Analyzing Open-ended Questions by Means of Text Analysis Procedures

Popping, Roel

doi:10.1177/0759106315597389

Cited by 195 publications

(127 citation statements)

References 25 publications

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“…In addition to demographic items, and respondent and household characteristics, the survey measured perceptions of climate change, including perceived risk and perceived knowledge, and climate change action. Through an open-ended question, respondents were asked what, according to them, were the main barriers to climate change action in their household [48]. The responses to the open-ended question were analyzed through thematic analysis, which is a qualitative approach that uses codes to identify, analyze, and report patterns within textual data [43].…”

Section: Methods and Background To The Study Regionmentioning

confidence: 99%

Household Barriers to Climate Change Action: Perspectives from Nuevo Leon, Mexico

Hernández¹,

Meijles

Vanclay

2019

Sustainability

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It is necessary to mobilize households so that they make changes to their everyday activities to address climate change. However, in the academic literature, there has been little focus on the perceived barriers to climate change action at the household level. Previous research has also highlighted a need for more studies in Latin America. This study contributes to the literature by filling these gaps. In a face-to-face and online survey administered in Nuevo Leon, Mexico, we asked participants what barriers impede their household from taking action to address climate change. Using thematic analysis, seven main barriers were identified: (i) everyday life; (ii) awareness of climate change; (iii) lack of perceived locus of control; (iv) physical limitations of the dwelling; (v) social, (vi) regulatory; and (vii) economic. Given the significant potential effects of climate change in the Nuevo Leon region, a better understanding of the barriers that prevent households from addressing climate change will inform the development of targeted guidelines and strategies to address changing climate.

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Section: Methods and Background To The Study Regionmentioning

confidence: 99%

Household Barriers to Climate Change Action: Perspectives from Nuevo Leon, Mexico

Hernández¹,

Meijles

Vanclay

2019

Sustainability

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“…The identification of categories was oriented by the research line of "ethnic group" definitions, described in the introduction, and was taken as the reference point to establish a preliminary list of codes. However, the grouping of items within coding categories and subcategories was also data-driven, in line with the third type of the development of concept categories, particularly recommended for more complex answers (Popping, 2015).…”

Section: Coding Procedurementioning

confidence: 99%

What Is an “Ethnic Group” in Ordinary People’s Eyes? Different Ways of Understanding It Among American, British, Mexican, and Polish Respondents

Hamer

McFarland

Czarnecka

et al. 2018

Cross-Cultural Research

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Although the term “ethnic group” (EG) is often used in social studies, its definition differs among researchers. Moreover, little is known about ordinary people’s subjective understanding of this term, even though it is often used in social discourse. We examined this issue in a cross-sectional study of 273 American, British, Mexican, and Polish students using an open-ended questions approach. Results revealed cultural differences in patterns of “ethnic group” definitions across the four countries. U.S. respondents predominantly connected EG to “race”; British participants frequently related it to “race,” but more often to “common culture” and “customs/traditions.” Both latter categories were overwhelmingly dominant in Mexico and Poland. However, “nation,” “shared history,” “religion,” “language,” and “territory” were also very popular as EG understandings in Poland. Although most participants used the newer definition of EG (referring to all groups in a society, including minority and majority groups), a few in each country used the term only to refer to minorities and people different from themselves (an older, “minus one” definition). Unexpected definitions of EG also appeared (e.g., people having similar hobbies, having similar work goals, or living in the same city). The results also indicate that for the United States, the United Kingdom, and Mexico, “ethnic group” was more a subgroup within a nation, whereas in Poland, they represented the same level of categorization. The theoretical and practical implications of our findings are discussed.

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“…The data were written responses to open survey questions. An 'open' question refers to a question in a survey to which possible answers are not suggested and to which the respondents answer in their own words (Popping, 2015). To narrate one's view of a certain topic in this way can be helpful in personal sense-making and reflection (Schneider, 2012).…”

Section: Me Thodmentioning

confidence: 99%

From political correctness to reflexivity: A norm‐critical perspective on nursing education

et al. 2020

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Education is important in shaping professional identity, including how one approaches norms and normalisation. In the analysis presented in this study, nursing students' own constructions of norms and normality from the outlook of their education are highlighted and problematised. To deepen the understanding of these matters, the aim of this study was to explore constructions of norms and normality among students in nursing education. Students studying in a nursing department at a Swedish university college were approached and asked to consider open survey questions targeting their views on norms and normality; 154 of them replied. After a discourse analytic approach to the data, we could see how the students constructed norms and normality as (a) instrumental instructions, consisting of easy‐to‐digest statements grounded in the profession's obvious moral and ethical values, (b) limiting and frustrating obstacles for personal freedom that were important to challenge, (c) rules to be obeyed for the stability of society and (d) a matter of reflection, with each individual being responsible for understanding differences in norms, perspectives and opinions. We conclude that nursing education would benefit from norm‐critical perspectives, problematising students' own positions to norms, power and privilege.

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Analyzing Open-ended Questions by Means of Text Analysis Procedures

Cited by 195 publications

References 25 publications

Household Barriers to Climate Change Action: Perspectives from Nuevo Leon, Mexico

Household Barriers to Climate Change Action: Perspectives from Nuevo Leon, Mexico

What Is an “Ethnic Group” in Ordinary People’s Eyes? Different Ways of Understanding It Among American, British, Mexican, and Polish Respondents

From political correctness to reflexivity: A norm‐critical perspective on nursing education

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