Multimethod approaches in educational research

Noting the attractions of self‐report questionnaires and surveys to those engaged in educational research, this article discusses some of the problems that can arise from their injudicious use. It is argued that the potentially misleading nature of findings from such approaches is particularly highlighted when mixed methodologies are employed. Illustrations of this point are provided by means of reference to studies in the areas of locus of control and achievement motivation. The article concludes by calling for greater use of multi‐method approaches in educational psychology/special education, operating at different levels of the ecosystem.