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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Author(s)
Diana Raufelder, Danilo Jagenow, Frances Hoferichter
R. Poppy Wilkinson
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DOI:10.17265/2159-5542/2012.11.001
Affiliation(s)
Freie Universität, Berlin, Germany
Concordia University, Montréal, Canada
ABSTRACT
An investigation of the development of adolescents’ motivation and
achievement in school demonstrates how psychology and neuroscience can profit
from each other in an empirical and therefore epistemological way through
method triangulation. Based on a method triangulative technique that directly
links quantitative, experimental, and qualitative data (Treumann, 2005), an
interdisciplinary longitudinal (two measure points) study was designed to
bridge the gap between neuroscience and psychology in the field of brain
development and motivation in adolescence. By using this triangulative technique, the
authors minimize the weaknesses of each method and maximize their strengths by
combining disparate but complementary approaches. Future implications and challenges of method
triangulation in the field of psychology research are discussed.
KEYWORDS
method triangulation, motivation, brain development, adolescence, neuroscience
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