The two statistical approaches commonly used in the analysis of dyadic and group data, multilevel modeling and structural equation modeling, are reviewed. Next considered are three different models for dyadic data, focusing mostly on the very popular actor–partner interdependence model (APIM). We further consider power analyses for the APIM as well as the partition of nonindependence. We then present an overview of the analysis of over-time dyadic data, considering growth-curve models, the stability-and-influence model, and the over-time APIM. After that, we turn to group data and focus on considerations of the analysis of group data using multilevel modeling, including a discussion of the social relations model, which is a model of dyadic data from groups of persons. The final topic concerns measurement equivalence of constructs across members of different types in dyadic and group studies.

A quasi-experiment is a type of study that attempts to mimic the objectives and structure of traditional (randomized) experiments. However, quasi-experiments differ from experiments in that condition assignment is randomized in experiments whereas it is not randomized in quasi-experiments. This chapter reviews conceptual, methodological, and practical issues that arise in the design, implementation, and interpretation of quasi-experiments. The chapter begins by highlighting similarities and differences between quasi-experiments, randomized experiments, and nonexperimental studies. Next, it provides a framework for discussion of the relative strengths and weaknesses of different study types. The chapter then discusses traditional threats to causal inferences when conducting studies of different types and reviews the most common quasi-experimental designs and how they attempt to reach accurate assessments of the causal impact of independent variables. The chapter concludes with a discussion of how quasi-experiments might be integrated with studies of other types to produce richer insights.

We review work on disclosure to others about one’s chronic illness condition and challenges in the management of illnesses, focusing on the period of adolescence and emerging adulthood. Adolescents and young adults with a chronic illness who self-disclose to others (beyond parents) that they have a chronic illness are often quite strategic as to how much to disclose and to whom. We then review work on routine disclosures about challenges in the management of chronic illnesses that often occur between parents and adolescents and young adults and romantic partners that can elicit support. We focus our treatment on the illness context of type 1 diabetes, as there is little research on routine disclosure with other illness conditions. We conclude by linking this work to broader models of disclosures for health decisions, recommend that interventions that ease the burden of disclosure may be beneficial, and suggest directions for future research.

This chapter argues that research-focused social and behavioral scientists also need to be good research technicians. This statement reflects the belief that this technical skill is needed because an accurate understanding of the social and behavioral sciences depends crucially on the use of valid measures of variables that are of interest and importance. The chapter also argues that the establishment of measurement validity is not an easy task, requiring researchers to gather evidence for measurement validity diligently, persistently, and constantly. Described in the chapter are some ways in which such evidence can be obtained and some of the pitfalls that confront researchers when they evaluate their evidence.

Parents commonly induce feelings of guilt and shame in adolescents as part of the socialization process. Preliminary evidence indicates that parental guilt induction and shaming are associated with less routine disclosure and greater secrecy among adolescents. However, little research has explored these associations, and it has focused entirely on psychologically controlling forms of guilt induction. The present chapter highlights distinctions between parental guilt induction and shaming, including their overlap with related constructs such as parental psychological control and inductive discipline. We then outline empirical and conceptual links between parental guilt induction or shaming and adolescent information management, focusing on how these associations likely depend on the extent to which the parenting practice feels psychologically controlling to youth. As part of this discussion, we highlight individual, cultural, relational, and situational factors that may impact these perceptions and associations. We end with suggestions for future research in this area.

In the past three decades, methods that go by the generic name of everyday-experience methods have matured from the status of promising innovations to standard, widely used tools. This term refers to a paradigm that examines social psychological theories and phenomena in the ebb and flow of everyday activity, as it is displayed in its natural context. This technique, which includes daily diary studies, experience sampling, and ecological momentary assessment, has become remarkably popular in the past two decades, so much so that all researchers must be familiar with its advantages and limitations. The current chapter aims to help budding researchers become familiar with this tool and its potential for expanding the validity, relevance, and usefulness of our research.

Meta-analysis is the quantitative analysis of results of a research literature. Typically, meta-analysis is paired with a systematic review that fully documents the search process, inclusion and exclusion criteria, and study characteristics. A key feature of meta-analysis is the calculation of effect sizes – metric-free indices of study outcome that allow the mathematical combination of effects across studies. The methodological literature on meta-analysis has grown rapidly in recent years, yielding an abundance of resources and sophisticated analytic techniques. These developments are improvements to the field but can also be overwhelming to new aspiring meta-analysts. This chapter therefore aims to demystify some of that complexity, offering conceptual explanations instead of mathematical formulas. We aim to help readers who have not conducted a meta-analysis before to get started, as well as to help those who simply want to be intelligent consumers of published meta-analyses.

This chapter describes a common set of challenges faced in interdisciplinary research and strategies for addressing each of these challenges. These strategies are shown to be quite distinct from the disciplinary methods addressed in other chapters in this Handbook. Importantly, strategies are outlined for several distinct steps in the interdisciplinary research process. A set of challenges associated with team research is also identified, and a set of strategies for addressing these is presented. Having described how interdisciplinary research is performed, we are then able to clarify our definition of interdisciplinarity. The chapter closes with discussions of the relationship between interdisciplinarity and creativity, appropriate standards for evaluating interdisciplinary research, important concerns regarding the impact of interdisciplinary research on career progress, and the value of employing integrative strategies within disciplines. In all, the chapter urges a symbiotic relationship between specialized and interdisciplinary research.

In this chapter, we review theory and research regarding sources and predictors of parental knowledge. Specifically, we focus on adolescents’ information management, parenting and parent–adolescent relationships, parents’ and adolescents’ characteristics, and family context as sources and predictors of parental knowledge of adolescents’ activities, whereabouts, and associations. The findings show that disclosure and secrecy are fundamental sources of parental knowledge and that when parent–adolescent relationships are positive (e.g. warm, trusting, and autonomy supportive), parents are more likely to acquire accurate knowledge about their adolescents’ daily lives. The impact of parental solicitation and rule-setting on parental knowledge often depends on many other factors such as parenting or cultural context. Parental knowledge also differs as a function of parent gender, adolescent age and gender, adolescent well-being, family structure, ethnic background, and cultural values. We provide future directions for research and emphasize the need for theory-driven research.

All social and behavioral sciences research is conducted within a cultural context. This chapter highlights the role of culture in research, focusing on important ethical and methodological considerations. It is important to explicitly define culture when conducting culturally focused research and to include researchers with significant knowledge of a cultural context as partners in identifying ethical concerns, designing research studies, and contextualizing research findings. We identify a number of ethical concerns that are foundational to the design of cultural research and yet are rarely included in research training, such as recognizing power differences, developing awareness of local sensitivities and vulnerabilities, identifying appropriate review boards to evaluate and oversee culturally focused research, and considering elements of consent when working with diverse populations. We discuss the importance of operationalizing culture, translating words, methods, or constructs across cultures, specific considerations associated with identifying and recruiting participants, and collecting and analyzing data. Although explicitly identified as cross-cultural concerns, we argue that considering these issues is important for all researchers working in human sciences.

We provide a practical overview of the most important steps of behavioral observation and coding, with a focus on how these processes are typically executed within social and personality psychology. The chapter has six main sections. We begin by explaining what is meant by behavioral observation and coding, and we outline the strengths and challenges of this method. We then describe two guiding principles that apply throughout observation and coding. Next, we highlight several aspects of observation and coding for researchers to consider, many of which vary along a continuum. We also discuss practical questions regarding coding, such as the number of coders needed. We describe the analysis of behavioral data – from establishing inter-rater agreement to running models with the coded behaviors as outcomes of interest. Lastly, we discuss concerns related to automated processing of videos and text and topics related to the open-science movement.

Interviews can shed light on how people make sense of their daily lives and their experiences with phenomena through the intentional exchange of questions and responses and thematic explorations. The process of preparing for, conducting, and wrapping up an interview requires a delicate dance in which both the researcher and the interview participant engage. Furthermore, decisions made during each phase of the interview process have significant implications for the trustworthiness of findings and the relationships between researchers and interview participants. In this chapter, we highlight key steps in the interview process that facilitate producing a high-quality interview, transcript, and related analyses and deliverables. We also consider new and emerging reflections that emphasize innovation, reciprocity, care, and critical knowledge.