Modeling the Use of Mixed Methods-Grounded Theory: Developing Scales for a New Measurement Model

Autor/inn/en	Howell Smith, Michelle C.; Babchuk, Wayne A.; Stevens, Jared; Garrett, Amanda L.; Wang, Sherry C.; Guetterman, Timothy C.
Titel	Modeling the Use of Mixed Methods-Grounded Theory: Developing Scales for a New Measurement Model
Quelle	In: Journal of Mixed Methods Research, 14 (2020) 2, S.184-206 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Howell Smith, Michelle C.) ORCID (Guetterman, Timothy C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-6898
DOI	10.1177/1558689819872599
Schlagwörter	Mixed Methods Research; Grounded Theory; Best Practices; Educational Research; Student Interests; Engineering Education; Undergraduate Students; Measures (Individuals); Data Collection; Research Design; Factor Analysis; Test Construction + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Studieninteresse; Ingenieurausbildung; Messdaten; Data capture; Datensammlung; Forschungsdesign; Faktorenanalyse; Testaufbau
Abstract	Mixed methods-grounded theory (MM-GT) has emerged as a promising methodology that intersects the value of mixed methods with rigorous qualitative design. However, recent reviews have found that MM-GT empirical studies tend to lack procedural details. The purpose of this article is to apply the "best practices" for conducting MM-GT in a study designed to develop and then test a theoretical model for how undergraduate engineering students develop interest in the engineering PhD. This study contributes to the field of mixed methods research by (a) illustrating best practices for MM-GT, (b) providing an MM-GT scale development example, (c) demonstrating how an MM-GT scale could potentially bypass exploratory factor analysis and proceed directly to confirmatory factor analysis for testing psychometric properties, and showing how a joint display for data collection planning can be used to strengthen integration in an instrument development study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01