Summary

研究者社会压力测试的现象学研究: 一种混合方法的观点

Published: January 07, 2019
doi:

Summary

在这里, 我们提出了一个原始的混合方法结合定量和定性的方法, 以准确地检查参与者在实验者社会压力测试和实验者社会压力测试组的经验。

Abstract

单实验者社会压力测试 (tsst) 和团体 tsst (tsst-g) 是最常用的实验诱导心理社会压力的方案。这些测试是基于无法控制和社会评估威胁, 诱发心理和生理后果 (焦虑, 情绪状态, 唾液皮质醇增加)。许多定量实验研究已经研究了这些压力诱导器和这些后果。但是, 据我们所知, 这项研究是首次提供定性分析, 以获取参与者的声音, 以了解他们在整个 tsst 和 tsst-g 的经验动态。本文概述了 tsst 的混合方法。这种方法可以帮助最大限度地利用 tsst 中可以获得的信息, 研究人员通常在不更仔细地观察参与者在压力源过程中在心理上发生的问题的情况下使用 tsst。通过这种方法, 该协议是混合方法的一个例子, 显示了利用现象学方法更深入地分析实验协议的附加价值。这种混合的方法有助于获得经验, 了解演员的观点, 深入分析认知过程的动态, 如意图、感知、已颁布的知识和情感。讨论部分展示了混合方法协议的不同用途, 利用积极的现象学方法来分析一个协议或给出同一研究主题的交叉视野。本节讨论不同的现有应用程序, 指出这种混合方法方法中的一些关键步骤。

Introduction

混合方法在试图理解现象12345时具有各种优势。格林等人6将它们定义为包含分析数字的定量方法和分析单词的定性方法的协议。这种方法旨在超越范式战争或定性和定量研究之间的冲突。目标是增加研究的优势, 减少单一研究的弱点 3;因此, 它作为第三个研究范式发挥作用。结合对同一物体的不同类型的分析, 可以有不同的观点。本文提出了一种特殊的混合方法形式, 将实验协议与经验数据结合使用单 tsst7和 tsst-g8。tsst 是最常用的实验方案, 用于进行心理压力调查9,10。这些测试是基于无法控制和社会评价威胁, 与生理和心理后果有关。不同的经验、理论或元分析研究 11 表明 tsst 和 tsst-g 会产生心理影响并激活 hpa 轴, 例如, 导致负面情绪状态、自我报告的焦虑和皮质醇上升。许多实验研究调查了这些压力的标记, 它们之间的关系, 以及它们的影响.然而, 只进行了一种定性方法, 13 以了解参与者在这些测试中的生活经历。

本议定书制定了最初的混合方法方法, 主要用于早期的出版物13。这种混合方法研究的独创性在于基于一个非常活跃的现象学框架13,14,15, 16 的定性方法, 以准确地检查参与者的在面对 tsst 和 tsst-g 时的体验。定性调查可以是启发式的, 因为它们使人们能够描述和分析特定情况下的参与者在心理上发生的事情17。最后, 积极的现象学方法使研究人员能够了解参与者的观点, 从而分析压力和情绪 18, 19,20。按照这种方法, 参与者可以逐步描述、评论和展示他们的生活经历。这个活跃的现象学框架有两个主要假设16,21。首先, 行动和情况结合在一起22、23 (行动的动态是在特定背景下出现的)。这一假设提供了对参与者在 tsst 和 tsst-g 方面的经验动态的访问, 并确定了参与者背景的特定组成部分。其次, 每一个动作都对演员23、2 4 都有意义。这种方法提供了在行动过程中获得演员的经验意义结构的机会, 这得益于一种源自现象学访谈并命名为1625 的命名采访的严格方法。演员的经历可以用情感、感知和情景维度26来描述.不同类型的混合方法是基于这种活跃的现象学方法, 它已经在不同的领域产生了启发式结果, 即运动14151827, 兴奋剂28, 工作29, 和教育30,31,32

这里介绍的混合方法旨在确认和理解 tsst 文献中的发现: 通过比较 tsst 和 tsst-g 对生理指标 (如皮质醇) 的影响, 对自报告指标 (如焦虑和情绪状态), 以及经验指标 (如参与者的声音) 和理解, 通过定性的方法访问参与者的行动动态, 因为他们出现在这些紧张的协议。这是一个原始的方式来深入了解心理社会压力的动态, 并了解参与者的声音关于 tsst 和 tsst-g 的压力时刻。因此, 该协议是混合方法的一个例子, 显示了利用现象学方法更深入地分析实验协议的附加价值。

Protocol

大学的机构审查委员会批准了这项研究。 注: 使用主动现象学协议的混合方法的一个例子。 1. 排除标准 在实验前使用问卷, 以便在必要时排除一些参与者的以下标准: 吸烟 (每天超过5支香烟)、饮酒 (每天喝两杯以上)、服药、吸毒、使用药物、有内分泌问题, 经历慢性压力 (例如, 由法语版本的感知压力量表 [pss]确定) 33</sup…

Representative Results

这里显示的结果来自文献综述 (皮质醇)8和两个研究的压力在我们的实验室 (状态焦虑, 情感反应, 和定性方法)13,41。这里介绍的结果代表了可以发现什么, 使用该协议, 关于 (1) 唾液皮质醇水平, (2) 状态焦虑, (3) 快感, 兴奋和支配, (4) 有意义的经验。 首先, 下面的结果?…

Discussion

在本文中, 我们提出了一个原始的混合方法的方法, 结合实验协议与表现学的方法。这种混合的方法有助于获得经验, 了解参与者的观点, 并深入分析认知过程的动态, 如意图、感知、已颁布的知识和情绪。

混合方法可以用不同的方式使用。green等人6提出五项功能: 三角化、互补、发展、启动和扩展。在这些函数中, 利用主动现象学方法的协议可以是启发…

Disclosures

The authors have nothing to disclose.

Acknowledgements

作者感谢 perrine labeaume 和 fanny vieu 的帮助。

Materials

Enzyme-linked immunosorbent assay (ELISA) Salimetrics, UK Kit– N° No. 1-3002 Expanded Range High Sensitivity Salivary Cortisol Enzyme Immunoassay
Spectrophotometer Thermo Fisher, Germany Multiska FC Microplate Photometer

References

  1. Creswell, J. W. . A Concise Introduction to Mixed Methods Research. , (2015).
  2. Greene, J. C. . Mixed Methods in Social Inquiry. , (2007).
  3. Johnson, R. B., Onwuegbuzie, A. J. Mixed Methods Research: A Research Paradigm Whose Time Has Come, Mixed Methods Research: A Research Paradigm Whose Time Has Come. Educational Researcher. 33 (7), 14-26 (2004).
  4. Arora, R., Stoner, C. A mixed method approach to understanding brand personality. Journal of Product & Brand Management. 18 (4), 272-283 (2009).
  5. Dunning, H., Williams, A., Abonyi, S., Crooks, V. A mixed method approach to quality of life research: A case study approach. Social Indicators Research. 85 (1), 145-158 (2008).
  6. Greene, J. C., Caracelli, V. J., Graham, W. F. Toward a Conceptual Framework for Mixed-Method Evaluation Designs. Educational Evaluation and Policy Analysis. 11 (3), 255-274 (1989).
  7. Kirschbaum, C., Pirke, K. -. M., Hellhammer, D. H. The ‘Trier Social Stress Test’-a tool for investigating psychobiological stress responses in a laboratory setting. Neuropsychobiology. 28 (1-2), 76-81 (1993).
  8. Von Dawans, B., Kirschbaum, C., Heinrichs, M. The Trier Social Stress Test for Groups (TSST-G): A new research tool for controlled simultaneous social stress exposure in a group format. Psychoneuroendocrinology. 36 (4), 514-522 (2011).
  9. Allen, A. P., Kennedy, P. J., Cryan, J. F., Dinan, T. G., Clarke, G. Biological and psychological markers of stress in humans: focus on the Trier Social Stress Test. Neuroscience & Biobehavioral Reviews. 38, 94-124 (2014).
  10. Birkett, M. A. The Trier Social Stress Test Protocol for Inducing Psychological Stress. Journal of Visualized Experiments. (56), e3238 (2011).
  11. Dickerson, S. S., Kemeny, M. E. Acute stressors and cortisol responses: a theoretical integration and synthesis of laboratory research. Psychological Bulletin. 130 (3), 355-391 (2004).
  12. Johnson, M. M., et al. A Modified Trier Social Stress Test for Vulnerable Mexican American Adolescents. Journal of Visualized Experiments. (125), e55393 (2017).
  13. Vors, O., Marqueste, T., Mascret, N. The Trier Social Stress Test and the Trier Social Stress Test for groups: Qualitative investigations. PLoS ONE. 13 (4), 0195722 (2018).
  14. Rochat, N., Hauw, D., Antonini Philippe, R., von Roten, F. C., Seifert, L. Comparison of vitality states of finishers and withdrawers in trail running: An enactive and phenomenological perspective. PLoS ONE. 12 (3), 0173667 (2017).
  15. Seifert, L., et al. Interpersonal Coordination and Individual Organization Combined with Shared Phenomenological Experience in Rowing Performance: Two Case Studies. Frontiers in Psychology. 8, 75 (2017).
  16. Theureau, J. . Le Cours D’action: L’enaction & L’expérience. , (2015).
  17. Keegan, R. J., Harwood, C. G., Spray, C. M., Lavallee, D. A qualitative investigation of the motivational climate in elite sport. Psychology of Sport and Exercise. 15 (1), 97-107 (2014).
  18. Doron, J., Bourbousson, J. How stressors are dynamically appraised within a team during a game: An exploratory study in basketball. Scandinavian Journal of Medicine & Science in Sports. 27 (12), 2080-2090 (2016).
  19. Ria, L., Sève, C., Saury, J., Theureau, J., Durand, M. Beginning teachers’ situated emotions: A study of first classroom experiences. Journal of Education for Teaching. 29 (3), 219-234 (2003).
  20. Sève, C., Ria, L., Poizat, G., Saury, J., Durand, M. Performance-induced emotions experienced during high-stakes table tennis matches. Psychology of Sport and Exercise. 8 (1), 25-46 (2007).
  21. Durand, M., Friedrich, J., Pita, J. Activité humaine, pratiques sociales, et éducation des adultes. Un Dialogue Entre Concepts et Réalité. , 13-37 (2014).
  22. Thompson, E. Sensorimotor subjectivity and the enactive approach to experience. Phenomenology and the cognitive sciences. 4 (4), 407-427 (2005).
  23. Varela, F., Rosch, E., Thompson, E. . The Embodied Mind: Cognitive Science and Human Experience. , (1992).
  24. Froese, T., Di Paolo, E. A. The enactive approach: Theoretical sketches from cell to society. Pragmatics & Cognition. 19 (1), 1-36 (2011).
  25. Theureau, J., Hollnagel, E. Course-of-action analysis and course-of-action centered design. Handbook of Cognitive Task Design. , 55-81 (2003).
  26. De Jaegher, H., Di Paolo, E. Participatory sense-making. Phenomenology and the Cognitive Sciences. 6 (4), 485-507 (2007).
  27. R’Kiouak, M., Saury, J., Durand, M., Bourbousson, J. Joint Action of a Pair of Rowers in a Race: Shared Experiences of Effectiveness Are Shaped by Interpersonal Mechanical States. Frontiers in Psychology. 7, (2016).
  28. Hauw, D. Antidoping education using a lifelong situated activity-based approach: evidence, conception, and challenges. Quest. 69 (2), 256-275 (2017).
  29. Horcik, Z., Savoldelli, G., Poizat, G., Durand, M. A Phenomenological Approach to Novice Nurse Anesthetists’ Experience During Simulation-Based Training Sessions. Simulation in Healthcare – Journal of the Society for Simulation in Healthcare. 9 (2), 94-101 (2014).
  30. Vors, O., Gal-Petitfaux, N. Relation between students’ involvement and teacher management strategies in French “difficult” classrooms. Physical Education and Sport Pedagogy. 20 (6), 647-669 (2015).
  31. Vors, O., Gal-Petitfaux, N., Potdevin, F. A successful form of trade-off in compensatory policy classrooms: Processes of ostentation and masking. A case study in French physical education. European Physical Education Review. 21 (3), 340-361 (2015).
  32. Adé, D., Ganière, C., Louvet, B. The role of the referee in physical education lessons: student experience and motivation. Physical Education and Sport Pedagogy. 23 (4), 418-430 (2018).
  33. Lesage, F. -. X., Berjot, S., Deschamps, F. Psychometric properties of the French versions of the Perceived Stress Scale. International Journal of Occupational Medicine and Environmental Health. 25 (2), 178-184 (2012).
  34. Salama-Younes, M., Montazeri, A., Ismaïl, A., Roncin, C. Factor structure and internal consistency of the 12-item General Health Questionnaire (GHQ-12) and the Subjective Vitality Scale (VS), and the relationship between them: a study from France. Health and Quality of life Outcomes. 7 (1), 22 (2009).
  35. Goodman, W. K., Janson, J., Wolf, J. M. Meta-analytical assessment of the effects of protocol variations on cortisol responses to the Trier Social Stress Test. Psychoneuroendocrinology. 80, 26-35 (2017).
  36. Allen, A. P., et al. The Trier Social Stress test: principles and practice. Neurobiology of Stress. 6, 113-126 (2017).
  37. Spielberger, C. D., Gorsuch, R. L., Lushene, R. E. . Manual for the State-Trait Anxiety Inventory (Self-evaluation Questionnaire). , (1970).
  38. Bradley, M. M., Lang, P. J. Measuring emotion: the self-assessment manikin and the semantic differential. Journal of Behavior Therapy and Experimental Psychiatry. 25 (1), 49-59 (1994).
  39. Frisch, J. U., Häusser, J. A., van Dick, R., Mojzisch, A. The Social Dimension of Stress: Experimental Manipulations of Social Support and Social Identity in the Trier Social Stress Test. Journal of Visualized Experiments. (105), e53101 (2015).
  40. Starks, H., Brown Trinidad, S. Choose your method: A comparison of phenomenology, discourse analysis, and grounded theory. Qualitative Health Research. 17 (10), 1372-1380 (2007).
  41. Mascret, N., et al. The Influence of the “Trier Social Stress Test” on Free Throw Performance in Basketball: An Interdisciplinary Study. PLoS ONE. 11 (6), 0157215 (2016).
  42. Het, S., Rohleder, N., Schoofs, D., Kirschbaum, C., Wolf, O. T. Neuroendocrine and psychometric evaluation of a placebo version of the ‘Trier Social Stress Test.’. Psychoneuroendocrinology. 34 (7), 1075-1086 (2009).
  43. Nater, U. M., et al. Performance on a declarative memory task is better in high than low cortisol responders to psychosocial stress. Psychoneuroendocrinology. 32 (6), 758-763 (2007).
  44. Adé, D., Poizat, G., Gal-Petitfaux, N., Toussaint, H., Seifert, L. Analysis of elite swimmers’ activity during an instrumented protocol. Journal of Sports Sciences. 27 (10), 1043-1050 (2009).
  45. Poizat, G., Adé, D., Seifert, L., Toussaint, H., Gal-Petitfaux, N. Evaluation of the Measuring Active Drag system usability: An important step for its integration into training sessions. International Journal of Performance Analysis in Sport. 2 (10), 170-186 (2010).
  46. Seifert, L., et al. Neurobiological degeneracy and affordance perception support functional intra-individual variability of inter-limb coordination during ice climbing. PLoS ONE. 9 (2), 89865 (2014).
  47. Legrand, D. Pre-reflective self-as-subject from experiential and empirical perspectives. Consciousness and Cognition. 16 (3), 583-599 (2007).
  48. Mangan, B. Taking Phenomenology Seriously: The “Fringe” and Its Implications for Cognitive Research. Consciousness and Cognition. 2 (2), 89-108 (1993).
  49. Mohamed, S., Favrod, V., Antonini Philippe, R., Hauw, D. The Situated Management of Safety during Risky Sport: Learning from Skydivers’ Courses of Experience. Journal of Sports Science and Medicine. 14 (2), 340-346 (2015).
  50. Mottet, M., Eccles, D. W., Saury, J. Navigation in outdoor environments as an embodied, social, cultural, and situated experience: An empirical study of orienteering. Spatial Cognition & Computation. 16 (3), 220-243 (2016).
  51. Antonini Philippe, R., Rochat, N., Vauthier, M., Hauw, D. The story of withdrawals during an ultra-trail running race: A qualitative investigation of runners’ Courses of experience. The Sport Psychologist. 30 (4), 361-375 (2016).
  52. Onwuegbuzie, A. J., Leech, N. L. On becoming a pragmatic researcher: The importance of combining quantitative and qualitative research methodologies. International Journal of Social Research Methodology. 8 (5), 375-387 (2005).
  53. Morgan, D. L. Practical strategies for combining qualitative and quantitative methods: Applications to health research. Qualitative Health Research. 8 (3), 362-376 (1998).
  54. Morse, J. M. Approaches to qualitative-quantitative methodological triangulation. Nursing Research. 40 (2), 120-123 (1991).
  55. Rochat, N., Hauw, D., Seifert, L. Enactments and the design of trail running equipment: An example of carrying systems. Applied Ergonomics. , (2018).
check_url/kr/58805?article_type=t

Play Video

Cite This Article
Vors, O., Cury, F., Marqueste, T., Mascret, N. Enactive Phenomenological Approach to the Trier Social Stress Test: A Mixed Methods Point of View. J. Vis. Exp. (143), e58805, doi:10.3791/58805 (2019).

View Video