Experience Sampling Method

Joel M. Hektner is an Associate Professor in Human Development and Family Science at North Dakota State University. He holds a Ph.D. in Psychology: Human Development from the University of Chicago and an A.B. in psychology from Princeton University. Before arriving at NDSU, Hektner was a research scientist in child and adolescent psychiatry at the University of Minnesota. He has used ESM to study  the developmental implications of longitudinal changes in adolescent experiences of flow and has written chapters on ESM in several books. In collaboration with students, he has conducted ESM studies of college students, adolescents in residential treatment, and LGB emerging adults. His research interests primarily involve family and peer factors that promote optimal development and evaluations of preventive interventions for antisocial behavior. He is presently working on strategies to strengthen positive peer culture among elementary and middle school children, and to promote more positive parent-child relations. Jennifer Schmidt is Assistant Professor of Educational Psychology at Northern Illinois University. She earned her Ph.D. in Psychology: Human Development from the University of Chicago. Her current research focuses on resilience, motivation, and adolescent engagement in daily challenges. She has been conducting research involving the Experience Sampling Method (ESM) for over 10 years. Dr. Schmidt is former Director of Research at the Alfred P. Sloan Center on Parents, Children, and Work at the University of Chicago, where she directed an ESM study involving parents and children from 500 families across the United States. Her work to date has involved samples of children, adolescents, and adults. She has conducted ESM research within the context of families, elementary schools, middle schools, and high schools. Dr. Schmidt has trained national and international teams of researchers in ESM study design, administration and analysis. Dr. Mihaly Csikszentmihalyi is the Director of the Quality of Life Research Center at the Claremont Graduate School (CGU). His research interests include creativity and innovation, flow and motivation, leadership, work satisfaction, happiness, ethics in business and professions and school-to-work transitions. Dr. Csikszentmihalyi came to the Drucker School at CGU after spending over twenty years at the University of Chicago where he was a Professor of Human Development. He co-founded the "Positive Psychology" movement in The American Psychological Association.Professor Csikszentmihalyi has written numerous articles and his books include the best-selling Flow, Being Adolescent, The Evolving Self, and Creativity. He is a member of the American Academy of Education, the American Academy of Arts and Sciences, and the National Academy of Leisure Sciences.

• List of Tables and FiguresAcknowledgmentsPart I: The Origins of ESMChapter 1: Epistemological Foundations for the Measurement of ExperienceA Systematic PhenomenologyThe Experience Sampling MethodA Brief HistoryHow Trustworthy Are Subjective Self-Reports?What Can We Learn From ESM?Chapter 2: Theoretical Foundations of ESMBiology, Culture, and Daily BehaviorSubjective Experience in Context: The Interplay of Psychological Processes and Cognitive FunctionsInteraction of Individuals and EnvironmentsExperience Fluctuations, Well-Being, and DevelopmentA Theoretical Compass for Exploring ExperiencePart II: How to Measure the Quality of Everyday LifeChapter 3: Collecting the DataDesigning a Study Using ESMEquipment and Signaling SchedulesDesigning the FormOther Design DecisionsImplementing the StudyDocumentationChapter 4: Dealing With the Data: Coding, Entry, Cleaning, and Data ManagementDeveloping a CodebookCoding the External Coordinates of ExperienceConding the Internal Coordinates of ExperienceWhat to Do With the Codes Once They Are Developed: Physically Coding and Entering the DataSetup, Cleaning, and Manipulation of Data FilesResponse-Level Data and Person-Level DataPostentry Data ManipulationData File Management and DocumentationChapter 5: Types of AnalysesQualitative ApproachesGraphic and Numeric Descriptive InformationPlanning for Statistical AnalysesOLS Statistical TechniquesMultilevel and Other Complex Statistical TechniquesChapter 6: Psychometrics of ESM DataValidity of MethodValidity of ESM MeasurementsReliability of ESM MeasurementsPart III: Uses of ESM in Social Science ResearchChapter 7: Samples of ExperienceThe Who, What, Where, When, and How of Daily ExperiencesQuality of Experience in Selected ActivitiesQuality of Experience of Selected Groups of PeopleEmotions, Well-Being, and FlowChapter 8: The Experience of Males and FemalesDifferences in ActivitiesDifferences in CompanionshipSimiliarities and Differences in Emotional ExperienceOther Gender Differences in AdolescenceChapter 9: The Experience of Family LifeMethodological Concerns and VariationsThe Couple RelationshipThe Arrival of the First ChildJuggling Work and Family RolesThe Adolescent′s Experience of FamilyTransmission of Emotions Between Family MembersComparisons Between Families: Optimal Conditions for Adolescent DevelopmentChapter 10: The Experience of WorkMethodological Concerns and VariationsTime and WorkThe Quality of Experience at Work: General TrendsThe Quality of Experience Across WorkersThe Quality of Experience Across Work ActivitiesThe Intersection of Work and FamilyThe Experience of UnemploymentAdolescent WorkChapter 11: Examining Cross-Cultural DifferencesMethodological Concerns and VariationsCulture and Time UseCross-Cultural Variation in General Affective ExperienceCulture and Subjective Experience in Various ActivitiesCross-Cultural Examination of FlowStudies of American SubculturesChapter 12: Educational ApplicationsMethodological Concerns and VariationsTime Use and Structure of ClassroomsThe Quality of Students′ Classroom ExperiencesComparing Students′ Classroom ExperiencesAfter-School ProgramsStudies of Adult LearnersThe Experience of TeachersChapter 13: Clinical ApplicationsMethodological Concerns and VariationsUse of ESM for Describing and Contextualizing Experiences of DisorderUse of ESM in Therapy and in Treatment EvaluationConcluding ThoughtsTen Major Issues ESM IlluminatesAppendix A: Sample ESM Data Collection Forms (ESFs)Appendix B: ESM Coding Scheme Used in the Sloan Study of Youth and Social DevelopmentReferencesIndexAbout the Authors

"This book provides interesting reading for students in research method courses and belongs on the must-read list of investigators who are considering the application of ESM to their own research."