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Browning CR, Pinchak NP, Calder CA, Boettner B. Leveraging Experience Sampling/Ecological Momentary Assessment for Sociological Investigations of Everyday Life. ANNUAL REVIEW OF SOCIOLOGY 2024; 50:41-59. [PMID: 39149714 PMCID: PMC11326442 DOI: 10.1146/annurev-soc-091523-013249] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/17/2024]
Abstract
Experience sampling (ES) - also referred to as ecological momentary assessment (EMA) - is a data collection method that involves asking study participants to report on their thoughts, feelings, behaviors, activities, and environments in (or near) real time. ES/EMA is typically administered using an intensive longitudinal design (repeated assessments within and across days). Although use of ES/EMA is widespread in psychology and health sciences, uptake of the method among sociologists has been limited. We argue that ES/EMA offers key advantages for the investigation of sociologically relevant phenomena, particularly in light of recent disciplinary emphasis on investigating the everyday mechanisms through which social structures and micro (individual and relational) processes are mutually constitutive. We describe extant and potential research applications illustrating advantages of ES/EMA regarding enhanced validity, disentangling short-term dynamics, and the potential for linkage with spatially and temporally referenced data sources. We also consider methodological challenges facing sociological research using ES/EMA.
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Affiliation(s)
- Christopher R Browning
- Department of Sociology & Institute for Population Research, The Ohio State University, Columbus, Ohio, USA
| | - Nicolo P Pinchak
- Centre for Social Investigation, Nuffield College, University of Oxford, Oxford, UK
| | - Catherine A Calder
- Department of Statistics and Data Sciences & Population Research Center, The University of Texas at Austin, Austin, Texas, USA
| | - Bethany Boettner
- Institute for Population Research, The Ohio State University, Columbus, Ohio, USA
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van Dalen M, Snijders A, Dietvorst E, Bracké K, Nijhof SL, Keijsers L, Hillegers MHJ, Legerstee JS. Applications of the experience sampling method (ESM) in paediatric healthcare: a systematic review. Pediatr Res 2024; 95:887-900. [PMID: 38062256 PMCID: PMC10920184 DOI: 10.1038/s41390-023-02918-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/26/2023] [Revised: 10/19/2023] [Accepted: 11/03/2023] [Indexed: 03/09/2024]
Abstract
BACKGROUND With the Experience Sampling Method (ESM) participants are asked to provide self-reports of their symptoms, feelings, thoughts and behaviours in daily life. This preregistered systematic review assessed how ESM is being used to monitor emotional well-being, somatic health, fatigue and pain in children and adolescents with a chronic somatic illness. METHODS Databases were searched from inception. Studies were selected if they included children or adolescents aged 0-25 years with a chronic somatic illness and used ESM focussing on mental health or psychosocial wellbeing, biopsychosocial factors and/or somatic health. Two reviewers extracted data of the final 47 papers, describing 48 studies. RESULTS Most studies evaluated what factors influence medical or psychological symptoms and how symptoms influence each other. Another common purpose was to study the feasibility of ESM or ESM as part of an app or intervention. Study methods were heterogeneous and most studies lack adequate reporting of ESM applications and results. CONCLUSIONS While ESM holds great potential for providing results and feedback to patients and caregivers, little use is being made of this option. Future studies should consider what they report in their studies, conduct a priori power analyses and how ESM can be embedded in clinical practice. IMPACT While ESM has many clinical applications, it is currently mostly used for research purposes. Current studies using ESM are heterogeneous and lack consistent, high-quality reporting. There is great potential in ESM for providing patients and parents with personalised feedback.
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Affiliation(s)
- Marije van Dalen
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus MC Sophia Children's Hospital, Rotterdam, The Netherlands.
| | - Anne Snijders
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus MC Sophia Children's Hospital, Rotterdam, The Netherlands
| | - Evelien Dietvorst
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus MC Sophia Children's Hospital, Rotterdam, The Netherlands
| | - Katrien Bracké
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus MC Sophia Children's Hospital, Rotterdam, The Netherlands
- Department of Radiology and Nuclear Medicine, Erasmus MC, Rotterdam, The Netherlands
| | - Sanne L Nijhof
- Department of Paediatrics, Wilhelmina Children's Hospital, University Medical Centre Utrecht, Utrecht University, Utrecht, The Netherlands
| | - Loes Keijsers
- Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, Rotterdam, The Netherlands
| | - Manon H J Hillegers
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus MC Sophia Children's Hospital, Rotterdam, The Netherlands
| | - Jeroen S Legerstee
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus MC Sophia Children's Hospital, Rotterdam, The Netherlands
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Afsharnejad B, Milbourn B, Hayden-Evans M, Baker-Young E, Black MH, Thompson C, McGarry S, Grobler M, Clifford R, Zimmermann F, Kacic V, Hasking P, Bölte S, Romanos M, Machingura T, Girdler S. The efficacy of the "Talk-to-Me" suicide prevention and mental health education program for tertiary students: a crossover randomised control trial. Eur Child Adolesc Psychiatry 2023; 32:2477-2489. [PMID: 36194311 PMCID: PMC9531217 DOI: 10.1007/s00787-022-02094-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/05/2021] [Accepted: 09/23/2022] [Indexed: 12/02/2022]
Abstract
Despite suicide ideation being one of the most frequently reported health issues impacting tertiary students, there is a paucity of research evaluating the efficacy of preventive interventions aimed at improving mental health outcomes for students studying at two tertiary institutes. The current study evaluated the efficacy of the "Talk-to-Me" Mass Open Online Course (MOOC) in improving tertiary students' abilities to support the mental health of themselves and their peers via a randomised controlled trial design, comparing them to a waitlist control group. Overall, 129 tertiary students (M = 25.22 years, SD = 7.43; 80% female) undertaking a health science or education course at two Western Australian universities were randomly allocated to either "Talk-to-Me" (n = 66) or waitlist control (n = 63) groups. The participants' responses to suicidal statements (primary outcome), knowledge of mental health, generalised self-efficacy, coping skills, and overall utility of the program (secondary outcomes) were collected at three timepoints (baseline 10-weeks and 24-weeks from baseline). Assessment time and group interaction were explored using a random-effects regression model, examining changes in the primary and secondary outcomes. Intention-to-treat analysis (N = 129) at 10-weeks demonstrated a significant improvement in generalised self-efficacy for "Talk-to-Me" compared to the control group (ES = 0.36, p = .04), with only the "Talk-to-Me" participants reporting increased knowledge in responding to suicidal ideation (primary outcome). This change was sustained for 24 weeks. Findings provide preliminary evidence suggesting that the "Talk-to-Me" MOOC can effectively improve tertiary students' mental health and knowledge of how to support themselves and others in distress. ACTRN12619000630112, registered 18-03-2019, anzctr.org.au.
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Affiliation(s)
- Bahareh Afsharnejad
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
- enAble Institute, Curtin University, Perth, WA, Australia
| | - Ben Milbourn
- School of Allied Health, Curtin University, Perth, WA, Australia.
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia.
- enAble Institute, Curtin University, Perth, WA, Australia.
| | - Maya Hayden-Evans
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
| | | | - Melissa H Black
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
- enAble Institute, Curtin University, Perth, WA, Australia
| | - Craig Thompson
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
| | - Sarah McGarry
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
| | - Melissa Grobler
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
| | - Rhonda Clifford
- Faculty of Health and Medical Sciences, The University of Western Australia, Perth, WA, Australia
| | - Frank Zimmermann
- School of Allied Health, Curtin University, Perth, WA, Australia
- Klinikum Aschaffenburg Hospital for Child and Adolescent Psychiatry and Psychotherapy, Aschaffenburg, Germany
| | - Viktor Kacic
- School of Allied Health, Curtin University, Perth, WA, Australia
- Klinikum Aschaffenburg Hospital for Child and Adolescent Psychiatry and Psychotherapy, Aschaffenburg, Germany
| | - Penelope Hasking
- enAble Institute, Curtin University, Perth, WA, Australia
- School of Population Health, Curtin University, Perth, WA, Australia
| | - Sven Bölte
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
- Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women's and Children's Health, Karolinska Institutet & Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden
- Child and Adolescent Psychiatry, Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden
| | - Marcel Romanos
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital Würzburg, Würzburg, Germany
| | - Tawanda Machingura
- Faculty of Health Sciences & Medicine, Bond University, Queensland, Australia
| | - Sonya Girdler
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
- enAble Institute, Curtin University, Perth, WA, Australia
- Faculty of Health and Medical Sciences, The University of Western Australia, Perth, WA, Australia
- Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Division of Neuropsychiatry, Department of Women's and Children's Health, Karolinska Institutet & Child and Adolescent Psychiatry, Stockholm Health Care Services, Stockholm County Council, Stockholm, Sweden
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van der Kaap-Deeder J, Bülow A, Waterschoot J, Truyen I, Keijsers L. A moment of autonomy support brightens adolescents' mood: Autonomy support, psychological control and adolescent affect in everyday life. Child Dev 2023; 94:1659-1671. [PMID: 37155373 DOI: 10.1111/cdev.13942] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2022] [Revised: 04/13/2023] [Accepted: 04/18/2023] [Indexed: 05/10/2023]
Abstract
This experience sampling study examined whether autonomy-supportive and psychologically controlling interactions with parents are intertwined with adolescents' momentary affect. For 7 days (in 2020), 143 adolescents (Mage = 15.82; SDage = 1.75; 64% girls; 95% European, 1% African, 3% unknown) reported 5 or 6 times a day how they felt and how interactions with parents were experienced. Preregistered dynamic structural equation models on 1439 (including 532 adjacent) parent-adolescent interactions revealed significant within-family associations: Adolescents experienced more positive affect during and following autonomy-supportive interactions, and vice versa. Adolescents felt more negative affect during and 3 h before psychologically controlling interactions. Between-family associations showed significant linkages between parenting and affect. These findings show that a moment of autonomy support can alter adolescents' everyday well-being.
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Affiliation(s)
| | - Anne Bülow
- Department of Psychology, Education & Child Studies, Erasmus University Rotterdam, Rotterdam, The Netherlands
| | - Joachim Waterschoot
- Department of Developmental, Personality, and Social Psychology, Ghent University, Ghent, Belgium
| | | | - Loes Keijsers
- Department of Psychology, Education & Child Studies, Erasmus University Rotterdam, Rotterdam, The Netherlands
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Meter DJ, Ehrenreich SE. Child development in real time: The power of ambulatory assessment for investigating dynamic developmental processes and behavior longitudinally. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2022; 62:269-294. [PMID: 35249684 DOI: 10.1016/bs.acdb.2021.12.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Ambulatory assessment methods used to capture "real-world" microprocesses through self-report or passive data collection are used to assess child and adolescent behavior in context. This chapter begins by introducing the researcher to ambulatory assessment methods and describes these methods for use in child and adolescent developmental and behavioral research. Next, the importance of attention to timing is discussed. We then suggest appropriate analytic methods for putting ambulatory assessment data to best use to answer developmental research questions. We end with comments on the ethics of ambulatory assessment data and some concluding remarks for researchers wanting to use these methods in their own work.
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Bülow A, van Roekel E, Boele S, Denissen JJA, Keijsers L. Parent-adolescent interaction quality and adolescent affect-An experience sampling study on effect heterogeneity. Child Dev 2022; 93:e315-e331. [PMID: 35099070 PMCID: PMC9303236 DOI: 10.1111/cdev.13733] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2021] [Revised: 12/15/2021] [Accepted: 12/21/2021] [Indexed: 12/16/2022]
Abstract
Person–environment interactions might ultimately drive longer term development. This experience sampling study (Data collection: 2019/20 the Netherlands) assessed short‐term linkages between parent–adolescent interaction quality and affect during 2281 interactions of 124 adolescents (Mage = 15.80, SDage = 1.69, 59% girls, 92% Dutch, Education: 25% low, 31% middle, 35% high, 9% other). Adolescents reported on parent–adolescent interaction quality (i.e., warmth and conflict) and momentary positive and negative affect five to six times a day, for 14 days. Preregistered dynamic structural equation models (DSEM) revealed within‐family associations between parent–adolescent interaction quality and adolescent affect (concurrently: r = −.22 to .39; lagged effects: ß = −.17 to .15). These effects varied significantly between families. These findings stress the need for more person‐specific research on parenting processes.
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Affiliation(s)
- Anne Bülow
- Department of Psychology, Education & Child Studies, Erasmus University Rotterdam, Rotterdam, The Netherlands.,Department of Developmental Psychology, Tilburg University, Tilburg, The Netherlands
| | - Eeske van Roekel
- Department of Developmental Psychology, Tilburg University, Tilburg, The Netherlands
| | - Savannah Boele
- Department of Psychology, Education & Child Studies, Erasmus University Rotterdam, Rotterdam, The Netherlands.,Department of Developmental Psychology, Tilburg University, Tilburg, The Netherlands
| | - Jaap J A Denissen
- Department of Developmental Psychology, Utrecht University, Utrecht, The Netherlands
| | - Loes Keijsers
- Department of Psychology, Education & Child Studies, Erasmus University Rotterdam, Rotterdam, The Netherlands
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van den Heuvel MI, Bülow A, Heininga VE, de Moor EL, Janssen LHC, Vanden Abeele M, Boekhorst MGBM. Tracking Infant Development With a Smartphone: A Practical Guide to the Experience Sampling Method. Front Psychol 2021; 12:703743. [PMID: 35035365 PMCID: PMC8752460 DOI: 10.3389/fpsyg.2021.703743] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2021] [Accepted: 11/03/2021] [Indexed: 11/13/2022] Open
Abstract
The COVID-19 pandemic has forced developmental researchers to rethink their traditional research practices. The growing need to study infant development at a distance has shifted our research paradigm to online and digital monitoring of infants and families, using electronic devices, such as smartphones. In this practical guide, we introduce the Experience Sampling Method (ESM) – a research method to collect data, in the moment, on multiple occasions over time – for examining infant development at a distance. ESM is highly suited for assessing dynamic processes of infant development and family dynamics, such as parent-infant interactions and parenting practices. It can also be used to track highly fluctuating family dynamics (e.g., infant and parental mood or behavior) and routines (e.g., activity levels and feeding practices). The aim of the current paper was to provide an overview by explaining what ESM is and for what types of research ESM is best suited. Next, we provide a brief step-by-step guide on how to start and run an ESM study, including preregistration, development of a questionnaire, using wearables and other hardware, planning and design considerations, and examples of possible analysis techniques. Finally, we discuss common pitfalls of ESM research and how to avoid them.
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Affiliation(s)
- Marion I. van den Heuvel
- Department of Cognitive Neuropsychology, Tilburg University, Tilburg, Netherlands
- *Correspondence: Marion I. van den Heuvel,
| | - Anne Bülow
- Department of Psychology Education & Child Studies, Erasmus University Rotterdam, Rotterdam, Netherlands
- Department of Developmental Psychology, Tilburg University, Tilburg, Netherlands
| | - Vera E. Heininga
- Department of Developmental Psychology, Groningen University, Groningen, Netherlands
- Department of Quantitative Psychology and Individual Differences, KU Leuven, Leuven, Belgium
| | | | - Loes H. C. Janssen
- Department of Clinical Psychology, Leiden University, Leiden, Netherlands
| | - Mariek Vanden Abeele
- imec-mict-UGent, Department of Communication Sciences, Ghent University, Ghent, Belgium
| | - Myrthe G. B. M. Boekhorst
- Department of Cognitive Neuropsychology, Tilburg University, Tilburg, Netherlands
- Department of Medical and Clinical Psychology, Tilburg University, Tilburg, Netherlands
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Measuring parent-adolescent interactions in natural habitats. The potential, status, and challenges of ecological momentary assessment. Curr Opin Psychol 2021; 44:264-269. [PMID: 34788708 DOI: 10.1016/j.copsyc.2021.10.002] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2021] [Revised: 09/25/2021] [Accepted: 10/03/2021] [Indexed: 12/13/2022]
Abstract
Few people are as important for an adolescent's development as their parents. However, most research on parent-adolescent relationships describes long-term population-wide effects. Therefore, little is known about everyday interactions between adolescents and parents in individual families. Ecological momentary assessment (EMA) measures families several times a day as they go through daily life. This approach provides ecologically valid insights into which interactions took place and how they were experienced. State-of-the-art EMA studies suggest that within-family fluctuations in parenting may trigger changes in an adolescent's well-being and behaviors. In practice, moreover, EMA may strengthen family support and intervention research. This article reviews recent empirical work, highlights the (un)used theoretical and practical promise of EMA and identifies key-challenges to unlock this full potential.
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Modecki KL, Goldberg RE, Ehrenreich SE, Russell M, Bellmore A. The Practicalities and Perils of Ambulatory Assessment's Promise: Introduction to a Special Section. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2019; 29:542-550. [PMID: 31573766 DOI: 10.1111/jora.12532] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Ambulatory assessment (AA) offers one of the most exciting approaches for opening the dynamic "black box" of adolescents' daily lives. In this introduction, we spotlight AA's surprisingly restricted market share within adolescent scholarship. We describe thorny challenges these intense methods can pose when conducting adolescent research "in situ" and underscore that capturing quality AA data means placing adolescents' developmental stage at the forefront. The novel research reported in this special section speaks to these challenges and underscores the promise of AA for conducting developmentally salient science. The nine articles included in the section span multiple disciplines (Sociology, Psychology, Public Health) and reflect diverse viewpoints, approaches, and theories. All provide multiple novel best-practice strategies for conducting AA scholarship with adolescents.
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