Book contents
- Frontmatter
- Contents
- List of contributors
- Preface
- Acknowledgments
- 1 Introduction: inferences from verbal material
- PART I GENERAL ISSUES
- PART II CONTENT ANALYSIS SYSTEMS
- 9 The achievement motive
- 10 A scoring manual for the achievement motive
- 11 The motive to avoid success
- 12 A revised scoring manual for the motive to avoid success
- 13 The affiliation motive
- 14 A scoring manual for the affiliation motive
- 15 The intimacy motive
- 16 The intimacy motivation scoring system
- 17 Affiliative trust–mistrust
- 18 A scoring system for affiliative trust–mistrust
- 19 Power motivation
- 20 A scoring manual for the power motive
- 21 Power motivation revisited
- 22 A revised scoring system for the power motive
- 23 Personal causation and the origin concept
- 24 The origin scoring system
- 25 Explanatory style
- 26 The explanatory style scoring manual
- 27 Conceptual/integrative complexity
- 28 The conceptual/integrative complexity scoring manual
- 29 Uncertainty orientation
- 30 A manual for scoring need for uncertainty
- 31 Assessing adaptation to life changes in terms of psychological stances toward the environment
- 32 Scoring manual for psychological stances toward the environment
- 33 Self-definition and social definition: personal styles reflected in narrative style
- 34 Revised scoring manual for self-definition and social definition
- 35 Responsibility
- 36 Scoring system for responsibility
- PART III METHODOLOGY, SCORER TRAINING, DATA COLLECTION
- Appendix I Practice materials for learning the scoring systems
- Appendix II Pictures used to elicit thematic apperceptive stories
- Appendix III How to order additional practice materials
- References
- Name Index
- Subject Index
26 - The explanatory style scoring manual
Published online by Cambridge University Press: 16 October 2009
- Frontmatter
- Contents
- List of contributors
- Preface
- Acknowledgments
- 1 Introduction: inferences from verbal material
- PART I GENERAL ISSUES
- PART II CONTENT ANALYSIS SYSTEMS
- 9 The achievement motive
- 10 A scoring manual for the achievement motive
- 11 The motive to avoid success
- 12 A revised scoring manual for the motive to avoid success
- 13 The affiliation motive
- 14 A scoring manual for the affiliation motive
- 15 The intimacy motive
- 16 The intimacy motivation scoring system
- 17 Affiliative trust–mistrust
- 18 A scoring system for affiliative trust–mistrust
- 19 Power motivation
- 20 A scoring manual for the power motive
- 21 Power motivation revisited
- 22 A revised scoring system for the power motive
- 23 Personal causation and the origin concept
- 24 The origin scoring system
- 25 Explanatory style
- 26 The explanatory style scoring manual
- 27 Conceptual/integrative complexity
- 28 The conceptual/integrative complexity scoring manual
- 29 Uncertainty orientation
- 30 A manual for scoring need for uncertainty
- 31 Assessing adaptation to life changes in terms of psychological stances toward the environment
- 32 Scoring manual for psychological stances toward the environment
- 33 Self-definition and social definition: personal styles reflected in narrative style
- 34 Revised scoring manual for self-definition and social definition
- 35 Responsibility
- 36 Scoring system for responsibility
- PART III METHODOLOGY, SCORER TRAINING, DATA COLLECTION
- Appendix I Practice materials for learning the scoring systems
- Appendix II Pictures used to elicit thematic apperceptive stories
- Appendix III How to order additional practice materials
- References
- Name Index
- Subject Index
Summary
The actual Content Analysis of Verbatim Explanations (CAVE) technique has two steps: identifying and extracting causal explanations in verbatim material; and then rating these explanations along 7-point scales according to their internality, stability, and globality. We will describe these steps in order.
IDENTIFYING AND EXTRACTING CAUSAL EXPLANATIONS
Four or more events with explanations are ideally required to generate a valid style. Multiple events are the only way that a researcher can estimate a cross-situational style. Also, multiple events allow explanatory style to be more reliably measured. Peterson, Villanova, and Raps (1985) compared studies that disconfirm the reformulated learned helplessness model with those that support it, finding that the supporting studies had more attributions per subject than the disconfirming studies. Multiple events apparently minimize the effects of the reality of the situation, allowing the individual's habitual style to emerge.
In our research, we usually find bad events with explanations to be more abundant in verbatim material than good events with explanations. What this means is that researchers specifically interested in how people explain good events will have to search more diligently for suitable material for content analysis. When individuals describe events, good or bad, they often end up explaining them, if allowed or encouraged to elaborate their descriptions.
- Type
- Chapter
- Information
- Motivation and PersonalityHandbook of Thematic Content Analysis, pp. 383 - 392Publisher: Cambridge University PressPrint publication year: 1992
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