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Diary Reflections

Diary Reflections. Louise Reid Research Fellow University of Aberdeen. Talk outline. Diary purposes & use Diary construction My PhD experience. Diary purposes. Data generation/collection Quantitative Qualitative Intervention

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Diary Reflections

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  1. Diary Reflections Louise Reid Research Fellow University of Aberdeen

  2. Talk outline • Diary purposes & use • Diary construction • My PhD experience

  3. Diary purposes • Data generation/collection • Quantitative • Qualitative • Intervention • e.g. Behaviour change: diet; pain; environment; pedagogic reflection • Both?

  4. Diary: generation/collection • Quantitative: Time; ratings; closed-ended questions; frequency of event; magnitude of event; who is involved; resource use... Everyday routines (Elliot 1997, Latham 2003) Social networks research (Axup & Viller 2006) Longitudinal work (e.g. UK Family expenditure survey) • Qualitative: Descriptive/narrative of activities/behaviour; feelings/emotions; reflection/contemplation; experiences... Work & leisure patterns (Corti 1993) Community development – primary health care (Riley & Hawe 2005)

  5. Diary: intervention ‘the re-activity of self-monitoring instruments may change the frequency of the target behaviours by empowering the client’s self-efficacy through the experience of active coping with his or her problems’ (Thiele et al., 2003: 3). Reflexivity (self-reflection); feedback; role/type of diary activity becomes important; additional mechanisms Pain diaries (Morrenet al., 2009) Student learning (Hussein 2007, Mayo 2003) Footprint diaries (Hunter et al., 2006)

  6. Diary: both? Information & feedback: Examples: Reid et al 2009; 2010

  7. Diary construction (after Thiele et al., 2002) * * EVALUAT ION * *

  8. Pro’s & Con’s of diary use:

  9. My PhD approach (epistemology) • Reality is multiple, complex & constructed • Mixed methods - pragmatism • Triangulation for convergence, complementarity and divergence = exploring similarity & difference • Specificity & generalisability: ‘I do not believe it possible for research results to be either so unique that they have no implications whatsoever for other actors in other settings or so generalised that they apply in every possible historical and cultural setting’ (Morgan 2007 p. 27).

  10. Diaries as part of a sequential MM

  11. Aims: • Collect data • Food & Drink • Travel • Waste • Utilities • Encourage reflexivity • Discussion pages • Weighing • Quantifying • Writing

  12. Results • Both quant & qual demonstrated evidence of increased awareness and/or change in behaviour • Pre-diary & post-diary Q: before & after p-eb frequencies: • 12 of 16 increased (4 stat. sig 95%) • Waste stat. sig increase (3 of 4 individual p-eb)

  13. ‘We have expressed our concerns about this issue (waste) in the booklets for week 1 and 2. Please note I (RG) have sent a letter away to MP… and will be in contact with MSP …. about the lack of communal recycling facilities.’ (HH3t) Writing in the diary was thought provoking Writing in the diary in weeks 1&2 had an influence on behaviour in the subsequent weeks (c. > 20%) Writing in the diary encouraged thinking about, and commitment to, future pro-environmental behaviour (c. >50%) • ‘All in all this diary has made me think more about what I can do to improve my carbon footprint’ (HH10ac) • ‘Until now hadn’t thought about packaging much...When doing shopping for a few things normally a Wednesday took a ‘trendy’ not plastic shopping bag…to carry shopping! Will try to use it more.’ (HH10gg)

  14. Influence of the diary? • Specific tasks mentioned: writing down; weighing waste; making comparisons; household discussions • Waste stat. sig = weighing waste? public/comparison behaviour? • Big questions remain: • relationship of diary influence to process of completion: team vs. individual, daily vs. weekly • role of specific diarists

  15. Next steps: • Paper vs. Plastic (iphone apps; gps; youtubehttp://www.wikio.co.uk/video/video-diary-part---eddie-bbc-2977977) (Oxford) • Video diary with Manchester • Design new diary but paying more attention to particular inter-household relationships & contribution of these to both diary completion and reflection • Follow-up PhD participants to assess duration of change in behaviour/awareness

  16. Please contact me for further information: Louise Reid, University of Aberdeen l.a.reid@abdn.ac.uk

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