It's All in the Details: An Investigation of the Subcomponents of Narrative Coherence in Relation to Mental Health

Autor/inn/en	Vanaken, Lauranne; Vanderveren, Elien; Waters, Theodore E. A.; Bijttebier, Patricia; Fivush, Robyn; Hermans, Dirk
Titel	It's All in the Details: An Investigation of the Subcomponents of Narrative Coherence in Relation to Mental Health
Quelle	In: Applied Cognitive Psychology, 35 (2021) 5, S.1273-1283 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vanaken, Lauranne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.3859
Schlagwörter	Autobiographies; Personal Narratives; Mental Health; Rhetoric; Coding; Emotional Response; Research Methodology + Suchen Sie Ihr Suchwort? Autobiography; Autobiografie; Autobiographie; Erlebniserzählung; Psychohygiene; Rhetorik; Codierung; Programmierung; Emotionales Verhalten; Research method; Forschungsmethode
Abstract	The coherence of autobiographical narratives is suggested to be reflective of individuals' mental health. However, inconsistencies in results are regularly observed. Therefore, in this study, the Narrative Coherence Coding Scheme (NaCCS) by Reese et al. ("Journal of Cognition and Development," 12, 424-462) was deconstructed and every dimension of coherence was recoded into singular constituting subcomponents. Our new fine-grained scoring scheme allowed us to investigate which particular subcomponents of coherence may be important in the relation to mental health. Data showed that both structural as well as thematic elements of coherence, with in particular the number of emotional elaborations, were important in the association with mental health. Therefore, we recommend for future research to use this specific coding scheme, including most notably the number of emotional elaborations, in order to obtain the most accurate prediction of mental health, to test the replicability of these preliminary findings and to guide targets for narrative-based interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01