Using interpretive phenomenological analysis to advance theory and research in educational psychology

Abstract

Researchers in the field of health psychology developed interpretive phenomenological analysis (IPA) to explore how individuals make sense of, and meaning from, experiences of personal significance. We describe our approach to using IPA to explore whether current theories of achievement motivation adequately account for the experiences of students with disabilities, and expand the theories so that they do. First, we describe how our substantive area of interest is situated within the field of educational psychology. Next, we provide an overview of IPA, including the philosophical roots, general protocol, indicators of quality, and potential challenges. Finally, we suggest ways that IPA could be used to advance the study of achievement motivation toward more equitable ends.

Acknowledgments

We extend our thanks to the special issue editors, Drs. Debra Meyer and Paul Schutz, as well as Dr. Kathryn Wentzel and three anonymous reviewers for feedback that enhanced the applicability and clarity of this article.