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Psychological Research Methodology. Practical Applications and Conceptual Frameworks for Conducting Quantitative Research
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Publisher: Editura Universitară
Author: Adrian Prisăcaru, Simona Maria Glăveanu
Edition: I
Pages: 280
Publisher year: 2025
ISBN: 978-606-28-1964-4
DOI: 10.5682/9786062819644
Product Code:
9786062819644
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Foreword /15
Introduction/19
Chapter 1 Fundamentals of Quantitative Research in Psychology/21
1.1. Characteristics of Scientific Knowledge/21
1.2. The Role of Methodology in Scientific Knowledge/25
1.3. Deepening Quantitative Research/27
1.4. Quantitative Research Versus Qualitative Research in Psychology/31
1.5. Types of Research/39
Chapter 2 - Conceptual Frameworks and Practical Applications Regarding Research Planning and Research Project Development/41
2.1. Research Premises/41
2.2. Theoretical Model of a Research Project/42
2.3. Structure of the Scientific Research Project/50
2.3.1. Practical Application Regarding the Structure and Content of the Scientific Research Project for the Mentioned Topic /51
2.3.2. Practical application on the structure of a scientific research project with a different theme/58
Chapter 3 Conceptual frameworks and practical applications on the choice of research topic/62
3.1. Steps taken to choose a research topic/62
3.2. Practical application on how to choose/establish a research topic/73
3.3. Topics on scientific research in the field of occupational health psychology/76
3.4. Practical application on the formulation of scientific research topics/81
Chapter 4 Conceptual frameworks and practical applications regarding the theoretical substantiation of the research topic/ 87
4.1. The role of theory in scientific research/87
4.2. How to develop a theory?/90
4.3. Choosing theoretical models that participate in the substantiation of a research/96
4.3.1. Practical application regarding the content of the trait model that participates in the substantiation of the topic Longitudinal and integrative knowledge of personality/99
4.3.2. Practical application regarding the content of the optimal personality model that participates in the substantiation of the topic Integrative and longitudinal knowledge of personality/108
4.3.3. Practical application regarding the content of the Positive Psychology model that participates in the substantiation of the topic Longitudinal and integrative knowledge of personality/113
4.3.4. Practical application regarding the content of the psychoecological model that participates in the substantiation of the theme Integrative and longitudinal knowledge of personality/127
4.3.5. Practical application regarding the recording of the bibliographic sources that were consulted to substantiate the theme/133
4.4. Extrapolations of theoretical models in relation to the field of practice/135
Chapter 5 Conceptual frameworks and practical applications regarding the formulation of research hypotheses and their role/139
5.1. Defining the notion of hypothesis/139
5.2. The role of hypotheses/140
5.3. Elaborating and refining the hypothesis/143
5.4. Practical application regarding the stages for formulating hypotheses/147
5.5. Conditions for a well-formulated hypothesis/148
5.6. Practical application regarding the way of formulating research objectives and hypotheses for the topic Longitudinal and integrative knowledge of personality/152
5.7. Practical application regarding the way of formulating hypotheses for various research topics/154
5.8. The importance of confirming the hypothesis/156
Chapter 6 Research design on longitudinal and integrative knowledge of personality/158
6.1. Premises of longitudinal and integrative knowledge of personality/158
6.2. Models, arguments and theoretical frameworks of longitudinal knowledge/163
6.3. Conditions for an integrative type of psychological knowledge/167
Chapter 7 Conceptual frameworks and practical applications on sampling in scientific research/175
7.1. Sample definition/175
7.2. Population/176
7.3. Sampling unit/177
7.4. Sampling frame/178
7.5. Sample representativeness/179
7.6. Sampling techniques/182
7.6.1. Probability sampling techniques/183
7.6.2. Non-probability sampling techniques /186
7.7. Sample size/189
7.8. Sample volume according to the objectives of statistical analysis/191
7.9. Practical application regarding the establishment of the research group for the topic Longitudinal and integrative knowledge of personality/192
7.10. Practical application regarding the establishment of the research group for another research topic/193
7.11. Practical application regarding the application of statistical techniques for the establishment of the research sample /195
Chapter 8 Specific benchmarks for empirical research/199
8.1. Research variables/200
8.2. Research validity/201
8.3. Statistical validity/202
8.4. Internal validity/205
8.5. External validity/206
8.6. Conclusions/207
Chapter 9 Practical application regarding the presentation of the instruments used for data collection/210
9.1. Psychological assessment instruments used in selection and for initiating longitudinal and integrative knowledge of personality/210
9.1.1. Battery for assessing general intelligence (A1 and I1) /210
9.1.2. Personality questionnaire C.P. 1/212
9.2. Psychological assessment tools used during schooling/at work and for deepening longitudinal and integrative knowledge of personality/213
9.2.1. General battery for the assessment of cognitive abilities (B.G.A.C.)/213
9.2.1.1. General description/213
9.2.1.2. Description of tests/214
9.2.2. G.Z. personality questionnaire/219
9.3. Psychological assessment at work for deepening longitudinal and integrative knowledge of personality using the California Personality Inventory (C.P.I.)/221
9.4. Recommendations regarding the interpretation and valorization of data obtained with the C.P.I. Personality Inventory/224
9.5. Practical application regarding the list of items with special psychological significance from the C.P.I. Personality Inventory /227
9.6. B.F.Q. Personality Inventory/229
Chapter 10 Practical application on how to record, process and interpret research data on the topic Longitudinal and integrative knowledge of personality/231
10.1. Preliminary data analysis/231
10.2. Hypothesis testing/233
10.2.1. Fidelity of the new model proposed for longitudinal and integrative knowledge of personality/233
10.2.1.1. Analysis and interpretation of data obtained for the variables intellectual performance and cognitive skills/234
10.2.1.2. Factor analysis/236
10.2.1.3. Analysis of correlation coefficients/239
10.2.2. Analysis and interpretation of data obtained for personality traits/243
10.2.2.1. Factor analysis /246
10.2.2.2. Analysis of correlation coefficients/252
10.3. Validity of the model for longitudinal and integrative psychological knowledge of personality/255
10.3.1. Divergent and convergent validation/255
10.3.2. Criterion-related validation/260
10.4. Conclusions /262
Chapter 11 Practical application regarding the generalization of research results/265
Bibliography/270
Appendix 1 Correlation coefficient values between the obtained eigenfactors (F) and the factors of the BFQ Personality Inventory/276
Appendix 2 General form of a multi-method multi-trait matrix/277
Appendix 3 Intercorrelation coefficients between specific eigenfactors (FFM) and the other methods and instruments used, expressed in terms of the multi-method multi-trait matrix/278
Appendix 4 Regression coefficient values for predictive validity/279
Introduction/19
Chapter 1 Fundamentals of Quantitative Research in Psychology/21
1.1. Characteristics of Scientific Knowledge/21
1.2. The Role of Methodology in Scientific Knowledge/25
1.3. Deepening Quantitative Research/27
1.4. Quantitative Research Versus Qualitative Research in Psychology/31
1.5. Types of Research/39
Chapter 2 - Conceptual Frameworks and Practical Applications Regarding Research Planning and Research Project Development/41
2.1. Research Premises/41
2.2. Theoretical Model of a Research Project/42
2.3. Structure of the Scientific Research Project/50
2.3.1. Practical Application Regarding the Structure and Content of the Scientific Research Project for the Mentioned Topic /51
2.3.2. Practical application on the structure of a scientific research project with a different theme/58
Chapter 3 Conceptual frameworks and practical applications on the choice of research topic/62
3.1. Steps taken to choose a research topic/62
3.2. Practical application on how to choose/establish a research topic/73
3.3. Topics on scientific research in the field of occupational health psychology/76
3.4. Practical application on the formulation of scientific research topics/81
Chapter 4 Conceptual frameworks and practical applications regarding the theoretical substantiation of the research topic/ 87
4.1. The role of theory in scientific research/87
4.2. How to develop a theory?/90
4.3. Choosing theoretical models that participate in the substantiation of a research/96
4.3.1. Practical application regarding the content of the trait model that participates in the substantiation of the topic Longitudinal and integrative knowledge of personality/99
4.3.2. Practical application regarding the content of the optimal personality model that participates in the substantiation of the topic Integrative and longitudinal knowledge of personality/108
4.3.3. Practical application regarding the content of the Positive Psychology model that participates in the substantiation of the topic Longitudinal and integrative knowledge of personality/113
4.3.4. Practical application regarding the content of the psychoecological model that participates in the substantiation of the theme Integrative and longitudinal knowledge of personality/127
4.3.5. Practical application regarding the recording of the bibliographic sources that were consulted to substantiate the theme/133
4.4. Extrapolations of theoretical models in relation to the field of practice/135
Chapter 5 Conceptual frameworks and practical applications regarding the formulation of research hypotheses and their role/139
5.1. Defining the notion of hypothesis/139
5.2. The role of hypotheses/140
5.3. Elaborating and refining the hypothesis/143
5.4. Practical application regarding the stages for formulating hypotheses/147
5.5. Conditions for a well-formulated hypothesis/148
5.6. Practical application regarding the way of formulating research objectives and hypotheses for the topic Longitudinal and integrative knowledge of personality/152
5.7. Practical application regarding the way of formulating hypotheses for various research topics/154
5.8. The importance of confirming the hypothesis/156
Chapter 6 Research design on longitudinal and integrative knowledge of personality/158
6.1. Premises of longitudinal and integrative knowledge of personality/158
6.2. Models, arguments and theoretical frameworks of longitudinal knowledge/163
6.3. Conditions for an integrative type of psychological knowledge/167
Chapter 7 Conceptual frameworks and practical applications on sampling in scientific research/175
7.1. Sample definition/175
7.2. Population/176
7.3. Sampling unit/177
7.4. Sampling frame/178
7.5. Sample representativeness/179
7.6. Sampling techniques/182
7.6.1. Probability sampling techniques/183
7.6.2. Non-probability sampling techniques /186
7.7. Sample size/189
7.8. Sample volume according to the objectives of statistical analysis/191
7.9. Practical application regarding the establishment of the research group for the topic Longitudinal and integrative knowledge of personality/192
7.10. Practical application regarding the establishment of the research group for another research topic/193
7.11. Practical application regarding the application of statistical techniques for the establishment of the research sample /195
Chapter 8 Specific benchmarks for empirical research/199
8.1. Research variables/200
8.2. Research validity/201
8.3. Statistical validity/202
8.4. Internal validity/205
8.5. External validity/206
8.6. Conclusions/207
Chapter 9 Practical application regarding the presentation of the instruments used for data collection/210
9.1. Psychological assessment instruments used in selection and for initiating longitudinal and integrative knowledge of personality/210
9.1.1. Battery for assessing general intelligence (A1 and I1) /210
9.1.2. Personality questionnaire C.P. 1/212
9.2. Psychological assessment tools used during schooling/at work and for deepening longitudinal and integrative knowledge of personality/213
9.2.1. General battery for the assessment of cognitive abilities (B.G.A.C.)/213
9.2.1.1. General description/213
9.2.1.2. Description of tests/214
9.2.2. G.Z. personality questionnaire/219
9.3. Psychological assessment at work for deepening longitudinal and integrative knowledge of personality using the California Personality Inventory (C.P.I.)/221
9.4. Recommendations regarding the interpretation and valorization of data obtained with the C.P.I. Personality Inventory/224
9.5. Practical application regarding the list of items with special psychological significance from the C.P.I. Personality Inventory /227
9.6. B.F.Q. Personality Inventory/229
Chapter 10 Practical application on how to record, process and interpret research data on the topic Longitudinal and integrative knowledge of personality/231
10.1. Preliminary data analysis/231
10.2. Hypothesis testing/233
10.2.1. Fidelity of the new model proposed for longitudinal and integrative knowledge of personality/233
10.2.1.1. Analysis and interpretation of data obtained for the variables intellectual performance and cognitive skills/234
10.2.1.2. Factor analysis/236
10.2.1.3. Analysis of correlation coefficients/239
10.2.2. Analysis and interpretation of data obtained for personality traits/243
10.2.2.1. Factor analysis /246
10.2.2.2. Analysis of correlation coefficients/252
10.3. Validity of the model for longitudinal and integrative psychological knowledge of personality/255
10.3.1. Divergent and convergent validation/255
10.3.2. Criterion-related validation/260
10.4. Conclusions /262
Chapter 11 Practical application regarding the generalization of research results/265
Bibliography/270
Appendix 1 Correlation coefficient values between the obtained eigenfactors (F) and the factors of the BFQ Personality Inventory/276
Appendix 2 General form of a multi-method multi-trait matrix/277
Appendix 3 Intercorrelation coefficients between specific eigenfactors (FFM) and the other methods and instruments used, expressed in terms of the multi-method multi-trait matrix/278
Appendix 4 Regression coefficient values for predictive validity/279
Any editorial appearance in the field of psychology represents at least a model in terms of scientific knowledge and a method in terms of practical-applicative aspects of the psychology profession. The present work, prepared by Adrian Prisăcaru and Simona-Maria Glăveanu, makes an important contribution to enriching the theoretical and practical heritage of Romanian psychology, by approaching the scientific field of research.
On the one hand, the work is the fruit of the authors' personal effort from a theoretical and practical activity of over three decades and, on the other hand, the work follows the changes that have taken place in the field of psychology, wishing to capture the many facets of research, not only those related to evaluation but also those referring to intervention.
The paper deals with an important issue of applied psychology in the field of research, offering solutions focused with a predilection on each stage of planning and conducting a quantitative research. In this sense, the authors propose not only a reading method that allows the knowledge and understanding of a systematized model of initiating and completing a research, but also some practical applications, which give consistency to the paper and place it in the area of study that offers concrete examples from practice.
The work is structured in 11 chapters and 4 annexes. In each chapter, the authors present the theoretical foundations of each specific stage of conducting a research, in an explained and explicit manner, highlighting the role, importance and content of each step or algorithm, with concrete examples, starting with the method of establishing the theme, continuing with the structuring of the research project, up to the final stage regarding the generalization of the results, in an applied manner on an established theme and passed through all the stages. In the 4 annexes of the work, a series of tables with data obtained following the application of statistical approaches are presented, for didactic purposes only, designed to facilitate a deeper understanding of the working method for demonstrating the research hypotheses and the relationship between the research variables.
Each chapter suggests, through its title and distinct approach, each stage of research development, bringing both theoretical information that clarifies the role, importance and contribution of some authors to the development of specific conceptual frameworks, but also concrete elements through examples, with a didactic purpose, that facilitate understanding and especially understanding of practical applicability in the field.
Scientific research is not, generally speaking, a simple undertaking to carry out and therefore, all the more, the authors wish to provide study benchmarks for young researchers, which will make these efforts more efficient. The paper thus also advocates for attracting as many practitioners, and future practitioners, to the field of quantitative research and thereby contribute to linking research more closely to good practices in the field.
Through this work, the authors manage to provide both a theoretical guide, but especially an applied one, which thus constitutes a guide to good practices for psychologists new to conducting psychological research, but also an important reference for psychologists with more practical experience, but who wish to be actively involved in the research part, in order to highlight some concrete aspects resulting from the practical-applicative activity carried out in their psychology offices.
On the one hand, the work is the fruit of the authors' personal effort from a theoretical and practical activity of over three decades and, on the other hand, the work follows the changes that have taken place in the field of psychology, wishing to capture the many facets of research, not only those related to evaluation but also those referring to intervention.
The paper deals with an important issue of applied psychology in the field of research, offering solutions focused with a predilection on each stage of planning and conducting a quantitative research. In this sense, the authors propose not only a reading method that allows the knowledge and understanding of a systematized model of initiating and completing a research, but also some practical applications, which give consistency to the paper and place it in the area of study that offers concrete examples from practice.
The work is structured in 11 chapters and 4 annexes. In each chapter, the authors present the theoretical foundations of each specific stage of conducting a research, in an explained and explicit manner, highlighting the role, importance and content of each step or algorithm, with concrete examples, starting with the method of establishing the theme, continuing with the structuring of the research project, up to the final stage regarding the generalization of the results, in an applied manner on an established theme and passed through all the stages. In the 4 annexes of the work, a series of tables with data obtained following the application of statistical approaches are presented, for didactic purposes only, designed to facilitate a deeper understanding of the working method for demonstrating the research hypotheses and the relationship between the research variables.
Each chapter suggests, through its title and distinct approach, each stage of research development, bringing both theoretical information that clarifies the role, importance and contribution of some authors to the development of specific conceptual frameworks, but also concrete elements through examples, with a didactic purpose, that facilitate understanding and especially understanding of practical applicability in the field.
Scientific research is not, generally speaking, a simple undertaking to carry out and therefore, all the more, the authors wish to provide study benchmarks for young researchers, which will make these efforts more efficient. The paper thus also advocates for attracting as many practitioners, and future practitioners, to the field of quantitative research and thereby contribute to linking research more closely to good practices in the field.
Through this work, the authors manage to provide both a theoretical guide, but especially an applied one, which thus constitutes a guide to good practices for psychologists new to conducting psychological research, but also an important reference for psychologists with more practical experience, but who wish to be actively involved in the research part, in order to highlight some concrete aspects resulting from the practical-applicative activity carried out in their psychology offices.
Associate Professor PhD
Roxana MAIER
Roxana MAIER
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