Conceptions of Research Methods Learning Among Psychology Undergraduates: A Q Methodology Study^*

^*This article is based upon a PhD study by the first author supervised by the second and third authors.

Abstract

A range of conceptions held about research methods learning have previously been identified. This study aimed to examine in-depth shared conceptions among undergraduate psychology students. Utilizing Q methodology, which links both quantitative and qualitative methodologies to uncover the subjective viewpoints that a group of individuals hold toward a particular domain, participants ranked statements reflecting different conceptions of research methods learning. Ranks were then factor analyzed and four distinct profiles of student conceptions were identified, labelled, and described in qualitative detail: research methods as integral to psychology, research methods as a digression from psychology, research methods as disconnected from psychology, and research methods as beneficial to psychology. Some of the perspectives displayed a clear understanding about the reasons for undertaking research and learning about research methods in psychology, whereas other standpoints saw research as being something that was difficult to relate to the practice of psychology. Findings are considered in terms of how some conceptions appear to be more beneficial or problematic to hold than others and recommendations are made to educators about how they could support students to change their views.

Acknowledgements

We thank the anonymous reviewers for their constructive and useful feedback on this article. The first author also thanks Dr. Rose Capdevila and Dr. Mari Murtonen for their valuable comments on the doctoral thesis on which this article is partly based, for which they acted as examiners.

Notes

^* This article is based upon a PhD study by the first author supervised by the second and third authors.

1 Post-1992 universities are UK institutions awarded university status under the Further and Higher Education Act 1992.

2 The Universities and Colleges Admissions Service in the United Kingdom have defined a mature student as anyone aged 21 or over at the commencement of their studies. The age categories used in this study are based on the age of the participant when they commenced studying at university.