Integrating Autoethnography and Dynamic P-Technique: A Convergent Explanatory Bidirectional Single-Subject Study on Embodying Mindfulness as an Instructor

被引:2
作者
Clubbs, Brooke Hildebrand [1 ,3 ]
Chin, Eu Gene [2 ]
机构
[1] Southeast Missouri State Univ, Dept Leadership Middle & Secondary Educ, Cape Girardeau, MO USA
[2] Biola Univ, Rosemead Sch Psychol, La Mirada, CA USA
[3] Southeast Missouri State Univ, Dept Leadership Middle & Secondary Educ, One Univ Plaza, MS 5675, Cape Girardeau, MO 63701 USA
关键词
autoethnography; convergent design; dynamic-p; explanatory bidirectional framework; structural equation modeling; MAXIMUM-LIKELIHOOD; MASLACH BURNOUT; ELEMENTARY; TEACHERS; DESIGNS; STRESS; MODEL;
D O I
10.1177/15586898231187527
中图分类号
C [社会科学总论];
学科分类号
03 ; 0303 ;
摘要
Structural equation modeling and autoethnography have rarely been integrated in scientific studies. The example employs a convergent intensive longitudinal data collection strategy and an explanatory bidirectional framework for data merging analysis to examine one instructor's practices of incorporating social-emotional learning (SEL) and mindfulness to reduce burnout. By examining results from the dynamic p-technique (a special case of structural equation modeling) and reflexive journaling resulting in autoethnography, a clearer picture of one faculty member's lived experience emerged. The study concretely demonstrates how structural equation modeling and autoethnography methods can create an integrated, longitudinal picture of reality.
引用
收藏
页码:462 / 482
页数:21
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