arahanga-doyle

Question 1

What type of data does qualitative research produce?

Answer 1

Descriptive data, such as observations of behaviour or personal accounts of experiences

Question 2

Goal of qualitative research

Answer 2

To look @ how people can perceive the world from different vantage points

Question 3

Does qualitative research focus more on intentional or material properties?

Answer 3

Intentional properties

Question 4

Material properties def

Answer 4

Quantifiable properties of a thing or phenomena

Question 5

Intentional properties def + example

Answer 5

Meaning that people assign to the properties of a thing or phenomena (if it involves ppl, then meaning matters)
Example: measuring sound waves would be the material properties, but when those waves hit our ears we make meaning of them (INTENTIONAL)

Question 6

Does qualitative research usually have a specific hypothesis?

Answer 6

No - usually more guided by research question

Question 7

Is qualitative research usually bottom-up or top-down?

Answer 7

Bottom-up - get data + build theory from that data

Question 8

How do u typically gather data in quantitative research?

Answer 8

Mostly ask closed questions of large samples 2 test v specific hypotheses

Question 9

How does qualitative research represent psychological phenomena?

Answer 9

Discursively - looking @ pattern of language
1. Captures original quality of data
2. Primarily uses quotes n images

Question 10

Ontology def

Answer 10

Question of existence itself, all research is underpinned by a set of assumptions abt the nature of reality

Question 11

The two major ontological positions r.. ?

Answer 11

Naïve realism and strong relativism

Question 12

Naïve realism def

Answer 12

There is one ‘true’ reality (independent of perception), our representations of things in the world r accurate to how they actually r

Question 13

Strong relativism def

Answer 13

Ppl’s realties differ relative 2 perception (in particular our reality is created thru language - e.g. colours?), view that our representations of things in the world r socially constructed + can’t b seen as simple reflections of how these things actually r

Question 14

What research types use naïve realism + strong relativism, respectively?

Answer 14

Quantitative research primarily uses naïve realism, qualitative research primarily uses strong relativism

Question 15

Critical realism def

Answer 15

1. Lies in between naïve realism n strong relativism
2. Disagrees w/ strong relativism in that there is a reality independent of our own perceptions, agrees w/ it in that understanding of reality is somewhat culturally + historically specific (research can never b truly objective)
3. Agrees w/ realist position that our knowledge of smth doesn’t bring it into existence

Question 16

Epistemology def + two main types

Answer 16

Nature, origin, + limitations of knowledge
Two main perspectives r positivism + social constructivism

Question 17

Positivism def (typically quantitative)

Answer 17

View that knowledge + meaning is waiting 2 b discovered and is then considered ‘true’ until disproven (thru research)
1. Knowledge can only b gained thru observation, researchers should be sceptical using participant reports (not v subjective)

Question 18

Social constructivism def (typically qualitative)

Answer 18

View that knowledge + meaning is being generated by attempts to explain the human world
1. Science is impacted on by the historical, political, and social context etc.
2. U can never know objective truth, research methods that look 4 meaning in the world r seen as more useful
3. Knowledge can b created w/ in the research itself

Question 19

Reflexivity def

Answer 19

Researcher’s self-awareness

Question 20

Can qualitative psychs b objective?

Answer 20

NO!! they’re ppl studying ppl - they’re embedded in the world

Question 21

Double hermeneutic in qualitative research

Answer 21

Within a qualitative interview or focus group there r 2 levels of interpretation:
1. Participant trying to make sense of the research topic
2. Researcher is trying to make sense of how the participant is trying to make sense of their world

Question 22

Qualitative vs. quantitative research questions

Answer 22

Qualitative - tend to be broader, more looking for understanding than a specific outcome
Quantitative - predictions (or hypotheses) r made about the expected findings of a study based on a numerical prediction

Question 23

Sampling in quantitative research

Answer 23

Led by statistical power (enough to detect hypothesised effect), must be random sampling

Question 24

Sampling in qualitative research

Answer 24

Led by the research question, requires enough depth to be informative. Might take the form of:
1. Sample of convenience (e.g. interviewing flatmates), not ideal but sometimes necessary
2. Purposeful sampling (seeking out participants w/ particular characteristics)
3. Snowball sampling
4. Theoretical sampling

Question 25

Theoretical sampling def

Answer 25

Have ur topic + get set of participants, ask questions abt that topic → use what you’ve learned to influence how ur data collection might change

Question 26

Diff types of purposeful sampling

Answer 26

1. Homogenous sample - prioritises similarity, participants have a common experience
2. Comparative sample - prioritises a range of experiences based around the same topic
3. Diverse sample - prioritises maximal difference 2 gain multiple perspectives

Question 27

4 ethical principles:

Answer 27

Cultural sensitivity
Informed consent
Deception n protection from harm
Confidentiality

Question 28

Quantitative view of participant involvement + ethics implications

Answer 28

‘Subjects’ hold information to be gathered by researchers; they are subjected to research
1. Often focuses on anonymising data set
2. Needs 2 b approved by ethics committee

Question 29

Qualitative view of participant involvement + ethics implications

Answer 29

‘Participants’ should be fully engaged in the research (doing the research with them not on them), co-creation of knowledge
1. Co-researchers may require research training (data could contain personal/identifying info - need 2 b sensitive)
2. Needs 2 b approved by ethics committee

Question 30

Cultural sensitivity def + example application

Answer 30

Contemporary research privileges Western ways of knowing (predominantly a realist ontology - 1 true reality independent of perception), need 2 b sensitive 2 other cultures’ existence
Example application: interviewers have 2 build rapport, think on their feet; may have 2 repair damage, b more than just a neutral listener

Question 31

Informed consent def

Answer 31

Need 2 inform participants abt research, get consent in the form of: signed (consent form), proxy (some1 else signs 4 participant), passive (properly informing ur participant n they don’t refuse)

Question 32

Power of researcher: Sommers & Bohns, 2018

Answer 32

Experiencer (asked 2 hand over their phone) and forecaster group (described what happened 2 experiencer group, then asked 2 questions: would a reasonable person hand over their phone, would u hand over ur phone). Results:
1. Most forecasters believed a reasonable person wouldn’t hand over phone, 97% of experiencers handed over phone

Question 33

Deception + protection from harm (guidelines by NZ Psych Society):

Answer 33

1. Deception only used when no alternative - never w/ children, never in qualitative research (want 2 explicitly know participant’s perception of that topic)
2. Can b important in experimental research where awareness reduces the effect (e.g. prejudice)
3. Once u use it, important 2 debrief participant - disclose deception, offer info abt sources of help when relevant

Question 34

Confidentiality, has 2 important practices (access + removal of identifiers):

Answer 34

1. Access 2 data - only researchers + participant, need 2 have well-trained co-researchers
2. Removal of identifiers from transcripts

Question 35

How long is quantitative data stored?

Answer 35

Usually 10 yrs, should u delete private data earlier

Question 36

Qualitative data analysis: Braun & Clarke’s 2006 thematic analysis technique

Answer 36

1. Generated by systematic searching within your qualitative data
2. Usually involves a central organising concept/idea (thematic solar system)
3. Supported by example quotes or images
4. Is reflexive

Question 37

Most common data collection 4 qualitative research:

Answer 37

1-on-1 interviews

Question 38

Are smaller or bigger samples better for qualitative research?

Answer 38

Smaller - more in-depth

Question 39

Unstructured interview features

Answer 39

1. Research topic in mind, more exploratory - bottom up
2. Good 4 research development n pilot studies

Question 40

Structured interview features (more common than unstructured)

Answer 40

1. Closed questions or scoring answers to open-ended ones (yield NUMERICAL data)
2. V fixed topic + fixed order of questions
3. Clear roles (researcher + participant), basically like being read a questionnaire
4. Expansion allowed only if pre-defined - branching (e.g. R u a student at Otago? If yes, go to question 2; if no, go to question 7.)
5. Good 4 diagnostic screening interviews (looking at what they have) + quantitative research (census?)

Question 41

Semi-structured interview features (more common than unstructured, more planning involved than for structured)

Answer 41

1. Open-ended questioning or probing following closed questions, question order may vary
2. Expansion on topic encouraged - want participant 2 say more abt topic than just the question u have planned
3. Almost equal roles - interviewer is seeking view of expert
4. Use topic guide or interview schedule
5. Good 4 focused qualitative research

Question 42

Itinerant process

Answer 42

Where u return + come back to the data itself (e.g. re-read transcript)

Question 43

Focus group features

Answer 43

1. Apply interview techniques 2 groups (n = 3+)
   Informal discussion among selected individuals abt specific topics
2. Typically shorter than a 1-on-1 interview, usually want it 2 b under an hr

Question 44

When did market research stop being so quantitative?

Answer 44

1940s - w/ WW2

Question 45

Guidance def

Answer 45

Type + amount of questions researcher will ask

Question 46

Interpretative repertoire

Answer 46

One of the main ways in which discourse analysts approach their text, common sense ways in which we make sense of our social world (terms we use, metaphors we draw on)

Question 47

Subject position

Answer 47

Availability of ways of categorising/understanding the particular position u can take up w/ in an interpretative repertoire

Question 48

Ideological dilemmas

Answer 48

Interpretative repertoires can b contradictory + when we speak on things we draw on particular arguments n descriptions, but don’t always remain consistent - shift w/ in the repertoire that we’re using

Question 49

Photo elicitation def

Answer 49

Research method that involves the use of photos w/ in an interview or focus group discussion. Essentially, photos as interview prompts.

Question 50

Pros of photo elicitation

Answer 50

1. Memory aid - can elicit more info, can evoke different kind of info
2. Build rapport - can ‘break ice’ in a research setting
3. Empowering - particularly in participant-led photo elicitation

Question 51

Researcher-led photo elicitation

Answer 51

Research provides photo (typically 1+, a handful) related 2 the research question
1. Photos primarily used as interview aid (2nd to participant quotes, useful 4 questions + memory)
2. Limited analysis (only investigating participant response 2 photos - not why they took the photos, also - less photos/photos being reused)

Question 52

Participant-led photo elicitation

Answer 52

Participant provides photo (most common form is participant generated - participant takes photo, but can include any photo)
1. Used w/ in interview + analysis (typically more meaningful photos than 4 research-led)
2. Wider scope 4 analysis (meaning of photo, reason 4 including photo, response 2 photo)

Question 53

Participatory/’photo voice’ methodology

Answer 53

1. Higher level of participation, actively include participants throughout entire research process
2. Prompts equality between participants + researchers, empowers participants 2 use their lived experiences 2 provide valuable data that can act as a catalyst 4 change

Question 54

Is media a direct or indirect form info sharing?

Answer 54

Indirect - an example of direct would b actually talking in-person 2 someone

Question 55

Discourse def

Answer 55

Patterns of language that represent, foster, + circulate versions of reality (shared versions of ‘how things are’), media helps construct + reflect these collective understandings

Question 56

3 main types of media elicitation studies

Answer 56

1. Researcher-led
2. Participant-led
3. Primary media analysis

Question 57

Researcher-led media elicitation

Answer 57

Media stimuli pre-selected by researchers, can b real or mock media

Question 58

Participant-led media elicitation

Answer 58

Media gathered by participants (can be done in real time), e.g. asking participants to choose + share media on the topic of gender n emotions

Question 59

Primary media analysis photo elicitation

Answer 59

Media itself is the focus (no participants, just media)

Question 60

Code def

Answer 60

1. Refers 2 kind of shorthand language that everyone shares + understands, thru which we can communicate larger ideas
2. Refers 2 set of rules/way of behaviour 2 follow

Question 61

Mixed methods research def

Answer 61

Research in which investigator collects n analyses data, integrates findings + draws inferences using both qualitative and quantitative approaches or methods in a single study

Question 62

What philosophy drives mixed methods?

Answer 62

Philosophy of pragmatism - the end justifies the means, research cannot b solely driven by theory or data (non-purist position)

Question 63

4 key factors of mixed methods design

Answer 63

1. Implementation - order of data collection (did data from 1 inform the other)
2. Priority - priority may b equally shared among qualitative n quantitive data, but not usually
3. Integration - stage in which diff types of data r integrated
4. Theoretical perspective - ultimate goal of study is 2 advocate 4 change

Question 64

At what stage does integration in mixed methods typically occur?

Answer 64

Interpretation phase, right at the end

Question 65

Implementation: sequential def

Answer 65

Qualitative data collected b4 quantitative OR quantitative data collected b4 qualitative

Question 66

Implementation: concurrent def

Answer 66

Collected @ same time

Question 67

4 key mixed methods designs:

Answer 67

1. Sequential explanatory (quant informs qual, both methods of equal priority)
2. Sequential exploratory (qual informs quant, both methods of equal priority)
3. Concurrent triangulation (occur @ same time, equal priority)
4. Concurrent nested (occur @ same time, not equal priority)

Question 68

Basic research (pure or blue skies) def

Answer 68

Learning abt fundamental elements of a topic, better understanding of theory is inherently valuable. NO consideration of any direct practical application.

Question 69

Which typically goes first - basic or applied research?

Answer 69

Basic –> applied

Question 70

What research type is ‘yes’ 2 fundamental knowledge + immediate application.. ?

Answer 70

Pasteur’s Quadrant - inspired basic research, rigorous in research but also worried abt real-world applications
1. Most psych research occurs w/ in this realm

Question 71

What research type is ‘yes’ 2 fundamental knowledge + no 2 immediate application.. ?

Answer 71

Bohr’s Quadrant - most pure level of basic research, typically conducted in a lab/impoverished context of participant (remove as many elements as possible 2 focus on topic of research)

Question 72

What research type is ‘no’ 2 fundamental knowledge + yes 2 immediate application.. ?

Answer 72

Edison’s Quadrant (pure applied research)

Question 73

What research type is ‘no’ 2 fundamental knowledge + immediate application.. ?

Answer 73

Tinkering - what’re u actually looking 2 achieve (usually anecdotes or common sense, often inaccurate)

Question 74

Cross-sectional research def

Answer 74

Research in which data r compared at a single point in time (e.g. census)

Question 75

Cross-sectional research pros:

Answer 75

1. Simple
2. Quick
3. Inexpensive
4. Valuable 4 generating hypotheses (gain descriptive info) - findings can b built upon

Question 76

Cross-sectional research cons:

Answer 76

1. Difficult if not impossible 2 make causal inferences (can’t investigate temporal relationships)
2. Difficult 2 study rare phenomena (might take ‘snapshot’ at wrong time)
3. Common assessment variance

Question 77

Common assessment variance def

Answer 77

Outcomes r influenced by variable that doesn’t directly influence ur concepts but changes how ppl answer
1. Example: everyone given $100 walking into lecture, then get assessed on happiness

Question 78

Criteria 4 causal conclusions:

Answer 78

1. Proposed cause and effect are related
2. Proposed cause occurs prior to effect
3. We can rule out feasible alternative explanations
4. Proposed cause works through an articulated mechanism - offer some kind of mechanism 4 those things being related

Question 79

Strengths of longitudinal research

Answer 79

Causal inference (clear temporal relationships)

Question 80

Weaknesses of longitudinal research

Answer 80

1. Participant attrition (some will stop answering questions over time)
2. Over time other variables can contaminate results
3. Temporal erosion - time can change the way variables interact w/ one another (e.g. asking someone abt an ad they saw ages ago)

Question 81

Psych interventions def

Answer 81

Applied element of psych, ultimately aiming 2 change smth

Question 82

3 Ts of social psych interventions:

Answer 82

1. Targeted - intervention should be given to those who need it, not delivered indiscriminately
2. Tailored - interventions should fit the motivational mechanism and the situation (understanding of context)
3. Timely - intervention should b delivered at the right time

Question 83

When did father of modern psych William James die/when did modern psych really get established?

Answer 83

He died in 1910, psych only around 4 abt 114 years

Question 84

What did early modern psych focus on?

Answer 84

1. Focus was on the individual/intrapersonal
2. Behaviourist principles dominated
3. Discrimination/prejudice/bias

Question 85

Lewin’s equation of human behaviour:

Answer 85

Behaviour = function of (the person x the enviro)

Question 86

Interactionist perspective (supported by Lewin) def

Answer 86

Dynamic interplay of person + enviro

Question 87

Tajfel’s findings 4 MGP allocation task:

Answer 87

1. Parity was most modal response
2. Significant number of in-group favouritism strategies favoured
3. Demonstrated maximum differentiation strategies (biggest difference), despite losing out on largest profit 2 do so

Question 88

Parity def

Answer 88

Give exact same amount 2 in-group + out-group

Question 89

Pull scores def (Tajfel MGP allocation task)

Answer 89

What allocation strategy participants r using

Question 90

2 general types of ‘other people’:

Answer 90

Individuals (might not know who they r) + groups (e.g. parents, ur soccer team)

Question 91

Descriptive norms def

Answer 91

Behaviour considered typical

Question 92

Injunctive/prescriptive norms def

Answer 92

Behaviour considered ‘proper’

Question 93

Dynamic norms def

Answer 93

Awareness of changing norms
1. Most descriptive n injunctive norms r seen as static - dynamic norms draw attention 2 the change of a norm over time instead of its current state

Question 94

How r dynamic norms a mechanism 4 change?

Answer 94

They suggest ongoing change - if there is an idea that norm is changing, it might change behaviour

Question 95

Types of social psych data collection:

Answer 95

Self-reports, observation, archival data

Question 96

What’s an important assumption 2 make when using a Likert scale?

Answer 96

Psychological distance between options is equal

Question 97

What r the most common number of points on a Likert scale?

Answer 97

5, followed by 7 and 4.
90% of studies use odd number of points + 10% even.

Question 98

Likert scale pros:

Answer 98

1. Provides objective numerical values 2 analyse (can compare groups)
2. Adds a qualitative element 2 the data
3. More sensitive than having 2 responses like just ‘yes’ or ‘no’ (e.g. ‘yes’ I drink weekly could mean 5x or 1x)
4. Better than using larger scale like 1-100 (difficult 2 decided where to group - 1-10? 1-5?)

Question 99

Likert scale cons:

Answer 99

1. Difficulty in responding (could b due 2 lack of understanding w/ in language or w/ translation)
2. Out of range responding (does scale prompt unavailable responses such as ‘yes’ or ‘no’)
3. Varied patterns of responding (might not answer Likert scales in the same way, could be due 2 cultural variations in how participant groups cluster their answers)
4. Scale reliability (are all of the items measuring the same thing)
5. Construct validity (are we measuring what we want 2)

Question 100

Do Westerners have higher self-enhancement than Easterners?

Answer 100

Yes. Example: ‘I feel that I have a number of good qualities’ (5-point scale) –> 93% of Euro-Canadians answered above mid-point compared to 55% of Japanese

Question 101

Internal consistency def

Answer 101

Extent to which things that claim to measure various aspects of the same thing actually do

Question 102

Internal consistency for Likert scales measured by Cronbach’s Alpha

Answer 102

0 means no relationship between items, 1 = perfect relationship.
Generally want to be over 0.7; at 0.95 items are redundant (measuring exact same thing).

Question 103

When should u use words instead of images for Likert scales with children?

Answer 103

Over age 6, use images and words; over age 8, use words.

Question 104

Self-report cons:

Answer 104

1. Poor question design, could b leading or ambiguous
2. Typically relies on memory
3. Misleading responses - might b directly trying 2 get a particular response

Question 105

Observational research 3 key points:

Answer 105

1. Doesn’t rely on memory
2. Uses inter-rater reliability
3. Participant awareness of being watched (if they know they’re being watched they’ll act different)

Question 106

What percentage of agreement between researchers is necessary for inter-rater reliability?

Answer 106

At least 80%

Question 107

Archival data cons:

Answer 107

Context of data can change, which in turn may change data’s meaning

Question 108

Strengths of natural experiment design:

Answer 108

1. Real-world data → ecologically valid (degree 2 which results r representative of conditions in the wider world)
2. Can incorporate a range of data collection methods (not experimental, don’t have 2 have participants in lab)
3. Can look @ quite a large scale?

Question 109

Weaknesses of natural experiment design:

Answer 109

1. Confounding variables
2. Control group not always possible

Question 110

Wu et al., 2016

Answer 110

1. Imagine u r 30 yrs old, married, financially independent, n living separately from ur parents
2. Ur house is burning down - would u choose 2 save ur mother or spouse?
3. Taiwan - 72.7% chose mother, U.S. - 75% chose spouse –> diff cultural values

Question 111

Cultural cycle (Markus & Conner, 2014) - simplified version:

Answer 111

Individual –> interactions –> institutions –> ideas and back again

Question 112

Does the cultural cycle operate more @ the conscious or unconscious level?

Answer 112

Largely @ the unconscious level - steering the self w/ out troubling the conscious mind

Question 113

Richmond et al., 1992

Answer 113

1. Looking @ maternal responsiveness (how much do mothers look @ children + what does it mean 4 child’s development)
2. Initial thinking was critical variable was mother (how much does mother respond)
3. Looked @ maternal responsiveness in the U.S. + in Western Kenya → Kenyan mothers significantly lower in responsiveness (failed 2 take into acc that those children were not raised solely by their mothers)

Question 114

Whaley et al., 2002

Answer 114

When all caregivers r taken into acc n not just mothers, the difference between Kenyan and U.S. styles of interacting is not found → began 2 question Western domination of psych

Question 115

Heine’s categories of psych universals:

Answer 115

1. Non-universal - process doesn’t exist in all cultures
2. Existential universal - process is present but used in diff ways (qualitatively distinct)
3. Functional universal - process is present n used in same way, but not necessarily @ same level of accessibility
4. Accessibility universal - process is present, used in same way, + has same level of accessibility

Question 116

Accessibility universal example

Answer 116

Mere exposure effect - tendency 2 experience positive affect towards familiar objects compared 2 unfamiliar objects

Question 117

Existential universal example

Answer 117

Success or failure could motivate students in diff. Ways (White & Lehman, 2005) → Euro-Canadian students motivated by success, while failure motivated Asian-Canadian students

Question 118

Cumulative cultural evolution def

Answer 118

Beneficial modifications r accumulated over time (ppl work out what is beneficial + modify behaviour based on that understanding).
Imitation helps w/ ongoing cycle of knowledge → can innovate on top of someone’s past knowledge (e.g. evolution of hammer).

Question 119

What is the most reliable route for cultural learning?

Answer 119

Imitative learning, not emulative bc it’s hard to accumulate knowledge that way

Question 120

Emulative learning

Answer 120

Learner tries 2 understand ‘thing’ 4 themselves, focuses on environmental events around the model + not their intentions

Question 121

Nagell et al., 1993

Answer 121

1. Children imitated (children shown teeth down continued 2 use less effective method)
2. Chimps emulated (more commonly used teeth up - most effective)

Question 122

Herrmann et al., 2007 (looking @ 2.5 yr old children, chimpanzees, orangutans)

Answer 122

1. Children imitated, animals emulated.
2. Chimps + orangutans better w/ physical tasks, children much better w/ social tasks

Question 123

Cross-cultural psych def

Answer 123

Provides a methodology for comparing cultures
1. Uses comparative research methods (often quantitative/generalised n standardised)
2. Looks @ people x their culture = social norms, beliefs etc., compares to other group

Question 124

Etic research def (comes from word phonetic - study of universal sound)

Answer 124

Research in which a classification system is imposed on what is being studied, classification or criteria is external 2 what’s being studied.
Often comparisons between cultures.

Question 125

Emic research (comes from phonemic - study of sound unique 2 particular languages)

Answer 125

Research in which the classification system is discovered within, rather than imposed

Question 126

Granovetter’s Riot Model (limitations of strictly comparative approach, especially from an etic POV)

Answer 126

1. Each person has unique threshold 2 engage in violence
2. Town A (mean: 49.50), Town B (mean: 49.51) - almost exact same distribution, but Town B has no individual w/ a ‘3’ threshold → Town A has full riot, Town B doesn’t
3. Intergroup comparison not always most useful 4 understanding behaviour, as seen w/ Town A + Town B being almost indistinguishable

Question 127

‘Insider’ research def (under umbrella of emic research)

Answer 127

1. Researcher is part of the social group or culture
2. Involves high level of positionality + reflexivity

Question 128

Challenges of insider research:

Answer 128

1. Presumptions abt shared understandings
2. Pre-existing relationships could interfere w/ conversation topics
3. Complexity in positions of power - if ur low in hierarchy, might not b comfy interviewing necessary ppl

Question 129

Core elements of Indigenous psychologies (that u might forget):

Answer 129

1. Research is conducted bottom-up + from w/ in
2. Outcomes designed 2 benefit its people
3. Methodologically diverse - mostly qualitative (primarily concerned w/ intentional meanings), but doesn’t rule out quantitative

Question 130

What does the concept of Indigenous psych say abt the accessibility universal?

Answer 130

Doesn’t exist

Question 131

Kaupapa Māori principles (Walker et al., 2006)

Answer 131

1. Tino rangatiratanga (Māori privileged, Māori-led)
2. Social justice (restore ea)
3. Māori worldview as legitimate
4. Te reo Māori (incorporated as much as possible, some concepts need 2 be in te reo)
5. Whānau

Question 132

Ethnographic research def

Answer 132

More than describing specific stories, more than interviews or focus groups bc it includes observations

Question 133

Māori men: An indigenous psych perspective on the interconnected self (Rua et al., 2017)

Answer 133

Found 4 main themes:
1. Tūrangawaewae (marae described as important element of tūrangawaewae)
2. Whānau (whānau were sounding boards n helped interviewees 2 recall particular events)
3. Kaumātua (elders, strong sense of respect 4 kaumātua)
4. Whakapapa n whanaungatanga (interconnected Māori self must b experienced materially - e.g. kanohi kitea/a face seen)

Question 134

Indigenous storytelling in a team context (Hapeta et al., 2019)

Answer 134

Looking @ a NZ rugby team, found:
1. Coaches embraced Māori storytelling n symbols throughout coaching, developed a maunga of success (physical → technical + tactical → brotherhood → leadership → performance)
2. Players talked abt maunga helping them achieve success and belonging, more representative Māori mascot brought greater sense of cultural identity n mana

Question 135

He Awa Whiria – Braided Rivers Model (Macfarlane & Macfarlane, 2019)

Answer 135

Aim is 2 blend Indigenous n Western bodies of knowledge in a way that is more powerful than either individual stream alone