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Revize kvalitativního přístupu v kontextu rozvoje smíšeného výzkumu

100%
Machovcová K.
Psychologie a její kontexty
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2017
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vol. 8
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issue 2
19–29
EN
Qualitative research has achieved a distinct position in the scientific conduct. Even though it might seem that there is still a dividing line between those focused on qualitative perspective and those preferring quantitative methods, in practice both approaches are often combined. In international literature this trend is reflected in the formulation of so-called third paradigm named mixed-methods. However tensions still remain and the international debate continues. This theoretical study departures from the qualitative research position and shares a reflection on some issues that might come up when trying to combine both qualitative and quantitative methods. In the first part of the following text principles for interpretative qualitative research tradition will be reviewed, theoretically embedded primarily in critical psychology. This philosophical standpoint dwelling in broader critical perspectives invites researchers to focus on complex data that are openly sensitive towards particular context, and analyze even extraordinary details. Qualitative researchers are interested in ambiguous moments, tensions, but also silences and omitted positions. They uncover dichotomies and false differentiation. Some inspiration for conducting qualitative research in interpretative tradition is offered, as well as example of research using both qualitative and quantitative methods with contradictory results is provided. So this parts concludes with stating importance of knowing ones position towards research and its possibilities. It also suggests that the basis for mixing methods is not smooth, even if the respective parties are interested in mutual collaboration and do not leave the option of mixing aside as such. In the next part of the text, overview on current debates on mixing methods resulting in establishing so-called third research paradigm is provided. While qualitative approach to research is typically embedded in interpretative paradigm, quantitative approaches tends to be embedded in positivism and related streams of thought. In order to reconcile possible contradictions some authors prefer to adopt a position called epistemological pragmatism. This enables to leave the discussion on inherent tensions between qualitative and quantitative approach based on epistemological differences and utilize respective methods to be able to fully engage their benefits and overcome disadvantages of each of them. On the other hand other authors acknowledge the possible epistemological conflicts and tensions and suggest to work with and through them, in the tradition described as dialectic pluralism. In this sense it seems difficult to use any method as just method, without the epistemological position that it might evoke. Overall the aim of the study is to introduce international debates evolving around theoretical background of research conduct with focus on interpretative qualitative paradigm and mixed methods. Thus the text can be inspiration and supplement for current debates in the Czech context.
2

GIFT OF HOME-SCHOOLING: ADULT HOME-SCHOOL GRADUATES AND THEIR PARENTS CONCEPTUALIZE HOME-SCHOOLING IN NORTH CAROLINA

51%
McCabe M., Beláňová A., Machovcová K.
Pedagogický časopis (Journal of Pedagogy)
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2021
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vol. 12
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issue 1
119 - 140
EN
Although still a marginalized practice, home-schooling is on the rise internationally and across socio-economic groups. Moreover, the current Covid-19 pandemic has shifted additional attention to home-schooling. However, much of the available research is primarily concerned with the current day-to-day practice of home-schooling and little attention is paid to adult home-school graduates. This exploratory study, based on qualitative interviews with mothers and adult children from 12 families, examines young adults’ overall evaluation of their past home-schooling experience and aims to understand how parents and children view the pros and cons of home-schooling in hindsight. The data analysis revealed that home-schoolers approach education more broadly than focusing strictly on the academic side and it identified the common theme of “gifting,” which challenges the prevailing conceptualization that home-schooling is a “sacrifice.” Respondents viewed their home-schooling experience as a mutually beneficial process of giving and receiving rather than a unidirectional act of “sacrifice.”
3

INFLUENCE OF PERSONALITY TRAITS ON LIFE SATISFACTION THROUGH WORK ENGAGEMENT AND JOB SATISFACTION AMONG ACADEMIC FACULTY MEMBERS

39%
Blatný M., Šolcová I., Květon P., Jelínek M., Zábrodská K., Mudrák J., Machovcová K.
Studia Psychologica
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2018
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vol. 60
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issue 4
274 – 286
EN
The aim of this study was to examine both direct and indirect associations of the personality traits of extraversion, neuroticism and conscientiousness with life satisfaction through work engagement and job satisfaction. The study population consisted of 2229 academics (57.1% men) throughout Czech public universities, who completed a questionnaire comprising measures of employee personality traits (BFI-10), work engagement (Utrecht Work Engagement Scale short form), job satisfaction (job satisfaction short scale from the COPSOQ-II) and general life satisfaction (Satisfaction With Life Scale). Structural equation modelling was used to analyse the relationships. The strongest predictor of life satisfaction was neuroticism, the effect of which manifested through both direct and indirect pathways. Extraversion and conscientiousness had positive indirect influences on job satisfaction through work engagement, but their direct influences on job satisfaction were negative. While extraversion also had a direct influence on life satisfaction, conscientiousness did not directly influence life satisfaction.
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