Módszerek összehasonlítása
Tekintse át a kiválasztott módszereket egymás mellett; az eltérő sorok kiemelve jelennek meg.
| Longitudinal Thematic Analysis× | Reflexive Thematic Analysis× | |
|---|---|---|
| Tudományterület | Kvalitatív módszerek | Kvalitatív módszerek |
| Módszercsalád | Process / pipeline | Process / pipeline |
| Keletkezés éve≠ | 2000s–2010s (formalized alongside longitudinal qualitative research methods) | 2006 (seminal paper); explicitly named 'reflexive' from ~2019 |
| Megalkotó≠ | Built on Braun & Clarke (2006) thematic analysis; longitudinal adaptation developed across qualitative health and social science research communities | Virginia Braun & Victoria Clarke |
| Típus≠ | Qualitative analysis approach | Qualitative research method |
| Alapmű | Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. DOI ↗ | Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. DOI ↗ |
| Alternatív nevek | LTA, longitudinal TA, repeated thematic analysis, temporal thematic analysis | RTA, reflexive TA, Braun and Clarke thematic analysis, qualitative thematic analysis |
| Kapcsolódó≠ | 4 | 6 |
| Összefoglaló≠ | Longitudinal Thematic Analysis (LTA) extends standard thematic analysis to data collected at multiple time points from the same participants or contexts. Rather than producing a single cross-sectional account, LTA maps how themes emerge, persist, transform, or disappear over time, enabling researchers to understand change, continuity, and process in qualitative terms. It is widely used in health, education, and social science research where lived experience unfolds over months or years. | Reflexive Thematic Analysis (RTA) is a widely used qualitative method for identifying, analysing, and interpreting patterns of shared meaning — called themes — across a dataset. Developed by Virginia Braun and Victoria Clarke, it is theoretically flexible, works across epistemological positions, and foregrounds the researcher's active, interpretive role rather than treating themes as features that simply emerge from data. It differs from older 'codebook' approaches by treating the analyst's subjectivity as a resource rather than a source of bias to be suppressed. |
| ScholarGateAdatkészlet ↗ |
|
|