Education and Human Sciences, College of (CEHS)
Public Access Theses, Dissertations, and Student Research from the College of Education and Human Sciences
Guidelines for Interpretive Interview Fidelity in Mixed Methods Research within the Context of a Randomized Controlled Trial
Date of this Version
Garrett, A. L. (2016). Guidelines for Interpretive Interview Fidelity in Mixed Methods Research within the Context of a Randomized Controlled Trial (Unpublished doctoral dissertation). University of Nebraska, Lincoln.
Interviews fascinate and capture individuals’ attention. Researchers value the data they glean from interviews, while participants enjoy being asked to share their voices and opinions. Some of the most complex, stringent research designs are now being revised to include interviews, such as randomized controlled trials. But, how do we know that the interviews that are conducted are valid? We need to know more about how interviews are developed and delivered within the context of intervention research. Therefore, the aim of this methodological dissertation is to create a set of recommendations for interpretive interviews in a mixed methods randomized controlled trial. This dissertation research is part of a larger NIH-funded longitudinal research project on exercise adherence. Through qualitative analysis, dialectical pluralism of research paradigms, and literature on treatment fidelity and validity, the interview fidelity process emerged. Findings indicated five interview fidelity ideals: (1) research contributions, (2) interviewer-participant association, (3) participant accommodation, (4) process and procedures, and (5) data management dimensions. Implications for various research audiences are discussed. Outcomes will assist researchers in processing interviews to encourage and increase validity within the context of intervention trial mixed methods studies and the broader base of all mixed methods studies utilizing interviews.
Co-Advisors: Susan M. Swearer & Wayne A. Babchuk
Educational Methods Commons, Educational Psychology Commons, Medicine and Health Sciences Commons
A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy, Major: Interdepartmental Area of Psychological Studies in Education (Quantitative, Qualitative, and Psychometric Methods), Under the Supervision of Professors Susan M. Swearer & Wayne A. Babchuk. Lincoln, Nebraska: August, 2016
Copyright © 2016 Amanda L. Garrett