Selecting qualitative cases using sequence analysis: A mixed-method for in-depth understanding of life course trajectories.

In this paper, we propose a sequence analysis-based method for selecting qualitative cases depending on quantitative results. Inspired by tools developed for cross-sectional analyses, we propose indicators suitable for longitudinal study of the life course in a holistic perspective and a set of corresponding analysis guidelines. Two complementary indicators are introduced, marginality and gain, that allows labeling observations according to both their typicality within their group and their illustrativeness of a given quantitative relationship. These indicators allow selecting a diversity of cases depending on their contributions to a quantitative relationship between trajectories and a covariate or a typology. The computation of the indicators is made available in the TraMineRextras R package. The method and its advantages are illustrated through an original study of the relationships between residential trajectories in the Paris region and residential socialization during childhood. Using the Biographies et Entourage [Event history and entourage] survey and qualitative interviews conducted with a subsample of respondents, the analysis shows the contributions of the method not only to improve the understanding of statistical associations, but also to identify their limitations. Extension and generalization of the method are finally proposed to cover a wider scope of situations.

CORONAcrisis-An Observational Study on the Experience of Healthcare Professionals in a University Hospital during a Pandemic Emergency.

The Coronavirus disease 2019 (COVID-19) pandemic continues to affect millions worldwide and has posed unique challenges to healthcare professionals. Caring for patients during a pandemic may have negative impacts on their mental health. We describe the first part of a study using a mixed-method sequential explanatory design (QUANT→QUAL). This quantitative part examines the experiences of healthcare professionals during the pandemic in a University Hospital in Italy. We performed a cross-sectional hospital-based survey involving all healthcare professionals between 19 May 2020 and 3 June 2020. Perceived Stress Scale, Patient Health Questionnaire, and General Anxiety Disorder scores were calculated, in order to assess how the pandemic emergency changed the occupational and social habits of the healthcare professionals. The mean age of the 275 respondents was 47 years and females accounted for 80.2%. A total of 29.8% had a Perceived Stress Scale (PSS) score ≥25, 22.9% scored ≥15 on the Patient Health Questionnaire (PHQ-9) scale, and 17.1% scored ≥15 on the General Anxiety Disorder (GAD) scale. Stress symptoms were mostly manifested for interviewees over 55, females, those who live far from their family, those who have only one child, and those who had a qualification lower than high school or who had a medical specialization. Our findings show a relevant level of psychological distress, anxiety, and depression in up to 30% of the sample, highlighting a significant psychological burden in all professionals.

Exploring Self-regulation of More or Less Expert College-Age Video Game Players: A Sequential Explanatory Design.

This study examined differences in self-regulation among college-age expert, moderately expert, and non-expert video game players in playing video games for fun. Winne's model of self-regulation (Winne, 2001) guided the study. The main assumption of this study was that expert video game players used more processes of self-regulation than the less-expert players. We surveyed 143 college students about their game playing frequency, habits, and use of self-regulation. Data analysis indicated that while playing recreational video games, expert gamers self-regulated more than moderately expert and non-expert players and moderately expert players used more processes of self-regulation than non-experts. Semi-structured interviews also were conducted with selected participants at each of the expertise levels. Qualitative follow-up analyses revealed five themes: (1) characteristics of expert video gamers, (2) conditions for playing a video game, (3) figuring out a game, (4) how gamers act and, (5) game context. Overall, findings indicated that playing a video game is a highly self-regulated activity and that becoming an expert video game player mobilizes multiple sets of self-regulation related skills and processes. These findings are seen as promising for educators desiring to encourage student self-regulation, because they indicate the possibility of supporting students via recreational video games by recognizing that their play includes processes of self-regulation.