based materials

The need to preserve cultural heritage on paper requires the setting up of methods and treatments that can be applied to original documents. The cellulose main degradation processes are hydrolysis and oxidation. Only the first one has been widely investigated. The Istituto Centrale per la Patologia del Libro (ICPL) focused its attention on oxidation phenomena and studied a particular class of reducing agents, namely the borane-amine complexes. During the investigation it was found that the borane tert-butylamine complex, besides being the most promising reducing agent, was also able to react with carboxylic functions. In the present study ¹H and ¹³C NMR, Pulsed field gradient NMR spectroscopy as well as Raman spectroscopy were used as analytical tools to disclose the mechanism of the interaction between the borane tert-butylamine complex and the carboxylic functions. Given the complexity of the paper/environment interactions and the subsequent degradation phenomena, we worked on simplified models based on small carbohydrate molecules in order to reproduce the behavior of degraded paper after reductive restoration. Modified D-glucose and D-cellobiose were used in this first step in order to set up the analytical methods before approaching more complex systems such as microcrystalline cellulose and paper. Our results give the experimental evidence that borane tert-butylamine complex is also able to neutralize acidic functions. This finding has important perspectives in paper restoration.     

NINTER - Networked Interaction: Theory-Based Cases in Teaching and Learning

This article describes the pedagogical framework of an interdisciplinary and international project entitled NINTER (Networked Interaction: Theory-Based Cases in Teaching and Learning). The practical aim of the project is to produce a pedagogical model for learning and teaching in networked environments. The research project has its foundation on socio-constructivist learning theories, with one of the most important principles being the idea of apprenticeship in thinking. The article also takes a look at the first results obtained from different kinds of videotaped and written material that were collected during a WWW-based university course. Also questions raised from the data for future research are considered.     

How the source of word-of-mouth influences information processing in the formation of brand attitudes

Word-of-mouth (WOM) can be a powerful, persuasive source of information, but relatively little is understood about how consumers utilize information in service evaluations and how the source of WOM (e.g. friends, family) affects attitudes. The importance of WOM is acknowledged in the services context; however, the research field of higher education has found some inconsistent results concerning the impact of WOM. The aim of this study, with its focus on information processing, is to enhance the understanding of these varying results with data from international master's degree applicants. By means of structural equation modeling, the results suggest that the processing of WOM differs depending on the source and the difficulty of evaluation criteria. Information through some sources of WOM is mainly cognitively processed, whereas in others information is processed more as simple cues. Overall, insights are provided into the impact of WOM, and higher education marketing.     

How elementary school students' motivation is connected to self-regulation

Empirical research reveals that students face difficulties engaging in learning and achieving their goals in a variety of learning contexts. To study effectively, students need to regulate their learning process. In spite of increased understanding of cognitive aspects of self-regulation, motivational aspects of regulation have not yet been thoroughly probed. This study investigates how motivation is connected to self-regulated learning when elementary school students (N = 32) study science in real classroom contexts using gStudy software. This was done by: (1) identifying students' situated motivation during the learning process, (2) analyzing how the students with different motivational approaches activated cognitive self-regulation in authentic learning situations across multiple learning episodes, and (3) complementing the understanding with the students' individual accounts of their motivation regulation during the learning process. The results show that there are qualitative differences in the self-regulation tactics used by the high- and low-motivation students as they study. Motivation is linked closely to active self-regulation.     

‘What makes her succeed?’ Children's interpretations of their peers' successes in learning situations

Previous research has shown that observing peers' success in learning is important for the development of children's belief in themselves as learners. However, in research, these observations are seldom made in actual classroom learning activities. This study investigated how children explain factors that lead to their peers' successes in classroom learning activities. Seventeen elementary school children from first, second and third grade participated in a ‘detective course’ in which they needed to capture moments of success using a mobile camera device. The pictures were used for photo-elicitation interviews (n?=?28) in order to find out children's views on the reasons for their peers' successes in learning situations. Pictorial data (n?=?361) were coded with data-driven categories to see what kind of situations children considered successful. The results show that the reasons given for peers' successes dealt with situation-specific information, such as mastery and quality of performance. Findings indicate that children explain peers' successes through the actions that their peers made during the situations, rather than by comparison between the abilities of their classmates. The results provide information for practitioners and teachers on how to promote children to use the example of their peers to recognise and explain successful learning situations in the classroom.