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Personal Constructs

Personal Constructs. A short introductory presentation for PGCERT group working on Action Research. by Martin Hibbert. Introduction. George Kelly - The Psychology of Personal Constructs (1955). Introduction. George Kelly - The Psychology of Personal Constructs (1955).

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Personal Constructs

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  1. Personal Constructs • A short introductory presentation for PGCERT group working on Action Research by Martin Hibbert

  2. Introduction • George Kelly - The Psychology of Personal Constructs (1955)

  3. Introduction • George Kelly - The Psychology of Personal Constructs (1955) “There is no objective absolute truth and events are meaningful only in relation to the ways that they are construed by individuals”

  4. What are Personal Constructs?

  5. What are Personal Constructs? The basic units of analysis in Kelly’sTheory of Personality

  6. What are Personal Constructs? The basic units of analysis in Kelly’sTheory of Personality The dimensions we use to conceptualise aspects of our day to day world.

  7. What are Personal Constructs? The basic units of analysis in Kelly’sTheory of Personality The dimensions we use to conceptualise aspects of our day to day world. They are our “forecasters” for future events and enable us to “rehearse” situations before they happen.

  8. Repertory Grids • Subject is asked to name a number of people who are significant - These are the elements • Subject arranges elements into groups of 3 where 2 are similar but at the same time different from the 3rd. These become the constructs. (bi polar constructs) • Grid is constructed by subject placing each element at similarity or contrast pole. x=one pole and blank the other. Adapted from Cohen L. et al (2008) Research Methods in Education. London:Routledge

  9. Repertory Grids • Subject is asked to name a number of people who are significant - These are the elements • Subject arranges elements into groups of 3 where 2 are similar but at the same time different from the 3rd. These become the constructs. (bi polar constructs) • Grid is constructed by subject placing each element at similarity or contrast pole. x=one pole and blank the other.

  10. Here’s one I prepared earlier

  11. Elicited/Provided Constructs • Provided constructs may work better in group situations? • Elicited constructs may help us more accurately help the individual? • We can also experiment with providing the elements.

  12. Variations in dealing with classifications of elements • Split -half form • Rank order form • Rating form

  13. Variations in dealing with classifications of elements

  14. Interpreting Data 1Basic • Looking along the Rows you can see how a person defines each construct in terms of significant elements • From each column you can get a profile of the element in terms of the constructs selected by the subject

  15. Interpreting Data 2Advanced • Interpret the way that constructs are linked by being applied to the same elements. Estimate linkage between constructs 1 and 2 - count number of matches between corresponding boxes in each row. (Chance would indicate half the number of boxes as a match.) Subtract the chance from the observed value to get an estimate of the deviation from chance. Match each construct against the first. Then repeat for second and so on. The sign of each difference indicates the linkage direction as positive association or negative association. Total the difference score for each construct. The construct with biggest difference accounts for the greatest variance on the grid. Blah blah blah. As you can see the data can then be quantified. There are programs available for grid analysis such as “Enquire Within”

  16. Pros • Provides an abundance of data for analysis • Can be as detailed as you want • Elicited forms provide less “guided” data • Provides useful comparative data identifying changes in individual subjects as they progress on a course. Cons • Can be too much data to interpret • Can be complicated for student to comprehend • Researcher can accidentally “lead” or make un warranted inferences about constructs’ polar opposites • Low relevance of constructs decided by subject

  17. What can we do with this as Action Researchers?

  18. What can we do with this as Action Researchers? We can use it, amongst other things, to: evaluate how we perform as teachers evaluate how we compare to others evaluate how we can relate more professionally to students.

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