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QualitativeProspectusExemplar.pptxHow college male students perceive Emotional Intelligence through Lovingkindness practice. Example Prospectus PPT (Qualitative)
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Literature Review: Background to the Problem
When the problem started:
Emotional Intelligence was initially adopted in 1990 by John Mayer and Peter Salovey, since then other researchers has adopted their own version of emotional intelligence, such as Daniel Goleman (Petrovici, & Dobrescu, 2014). Goleman’s theory of Emotional Intelligence includes self-awareness, self-control, motivation, empathy, and social skills (Petrovici, & Dobrescu, 2014).
For several decades, meditation has shown to help people with various illnesses, such as anxiety, depression, stress, and chronic pain (Fredrickson, Cohn, Coffey, Pek, & Finkel, 2008).
How the problem has changed:
Most of the previous research regarding meditation focused on mindfulness meditation (Fredrickson, Cohn, Coffey, Pek, & Finkel, 2008).
Recent research within the Lovingkindness mindfulness techniques on emotional intelligence has focused on how meditation impacts cognition performance, empathy, memory, & self-regulation (Eisenbeck, Luciano, & Valdivia-Salas, 2018).
What the problem is now:
More recent research has focused on mostly females, within certain demographics, which does not lead to diverse populations of participants (Pérez-Fuentes, Linares, Jurado, Márquez, & Martínez, 2020).
10/9/2019
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The outline on this slide is used in the Prospectus to develop a 3 paragraph section on Background to the Problem. This same 3-paragraph version of the Background to the Problem is used in Chapter 1 in the Proposal. It is then expanded and used in Chapter 2 in the Proposal.
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Background to the Problem Space
The problem: Psychological well-being among college males.
What we know about the problem:
Meditation has shown to help people with various illnesses, such as anxiety, depression, stress, and chronic pain (Fredrickson et al., 2008), with more recent research showing a positive relationship between emotional intelligence and mindfulness (Rodriguez et al., 2018; Cejudo et al., 2019)
What still needs to be studied:
Cejudo et al. (2019) focused on women in their study, and recommended that future research should assess men with FB, since it was an all women study, and should include heterogeneous socially and culturally samples as well.
Rodriquez et al. (2018) recommended future research studying different age groups, other than adolescents (age 11-14).
Problem Space: While mindfulness meditation is known to decrease stress and increase well-being (Cejudo et al., 2019), alternative meditation approaches such as LovingKindness should be considered (Eisenbeck et al., 2018) with a specific focus on males and their experiences with mindfulness (Cejudo et al., 2019).
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The outline on this slide is used in the Prospectus to develop a 3 paragraph section on Background to the Problem. This same 3-paragraph version of the Background to the Problem is used in Chapter 1 in the Proposal. It is then expanded and used in Chapter 2 in the Proposal.
NEED FIVE Empirical Articles!
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Literature Review: Theoretical Foundations
Emotional Intelligence Theory examines a person’s self awareness, social awareness, self management, and social skills (Goleman, 1998).
Social awareness typically includes empathy towards other people’s emotions (Goleman, 1998).
Each dimension has further subcategories as well (Petrovici & Dobrescu, 2014)
The components of EI will be used to frame the research questions for the proposed study.
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Two ways to find models or theories for both quantitative and qualitative research are (1) find studies related to your topic and see what theoretical foundation theory, model, or concept they used. Then research it or find a quantitative instrument that is used to collect data on it. Or (2) look for validated quantitative instruments that measure variables you are studying from either a quantitative or qualitative approach; then do a Google or Google Scholar search that combines the name of the instrument and the term “validation study” or “validity”. This document will explain the model behind the instrument, trace it back historically to the creator of the initial model or theory. For the quantitative studies, use the instrument article to provide the reliability and validity statistics for the instrument.
For the Prospectus there should be one slide on each model or theory in outline format. Include a visual of the model or theory if it is available. Focus on describing the theory and not on discussing how it has been used in prior studies. In the Proposal this information is used to develop the research questions for chapter 1 and 3. It is expanded significantly in Chapter 2.
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Literature Review: Review of Literature
Topic 1
Emotional Intelligence
Self Awareness-knowing your personal emotions (Petrovici, & Dobrescu, 2014).
Social Awareness- identification, awareness, and understanding of other people’s emotions (Petrovici, & Dobrescu, 2014).
Self management- being able to identify and manage your own emotions (Petrovici, & Dobrescu, 2014).
Social Skills- interpersonal relationships (Petrovici, & Dobrescu, 2014).
Topic 2
Mindfulness Meditation
Mindfulness meditation- a technique that can help address certain emotions that are happening at that current moment (Salcido-Cibrián, Ramos, Jiménez, & Blanca, 2019).
Lovingkindness- a technique used to promote caring for self and others, it incorporates warm and tender feelings to self and others (Fredrickson, Cohn, Coffey, Pek, & Finkel, 2008). It includes small phrases or comments to self or others (Sorensen, Steindl, Dingle, & Garcia, 2019).
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In the Prospectus this slide is used to provide an outline of the topics that will be included in the Review of Literature section, which is 30+ pages in Chapter 2.
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Problem Statement
It is not known how college male students perceive self-awareness, social awareness, self management, and social skills through a Lovingkindness mindfulness approach.
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Research Questions and Phenomenon
RQ1: How do college male students perceive self-awareness through a Lovingkindness mindfulness approach?
RQ2: How do college male students perceive social- awareness through a Lovingkindness mindfulness approach?
RQ3: How do college male students perceive self-management through a Lovingkindness mindfulness approach?
RQ4: How do college male students perceive social skills through a Lovingkindness mindfulness approach?
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Methodology
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| Qualitative | Quantitative |
| Qualitative research focuses on the perceived meaning of the phenomenon from the participant’s understanding (Arghode, 2012). Qualitative research uses the collection of various, extensive data of participants within their natural setting, over an amount of time; it is not based on a single type of methodology (Yilmaz, 2013). | Quantitative research focuses on the explanation of phenomenon through the collection of numerical data from participants and then analyzed through statistical means (Yilmaz, 2013). Quantitative research uses objective measurement to quantify the participant’s responses to either prove or disprove a specified hypothesis (Arghode, 2012). |
| Justification: The qualitative methodology will be utilized within this study because the study is looking to focus on the participant’s perceived meaning from the research questions within their natural setting. | Justification: The quantitative methodology will not be utilized within this study because it is not wanting to only collect numerical data for statistical analysis. The study is looking for subjective experience, not just objective responses. |
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Prospectus: The approach on this slide is used to justify the methodology using methodology article and resources
Proposal: The information presented on this slide is used to develop one of the three paragraphs comprising the methodology section. In addition a second paragraph is added justifying why the opposite methodology is not as appropriate. This second paragraph uses the same argument/citation structure with the arguments and citations coming from methodology articles and books. A third paragraph is developed that uses similar and related empirical articles to justify the proposed methodology for the study
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Design
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| Design | Definition | Justification (use /not use) |
| Qualitative Descriptive | allows for a summary of an event in everyday terms, in which participants answer questions pertaining to the who, what, and where of those experiences (Sandelowski, 2000). allows for a clear description of a specific experience from the perspective of the participants (Magilvy & Thomas, 2009) | The descriptive design would not allow for an in-depth exploration of the phenomenon. |
| Phenomenological | includes trying to understand or uncover the lived experiences described by participants (Felice & Janesick, 2015). Allows for an understanding to see the phenomenon from the eyes of each participants from the shared experience (Worthington, 2013). | This was not the chosen design because it requires a shared/common experience between each participant involved. |
| Narrative | is a way of telling the participant’s version of their specific lived experience (Josselson, 2006). can be be collected orally or textually and provide a coherent story from all participant’s accounts (McAlpine, 2016). | This design is not appropriate because a life experience narrative is not needed by the male college students with their Emotional Intelligence through Lovingkindness. |
| Case Study | uses semi-structured interview forms and can be face-to-face to understand a real-life experience (Vezne, Günbayi ,& Hromatko, 2018). It is encouraged to set boundaries for the case study, so the researcher does not deviate from the topic (Baxter and Jack, 2008). can use multiple sources of data collection in order to collect in-depth and comprehensive data on a specific real-life context (Morgan, Pullon, MacDonald, McKinlay, & Gray, 2017). | This design would be an appropriate design for the study because this study can be bound in space and time to college males currently enrolled in college. |
| Grounded Theory | where there is limited or no data, so a researcher can establish their own theory (Ali, May, & Grafton, 2019) where researchers may have difficulty finding previous research within the initial literature review process (Chiovitti & Piran, 2003). | This would not be an appropriate design for this study as a theory is not being developed |
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Prospectus: The format and approach on this slide is used to develop the one paragraph argument for the proposed design for the Prospectus
Proposal: When doing the proposal the approach shown on this slide is used to develop the first paragraph/section. Then there are a series of short paragraphs (3-4 sentences) that argue as to why the alternative designs are not as appropriate for the study
All five designs listed (see five on slide)
Two definitions for for the design and then using the wording of the definition to justify why are you using it
Then you will use two definitions for why you are NOT using the others
Quant: LAIRD.com
Web of Science for definitions resources
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Purpose Statement
The purpose of this qualitative case study is to examine how college males within the Southwest perceive their self-awareness, social awareness, self management, and social skills through Lovingkindness mindfulness.
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Population, Target Population, and Sample
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| Population | Target | Sample |
| The population is the total number of group members (Etikan et al, 2016). | The population, which meets specific criteria, is the group in which the sample will be selected from (Banerjee & Chaudhury, 2010). | The sample is a portion selected from the population (Etikan, Musa, & Alkassim, 2016). |
| The population for the study will be college male students in the United States. | The target population for this study will be all college level males within Metropolitan area post-secondary education (appr. 600~), that practice or have practiced Lovingkindness mindfulness. | Questionnaires will be accessible to male students of the represented target population to meet the minimum requirement of 40+ responses to the questionnaire and 10-15 qualifying interview participants will be identified from the questionnaire responses. |
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Please discuss the target population from which you will collect your data in detail and include at least two options. For the target population identify the specific way to access the target population which might include: using your organization; asking an association to support/communicate the study; using a social group such as a church to support/communicate your research; use social media to find the sample; use archival data from an organization or association; use publicly available archival data; use photographs of the phenomena being studied. In addition to discussing the specific sample source also estimate the size of the target population and assume 5-20 percent of this group would participate.
In the Prospectus this outline is used to ensure there is an appropriate and reachable target population. In the Proposal this outline becomes a section in Chapter 1.
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Instruments and Data Sources
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| Questionnaire Structure | Interview Structure | Focus Groups |
| Informed consent Criteria check (Pre-qualifying questions) Have they practiced Lovingkindness. Demographic questions (age, socio-economic status, race, ethnicity, level of education) How long they have practiced Lovingkindness Content questions –Likert scale (1-7 scale). The results will be used to inform the interviews and triangulate data analysis. Invitation to participate in the next level of data collection. | 60-90 minutes in length A research-developed interview protocol will be used to align the RQs, theory, and interview questions. Open-ended questions will be asked as related to the research questions. Opportunities to ask follow-up questions allowing the participants to provide additional information. Interviews will be held via video-conference and digitally recorded. | Two focus groups each 6-7 participants from the interviews. Focus groups topics will be determined by themes identified from the interview data. Participants will be asked to discuss the themes identified, provide their reactions to the themes, and add to the themes based on their collective discussion. Focus groups will be held via video-conference and digitally recorded. |
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Prospectus: This outline is used in the Prospectus. This outline is then used to develop the section on Sources of Data in Chapter 3 in the Proposal.
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Data Collection Steps: 1.Obtain various required permissions
Site approval
Permission to use each instrument (Emotional Intelligence Scale) or data source
Obtaining administrative guide and validation information on each data sources from owner/literature
GCU Chair and Committee Approvals
AQR Approval
IRB Approval
Consent form from individual participants
Results of the field tests for qualitative studies
Results of the expert panel review for qualitative instruments such as interviews or observations
Required permissions/approvals (prior to data collection)
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There are four separate slides that will comprise the data collection section in the Prospectus and the proposal. Please do not alter the names on the slides. Modify each bullet point to be specific to your study and if you do not believe the bullet is relevant for your study put in a statement justifying this. Also please do not change the order of the fours data collection slides or the bullets within them. It is important to show the bullets in the order in which they would occur. This first slide only discusses all of the permissions required. When moving these slides into your documents keep the title shown right above the bullets which is “Required permissions/approvals”
NOTE: These set of four slides are used in outline format in the Prospectus. They then provide the outline for the Data Collection section in Chapter 3 in the Proposal.
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Data Collection Steps: 2. Sampling Approach and Sample Selection
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| Strategy 1 | Strategy 2 |
| Convenience Sampling is an approach where members of the target population that meet certain practical criteria are included for the purpose of the study (Etikan, Musa, & Alkassim, 2016). | Purposeful sampling is an approach this is used when the researcher is targeting a specific group of people, while knowing that it will only represent itself, not the wider population (Vezne, Gunbayi, Hromatko, 2018). Researchers use purposeful sampling for the main goal of gaining information-rich material from that specific sample (Sandelowski, 2000). It is a deliberate choice of a participant due to the specific qualities that they possess (Etikan, Musa, & Alkassim, 2016). |
| Convenience sampling will be used in this study through the utilization of networking within a Metropolitan area Community College. | Purposive sampling will be used in this study due to the sample being specifically picked to be male college students from Metropolitan area Community College that have complete Lovingkindness meditation(s). |
Sampling Criteria will include college-level, male students at Metropolitan area Community College, and have completed Lovingkindness meditation(s) currently or in the past.
Flyers will be distributed across campus and faculty will be asked to inform students of the study. A description of the study will be presented to promote participation, including an embedded link to the questionnaire accessible on surveymonkey.com
If second round is needed for participants, researcher will ask faculty and staff to announce to students of study and if interested, to contact researcher. Participants that agree to partake in the study will provide primary phone and email contact information, along with dates and time available for follow-up questions.
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There are four separate slides that will comprise the data collection section in the Prospectus and the proposal. Please do not alter the names on the slides. Modify each bullet point to be specific to your study and if you do not believe the bullet is relevant for your study put in a statement justifying this. Also please do not change the order of the four data collection slides or the bullets within them. It is important to show the bullets in the order in which they would occur. This second slide only discusses the sampling approach and then the steps for the sampling process. When moving these slides into your documents keep the title shown right above the bullets which is “Sample Approach and Sample Selection”
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Data Collection Steps: 3. Collecting the Data
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Receive approval from Metropolitan area Community College to ask instructors to announce (electronically and verbally in class) potential of study participation and provide description of study along with access to questionnaire link.
Invite for participation will be requested on a weekly basis until minimum participant number of 40 has been received.
Questionnaire begins with informed consent question followed by pre-qualification question, demographic questions, and content questions that will be presented using the 7-point Likert Scale.
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There are four separate slides that will comprise the data collection section in the Prospectus and the proposal. Please do not alter the names on the slides. Modify each bullet point to be specific to your study and if you do not believe the bullet is relevant for your study put in a statement justifying this. Also please do not change the order of the four data collection slides or the bullets within them. It is important to show the bullets in the order in which they would occur. This third slide only discusses the specific detailed steps to collect the data. When moving these slides into your documents keep the title shown right above the bullets which is “Collecting the Data”
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Data Collection Steps: 3. Collecting the Data
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After completing SurveyMonkey.com Questionnaire of Pre-qualification questions, Demographic questions, and Content questions (7-point Likert Scale), the participant will be asked to be part of the semi-structured interview.
The informed consent will be received from participants using “Docu-Sign”, that will grant the usage of the question responses and video/audio recording consent.
Participants will receive an invitation to Google Calendar where Interview scheduling for completion will be done. They have the option to meet on campus (in-person) or through Google Meets (electronical meeting). If participant does not sign up for an available scheduling block by 2 days after receiving scheduling invite, another reminder email invitation will be sent to initiate a reply.
Interview data collection will be conducted in conducive area for both participant and researcher with limited distractions.
Two forms of digital recording will occur during the interview process. One that will collect both visual and voice audio, while the other only collecting voice audio.
Semi-structured interviews with open-ended questions will begin. Opportunity for follow up questions to allow participants to provide additional information related to the content of the study. Probing questions will be conducted if researchers needs additional information related to the content of the study.
Transcription services “Otter.ai” will be utilized as a platform to transcribe data collected from the interviews.
There will member checking, which will allow for all participants to review their semi-structured interview answers to check for accuracy.
Semi-structured Interview Protocols
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There are four separate slides that will comprise the data collection section in the Prospectus and the proposal. Please do not alter the names on the slides. Modify each bullet point to be specific to your study and if you do not believe the bullet is relevant for your study put in a statement justifying this. Also please do not change the order of the four data collection slides or the bullets within them. It is important to show the bullets in the order in which they would occur. This third slide only discusses the specific detailed steps to collect the data. When moving these slides into your documents keep the title shown right above the bullets which is “Collecting the Data”
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Data Collection Steps: 3. Collecting the Data
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After the thematic analysis of the interviews has been completed, the focus group protocol will be completed using the themes identified. The researcher email select participants from the interviews to invite them to participate in a focus group. The email will contain a focus group informed consent and details of participation.
The informed consent will be received from participants using “Docu-Sign”, that will grant the usage of the question responses and video/audio recording consent.
Participants will receive an invitation to Google Calendar where focus group scheduling for completion will be done. If participant does not sign up for an available scheduling block by 2 days after receiving scheduling invite, another reminder email invitation will be sent to initiate a reply. If, after a week from the initial email, a response is not received, an alternate will be invited to schedule instead.
Focus group data collection will be conducted in conducive area for both participant and researcher with limited distractions.
Two forms of digital recording will occur during the focus group process. One that will collect both visual and voice audio, while the other only collecting voice audio.
The ground rules for the focus group will be discussed with the group prior to the start of the discussion. The researcher will present the interview themes in order with discussion topics for each. The researcher will allow the focus group participants to speak at will and will prompt for more discussion as needed.
Transcription services “Otter.ai” will be utilized as a platform to transcribe data collected from the interviews.
Focus Group Protocols
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There are four separate slides that will comprise the data collection section in the Prospectus and the proposal. Please do not alter the names on the slides. Modify each bullet point to be specific to your study and if you do not believe the bullet is relevant for your study put in a statement justifying this. Also please do not change the order of the four data collection slides or the bullets within them. It is important to show the bullets in the order in which they would occur. This third slide only discusses the specific detailed steps to collect the data. When moving these slides into your documents keep the title shown right above the bullets which is “Collecting the Data”
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Data Collection Steps: 4. Data Management and Storage
Data Management and Storage
Collected data will be primarily saved on a thumb drive.
Collected data will be securely maintained for a period of three years.
After the three-year period, the data will be destroyed from the primary thumb source and stored long-term in secured google drive folder.
Collected data will be backed up in a secured google drive folder.
Collected data will be safeguard using passwords for computer and google drive files
Confidentiality and anonymity will be maintained throughout the entirety data is kept.
A de-identified copy of all the data and the data analysis will be stored in the Learner’s Dissertation Page (LDP) in the folder that will be placed there for this data so that the AQR reviewers can review the data and data analysis.
10/9/2019
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GCU – For Internal Use Only
There are four separate slides that will comprise the data collection section in the Prospectus and the proposal. Please do not alter the names on the slides. Modify each bullet point to be specific to your study and if you do not believe the bullet is relevant for your study put in a statement justifying this. Also please do not change the order of the four data collection slides or the bullets within them. It is important to show the bullets in the order in which they would occur. This fourth slide only discusses the data management and storage process. When moving these slides into your documents keep the title shown right above the bullets which is “Data Management and Storage”
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Data Analysis Steps
Questionnaires
Data will be downloaded from www.SurveyMonkey.com to an Excel file.
Descriptive statistical analysis will be conducted on demographic questions to describe the sample.
Demographic data will be reported in a table for each question identifying how each participant answered.
Likert-like questionnaires (7-scale) have ordinal data, which will be compiled into a table.
10/9/2019
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This set of step may require more than one slide. The following slides show the approach to cover for qualitative versus quantitative.
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Data Analysis Steps
Compile and clean data
Filler words such as ‘um’, ‘like, ’ and ‘so’ will be removed from data analysis
Data will be transcribed by the transcription service “Otter.ai”
Data will be analyzed according to Braun and Clarke’s (2006) six phases of thematic analysis.
Thematic analysis is identified as a foundational method of qualitative data analysis, in which an analysis method identifies, analyzes, and reports specific patterns (referred to as themes) within a data set (Braun & Clarke, 2006).
The six phases of thematic analysis are as follows:
Familiarization with the data from study
Fully immerse self with data by gaining familiarity with data by reading transcripts at least twice, in an active way (Braun & Clarke, 2006).
Generate initial list of reoccurring ideas and anything that sticks out
Generating initial codes
Identify reoccurring codes from the data set (organizing the data into meaningful segments)
Will use colored-pens, markers, or post-it notes to identify when new or consistent codes are found to identify and collate the data
Search for themes
Sort all potential codes into reoccurring themes (codes can cross over to other themes)
Reviewing themes
Take broad look at themes and see if they have enough data for support, if specific themes can be combined, or if a theme is not really a theme
Defining and naming themes
Identify each themes definitions and names
Producing the report
reporting the themes in a logical order for analysis and write up the final report
Semi-structured Interviews and Focus Groups
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This set of step may require more than one slide. The following slides show the approach to cover for qualitative versus quantitative.
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Feasibility
Resources for study:
Access to community college students that have completed Lovingkindness meditation, SurveyMonkey.com recording of answers, Emotional Intelligence Scale permission, and recording equipment for proper data collection
Participants will complete informed consent, pre-qualifying questionnaire, demographic questionnaire, and semi-structured interview (electronically or in-person) with interviewer.
Professional training in proper interview skills and Thematic Analysis training could assist with this process.
Ethical Concerns:
At a Metropolitan area Community College that researcher currently teaches (students knowing researcher)
Study Alignment with Program (PhD):
Focuses on how college level males describe different components of Emotional Intelligence through a form of meditation (Lovingkindness). The study involves a cognitive component.
Concerns:
Having enough instructors that are willing to notify students or study
Collecting 40+ participants that meet all pre-qualifying questions, and willing to complete questionnaires and interviews.
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Defend
The theoretical foundation of the study is Emotional Intelligence Theory. The study is wanting to describe how college males identify emotional intelligence through Lovingkindness.
The design for the study is qualitative descriptive analysis because the study is looking to explore how college males describe emotional intelligence through Lovingkindness.
Thematic analysis is identified as a foundational method of qualitative data analysis, in which identifies, analyzes, and reports themes from a data set (Braun & Clarke, 2006). The intended study requires a qualitative analysis for coding and identifying specific themes for final analysis.
The study is feasible due to the study incorporating a pre-qualification questionnaire, demographic questionnaire, and the semi-structured interviews that can be completed in a metropolitan area community college through in-person and online modalities.
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List of References
Ali, N., May, S., & Grafton, K. (2019) A systematic review of grounded theory studies in physiotherapy, Physiotherapy Theory and Practice, 35:12, 1139-1169, DOI: 10.1080/09593985.2018.1474403
Arghode, V. (2012). Qualitative and Quantitative Research: Paradigmatic Differences. Global Education Journal, 2012(4), 155–163.
Aspy, D. J., & Proeve, M. (2017). Mindfulness and Loving-Kindness Meditation: Effects on Connectedness to Humanity and to the Natural World. Psychological Reports, 120(1), 102-117. doi:10.1177/0033294116685867
Banerjee, A., & Chaudhury, S. (2010). Statistics without tears: Populations and samples. Industrial psychiatry journal, 19(1), 60–65. https://doi.org/10.4103/0972-6748.77642
Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The qualitative report, 13(4), 544-559.
Block-Lerner, J., Adair, C., Plumb, J. C., Rhatigan, D. L., & Orsillo, S. M. (2007). The case for mindfulness-based approaches in the cultivation of empathy: Does nonjudgmental, present-moment awareness increase capacity for perspective-taking and empathic concern? Journal of Marital and Family Therapy, 33(4), 501–516. doi: 10.1111/j.1752-0606.2007.00034.x
Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101.
Cejudo, J., García-Castillo, F., Luna, P., Rodrigo-Ruiz, D., Feltrero, R., & Moreno-Gómez, A. (2019). Using a Mindfulness-Based Intervention to Promote Subjective Well-Being, Trait Emotional Intelligence, Mental Health, and Resilience in Women With Fibromyalgia. Frontiers in Psychology, 10, 2541st ser., 1-11. doi:10.3389/fpsyg.2019.02541
Chiovitti, R. F., & Piran, N. (2003). Rigour and grounded theory research. Journal of advanced nursing, 44(4), 427-435.
Choi, S., An, S. C., Lee, U. S., Yun, J., Jang, J. H., & Kang, D. (2018). In-Depth Relationships between Emotional Intelligence and Personality Traits in Meditation Practitioners. Clinical Psychopharmacology and Neuroscience, 16(4), 391-397. doi:10.9758/cpn.2018.16.4.391
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List of References
Eisenbeck, N., Luciano, C., & Valdivia-Salas, S. (2018). Effects of a focused breathing mindfulness exercise on attention, memory, and mood: the importance of task characteristics. Behaviour Change, 35(1)54-77. doi: 10.1017/bec.2018.9
Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American journal of theoretical and applied statistics, 5(1), 1-4.
Felice, D. D., & Janesick, V. J. (2015). Understanding the Marriage of Technology and Phenomenological Research: From Design to Analysis. Ethical Considerations in Phenomenological Research, 20(10), 1576-1593.
Fredrickson, B. L., Cohn, M. A., Coffey, K. A., Pek, J., & Finkel, S. M. (2008). Open hearts build lives: Positive emotions, induced through loving-kindness meditation, build consequential personal resources. Journal of Personality and Social Psychology, 95(5), 1045-1062. doi:10.1037/a0013262
Goleman, D. (1998). Working with Emotional Intelligence. New York: Bantam.
Josselson, R. (2006). Narrative research and the challenge of accumulating knowledge. Narrative inquiry, 16(1), 3–10.
Magilvy, J. K., & Thomas, E. (2009). A First Qualitative Project: Qualitative Descriptive Design for Novice Researchers. Journal for Specialists in Pediatric Nursing, 14(4), 298-300. doi:10.1111/j.1744-6155.2009.00212.x
McAlpine, L. (2016). Why might you use narrative methodology? A story about narrative. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 4(1), 32–57.
Morgan, S. J., Pullon, S. R. H., Macdonald, L. M., McKinlay, E. M., & Gray, B. V. (2017). Case study observational research: A framework for conducting case study research where observation data are the focus. Qualitative Health Research, 27(7), 1060–1068. https://doi.org/10.1177/1049732316649160
Pérez-Fuentes, M. D. C., Linares, J. J. G., Jurado, M. D. M. M., Márquez, M. D. M. S., & Martínez, Á. M. (2020). The mediating role of cognitive and affective empathy in the relationship of mindfulness with engagement in nursing. BMC Public Health, 20(1). doi: 10.1186/s12889-019-8129-7
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List of References
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Salcido-Cibrián, L. J., Ramos, N. S., Jiménez, Ó., & Blanca, M. J. (2019). Mindfulness to regulate emotions: The Mindfulness and Emotional Intelligence Program (PINEP) and its adaptation to a virtual learning platform. Complementary Therapies in Clinical Practice, 36, 176–180. doi: 10.1016/j.ctcp.2019.07.003
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Next steps
Next steps include:
Contact potential Content Expert and providing them information on their role and expectations for dissertation process.
Contacting local community college and start their IRB process (if necessary)
Gathering more (2018 and newer) empirical articles on related topic
Starting Chapter 2 (Literature Review), Chapter 1 & 3 as well
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