資料分析（一）資料錄制與扎根理論的資料分析方法

1、資料的錄制材料錄制技術(shù)的作用和問題田野筆記研究日記記錄頁謄寫現(xiàn)實(shí)作為文本：文本作為新的現(xiàn)實(shí)1資料分析（一）資料錄制與扎根理論的資料分析方法資料錄制技術(shù)的作用和問題錄音機(jī)和攝像機(jī)的普及在過去20年來對(duì)定性研究方法的復(fù)興和發(fā)展起至關(guān)重要的作用。錄音機(jī)和攝像機(jī)可以錄制談話和生活的自然情景。但是，錄音機(jī)或攝像機(jī)的出現(xiàn)或使用也會(huì)對(duì)受訪者的談話或被攝者的行為產(chǎn)生影響，比如：談話有所保留。訪談?wù)咝?yīng)和觀察者效應(yīng)的強(qiáng)化。倫理道德問題。2資料分析（一）資料錄制與扎根理論的資料分析方法田野筆記田野筆記是定性研究中資料錄制的古典媒介。田野筆記的及時(shí)性和田野接觸和互動(dòng)的中斷。另外一種辦法是事后記錄印象。田野筆記的選擇

2、性：包括什么，漏去什么。田野筆記的補(bǔ)充：研究日記、備忘錄、相片、圖畫、地圖和其他可視材料。田野筆記的四種形式：濃縮記錄（一句話，一段引用的原話）；訪談和田野接觸印象的敘述；田野日記（記錄體驗(yàn)、觀念、擔(dān)憂、錯(cuò)誤、混亂、突破、問題）；初步分析與解釋的筆記（田野接觸后立即著手）。3資料分析（一）資料錄制與扎根理論的資料分析方法研究日記如果研究者不止一個(gè)人，每個(gè)研究者有必要做研究日記，記錄對(duì)當(dāng)下的研究過程的反思，以便提高研究者之間研究過程的可比性。日記應(yīng)該連續(xù)不斷。日記應(yīng)該記錄：進(jìn)入田野的途徑和過程，田野接觸和方法運(yùn)用中的經(jīng)歷和問題，重要事實(shí)，等等。研究日記可以構(gòu)成“備忘錄”（memos）（形成扎根理

3、論過程中的一個(gè)環(huán)節(jié)）。4資料分析（一）資料錄制與扎根理論的資料分析方法記錄頁用于訪談中，用來記錄訪談的情景和情境。記錄什么信息，取決于研究設(shè)計(jì)（如：訪談地點(diǎn)的變換可能對(duì)訪談造成影響）和研究問題。記錄頁范例: 日常生活中的技術(shù)變化對(duì)兒童及其教育(家庭、學(xué)校)的影響（Flick 1996）5資料分析（一）資料錄制與扎根理論的資料分析方法記錄頁范例 (Flick 1996)關(guān)于訪談和受訪者信息訪談日期 訪談地點(diǎn) 訪談持續(xù)時(shí)間 訪談員 受訪者編號(hào) 受訪者性別 受訪者年齡 受訪者職業(yè) 從事本職業(yè)的時(shí)間 在哪里長大(鄉(xiāng)村/城市).子女人數(shù) 子女年齡 子女性別 訪談獨(dú)特之處 .6資料分析（一）資料錄制與扎根

4、理論的資料分析方法錄音（像）謄寫在語言學(xué)和對(duì)話分析中，謄寫要求最大的精確性。在社會(huì)學(xué)和心理學(xué)的研究中，謄寫的精確程度取決于研究問題，但相對(duì)要求較低。過度精確的謄寫花時(shí)費(fèi)力，不必要。謄寫的要求： （對(duì)謄寫員來說）可操作性，（對(duì)分析者和電腦來說）可讀性、可識(shí)別性、可分析性。7資料分析（一）資料錄制與扎根理論的資料分析方法謄寫符號(hào) 重合發(fā)言：當(dāng)一個(gè)人還在說話的時(shí)刻 另外一個(gè)人也開始發(fā)言?；?，兩人同時(shí)開始發(fā)言，導(dǎo)致重合發(fā)言。(0.2) 停頓：同一個(gè)發(fā)言者或不同發(fā)言者之間的停頓，以秒計(jì)算。文字： 下劃線表示強(qiáng)調(diào)或突出?！榜斎寺?”：連字符（“-”）表示一句話被打斷?！?hhh”: 聽得見的呼吸可以謄寫為

5、“.hhh”（其中 h的數(shù)目表示呼吸的長度）。文字： 粗體字表示說話時(shí)提高音量。(文字): 括號(hào)內(nèi)的文字表示不確定的謄寫，包括謄寫員的猜測。8資料分析（一）資料錄制與扎根理論的資料分析方法現(xiàn)實(shí)作為文本，文本作為新現(xiàn)實(shí)錄音、筆記和謄寫把所要研究 的現(xiàn)實(shí)轉(zhuǎn)化成文本?，F(xiàn)實(shí)文本化的理由：第一，文本化是進(jìn)入田野的過程；第二，文本化是田野接觸的結(jié)果，是現(xiàn)實(shí)的再構(gòu)。把變動(dòng)中的事件和過程變成文本，從而使對(duì)現(xiàn)實(shí)的分析成為可能。文本是唯一的可供分析的現(xiàn)實(shí)。這種文本因而是新的現(xiàn)實(shí)。9資料分析（一）資料錄制與扎根理論的資料分析方法資料分析策略：分類變量導(dǎo)向策略（variable-oriented strategies

6、）聚焦于變量尋找橫跨各個(gè)個(gè)案中的變量（要素）、模式（各變量之間的關(guān)系）、主題或類別。個(gè)案導(dǎo)向策略（case-oriented strategies）聚焦于個(gè)案（受訪者的訪談或觀察對(duì)象）通過個(gè)案內(nèi)和跨個(gè)案分析，尋找共同的主題或類別（聚類分析）混合策略10資料分析（一）資料錄制與扎根理論的資料分析方法變量導(dǎo)向策略編碼與歸類11資料分析（一）資料錄制與扎根理論的資料分析方法理論編碼由Glaser and Strauss (1967) 創(chuàng)立，用于形成扎根理論。目的在于形成理論。資料的分析不能獨(dú)立于材料的收集和抽樣。每一步分析都構(gòu)成一個(gè)決定下一步收集什么材料和以什么方法收集材料的基礎(chǔ)。材料的分析、抽樣和

7、收集是交織在一起的。一方面，它們受逐步形成中的理論的指導(dǎo)，另外一方面，它們又促進(jìn)了理論的逐步成型和完善。12資料分析（一）資料錄制與扎根理論的資料分析方法及早進(jìn)行資料分析及早分析的好處及早讓理論浮現(xiàn)出來。及早發(fā)現(xiàn)資料缺口或理論缺口，引導(dǎo)未來的資料收集工作。使得研究視角和方法可以有機(jī)會(huì)得到改善及早發(fā)現(xiàn)模糊的、不完整的資料，以便下次收集資料時(shí)厘清它們。拖延分析的后果喪失機(jī)會(huì)，無法再搜集新資料去填補(bǔ)資料間的斷層。如果后來分析時(shí)出現(xiàn)了新假設(shè)，無法再搜集新資料來檢驗(yàn)新假設(shè)。不利于研究者提出“競爭性假設(shè)”，以反思習(xí)慣性預(yù)設(shè)與偏見。使分析工作量變得十分龐大，使研究者氣餒，降低分析質(zhì)量。13資料分析（一）資料

8、錄制與扎根理論的資料分析方法拼圖研究的過程就如同拼圖14資料分析（一）資料錄制與扎根理論的資料分析方法解釋學(xué)循環(huán)整體只能通過部分而存在。對(duì)整體的理解，依賴于對(duì)各個(gè)局部的理解而對(duì)局部的理解，離不開整體這個(gè)語境解釋學(xué)循環(huán)是一個(gè)動(dòng)態(tài)演進(jìn)的過程在整體還不清晰的情況下，對(duì)局部的理解就是不充分的。但沒有對(duì)局部的理解，就沒有對(duì)整體的理解。對(duì)整體的理解是一個(gè)漸進(jìn)、突生的過程，它反過來有助于對(duì)局部的理解。15資料分析（一）資料錄制與扎根理論的資料分析方法什么是理論？知識(shí)的形態(tài)：感性知識(shí)；理論知識(shí)理論：為了深化對(duì)世界的理解，提高對(duì)事物的預(yù)測和干預(yù)能力，減少交流合作成本，按照邏輯關(guān)系連接起來的概念或命題體系。理論的

9、元素概念：抽象性；共同性；普遍性社會(huì)科學(xué)的目的：超越感性知識(shí)，形成理論知識(shí)16資料分析（一）資料錄制與扎根理論的資料分析方法從經(jīng)驗(yàn)事實(shí)到理論的層次 (來源：陳向明）宏大理論一般理論中層理論低層理論觀察方式真實(shí)的世界17資料分析（一）資料錄制與扎根理論的資料分析方法學(xué)會(huì)勞動(dòng)（Learning to Labor）宏大理論：社會(huì)階層在每一代人新人身上得到了復(fù)制一般理論：學(xué)校以及其他社會(huì)機(jī)構(gòu)在復(fù)制社會(huì)階層上起到了工具性的作用中層理論：那些抵制學(xué)習(xí)的孩子發(fā)展出了一種反學(xué)校的文化低層理論：由于來自勞動(dòng)人民家庭的孩子拒絕學(xué)校的權(quán)威，他們對(duì)學(xué)校提供給自己的東西不珍惜觀察方式：與學(xué)生交談，與教師交談，與學(xué)生的家

10、長交談，觀察學(xué)生在校內(nèi)的行為，記錄學(xué)校官員對(duì)學(xué)生成功和失敗的解釋等真實(shí)的世界：事情和事件，如教室、教師、教學(xué)、同學(xué)群體、校外活動(dòng)、父母的職業(yè)等18資料分析（一）資料錄制與扎根理論的資料分析方法抽象概念與具體概念荔枝、香蕉、蘋果、葡萄面條、包子、玉米、火腿腸、香蕉火腿腸、羽絨服、鬧鐘、牙膏牙膏、汽車、家具、臺(tái)燈汽車、機(jī)床、輪船、獵槍獵槍、巖石、松樹、錘子、鴨子19資料分析（一）資料錄制與扎根理論的資料分析方法抽象概念與具體描述他進(jìn)入屋子，跟每個(gè)人打著招呼。侍者送來了葡萄酒和果汁，他拿了一杯葡萄酒，微笑地走向小李，小李說：“哇，你才來??！” 兩人便聊了起來。他每個(gè)月的住房按揭4000元，小孩上學(xué)每

11、年要交一萬多元贊助費(fèi)，父親得了癌癥，馬上要花去幾萬，可他每個(gè)月才7000元收入，愛人沒有工作，銀行也只有很少的儲(chǔ)蓄，他說，他感到落在肩上的壓力是沉甸甸的。我對(duì)那個(gè)工作不感興趣，覺得很無聊，總是抄抄寫寫的，沒有意義，虛耗人生，我都不知道我是怎么過來的，真的，我不能再這樣下去了。我只認(rèn)潘婷這個(gè)牌子，其它牌子不是我不相信，就是我在情感上沒有很強(qiáng)的依戀，我習(xí)慣了潘婷，購買它我有一種很放心的感覺。20資料分析（一）資料錄制與扎根理論的資料分析方法編碼的作用編碼就是從具體的資料中層層抽象出概念，并尋找概念與概念之間內(nèi)在聯(lián)系的過程。這種以形成理論為目的的編碼過程，就是理論編碼21資料分析（一）資料錄制與扎根

12、理論的資料分析方法理論編碼：編碼與歸類（1）編碼（coding）：通過使用代碼把資料打散、概念化、并以新的方式組合在一起的過程。編碼過程包括對(duì)現(xiàn)象、個(gè)案、概念等進(jìn)行不斷地比較，并通過逐級(jí)層層抽象而導(dǎo)致理論的形成。在這一過程中，不同的資料內(nèi)容被賦予不同的代碼。首先是分別給資料單元賦予緊扣文本原意的代碼，然后在此基礎(chǔ)上逐步形成越來越抽象的概念。22資料分析（一）資料錄制與扎根理論的資料分析方法理論編碼：編碼與歸類（2）歸類（categorizing）：它指在資料分析過程中，把編碼過程所提出的代碼或概念加以合并與區(qū)分、進(jìn)而澄清各范疇之間的邏輯關(guān)系的過程。理論的形成就是提出一個(gè)范疇或概念的網(wǎng)絡(luò)，并說明

13、它們之間的關(guān)系。這些關(guān)系包括上位范疇與下位范疇的等級(jí)關(guān)系，也包括處在同一水平上的范疇（或概念）之間的平級(jí)關(guān)系。理論編碼的邏輯步驟：開放編碼、軸線編碼、選擇編碼23資料分析（一）資料錄制與扎根理論的資料分析方法開放編碼 (open coding)開放編碼是資料分析的第一步（一級(jí)編碼）。扎根理論主張理論抽樣。因此，待一個(gè)個(gè)案的訪談資料收集謄寫以后并在下一個(gè)訪談沒有進(jìn)行之前，就可以著手進(jìn)行，并根據(jù)分析結(jié)果決定下次的抽樣。在開放編碼的早期階段，最好采取密集編碼的方式，對(duì)文字進(jìn)行逐字逐行的分解，以便發(fā)現(xiàn)研究者感興趣、對(duì)回答研究問題是重要的、突出的和頻繁出現(xiàn)的現(xiàn)象；同時(shí)賦予代碼。代碼可以來自社會(huì)科學(xué)文獻(xiàn)的

14、概念（建構(gòu)代碼 constructed codes），也可以采用受訪者的原話（鮮活代碼 in vivo codes）。以后者為好。24資料分析（一）資料錄制與扎根理論的資料分析方法開放編碼 (續(xù))開放編碼采取不斷比較的方式，將那些相似和相關(guān)聯(lián)的現(xiàn)象和例子，放置于某個(gè)范疇之下。每個(gè)范疇之下還會(huì)有“次范疇”（subcategories), 即范疇所包含的屬性(properties)，次范疇下面還有次次范疇，即維度(dimensions)。舉例: 范疇 (category): “色彩”。屬性 : 濃度 (shade)、強(qiáng)度 (intensity)、亮度 (hue)。維度：濃度方面的維度：深色，淺色。

15、強(qiáng)度方面的維度：強(qiáng)色，弱色。亮度方面的維度：亮色，暗色。25資料分析（一）資料錄制與扎根理論的資料分析方法開放編碼（續(xù)）編碼的單位可以是逐行進(jìn)行、逐句進(jìn)行、或者逐段進(jìn)行。采用何種方式，取決于研究問題、資料、分析者的風(fēng)格、或所處的研究階段。密集的開放編碼不可能貫穿于全部的文本材料。到了一定階段范疇多起來了、理論逐漸形成時(shí)，可以改為以句或段落為單位進(jìn)行編碼。在開放編碼階段，研究者要盡力達(dá)到“范疇飽和”，即：不斷從文本材料中尋找代表各個(gè)范疇的例子和現(xiàn)象，直到文本中再也找不到有關(guān)各個(gè)范疇的新的信息。26資料分析（一）資料錄制與扎根理論的資料分析方法開放編碼（續(xù)）在進(jìn)行開放編碼過程中，分析者應(yīng)該寫編碼備

16、忘錄，解釋和界定名稱代碼和范疇的內(nèi)容，記錄對(duì)資料的觀感和思考，從而促進(jìn)理論的形成。在編碼過程中，應(yīng)該不斷對(duì)材料發(fā)問。提問的類型：什么？這里講的是有關(guān)什么東西？提到的是什么現(xiàn)象？誰？涉及到誰？他們的角色是什么？他們?nèi)绾位?dòng)？如何？提到現(xiàn)象的哪些方面（或沒提到的方面）什么時(shí)候？多長？哪里？時(shí)間、過程和位置。多少？多大程度？強(qiáng)度方面。為什么？講到了什么理由？為了什么？什么企圖？為了什么目的？通過什么？為實(shí)現(xiàn)目標(biāo)采用了什么手段、計(jì)謀和策略？27資料分析（一）資料錄制與扎根理論的資料分析方法軸線編碼 (axial coding)軸線編碼是資料分析的第二步（二級(jí)編碼）。研究者從開放編碼得出來的所有范疇中，

17、選取那些最能反映和符合資料的范疇并加以提煉。同時(shí)，對(duì)這些范疇之間的內(nèi)在聯(lián)系進(jìn)行澄清和疏理。這些聯(lián)系包括：因果關(guān)系、時(shí)間先后關(guān)系、語義關(guān)系、情境關(guān)系、相似關(guān)系、差異關(guān)系、對(duì)等關(guān)系、類型關(guān)系、結(jié)構(gòu)關(guān)系、功能關(guān)系、過程關(guān)系、策略關(guān)系等。28資料分析（一）資料錄制與扎根理論的資料分析方法軸線編碼（續(xù)）編碼范式（coding paradigm）:原因條件情境干預(yù)條件現(xiàn)象策略后果29資料分析（一）資料錄制與扎根理論的資料分析方法選擇編碼（Selective Coding）選擇編碼是資料分析的第三步（三級(jí)編碼） 。在這個(gè)階段，編碼是在更抽象的水平上進(jìn)行。 研究者在已有范疇的基礎(chǔ)上，選擇或提煉一個(gè)最能覆蓋和概

18、括所有范疇和現(xiàn)象的核心范疇（core category）。同時(shí)理順核心范疇和其他所有范疇的聯(lián)系，澄清各個(gè)范疇之間的主次從屬關(guān)系。確立故事線 (story line)明確需要補(bǔ)充的概念或類屬，以便繼續(xù)抽樣、補(bǔ)充資料，并繼續(xù)進(jìn)行資料分析，直到理論飽和（即：進(jìn)一步的編碼和對(duì)范疇的豐富已經(jīng)不再能提供新的知識(shí)）。成形的理論要再次與文本對(duì)照檢查，以便修改完善。30資料分析（一）資料錄制與扎根理論的資料分析方法代碼的層次初級(jí)代碼：緊扣文句或文塊原意的代碼，用于精簡文段。后設(shè)代碼（meta-codes）：建立在初級(jí)代碼之上的、解釋性或推理性代碼，亦可稱“模式代碼”（Miles & Huberman 2006）

19、，用來概括與統(tǒng)攝初級(jí)代碼，從而使得大量的初級(jí)代碼簡化為少數(shù)幾個(gè)群組（模式代碼）。模式代碼具有聚類功能。少數(shù)幾個(gè)模式代碼之間的連接，便構(gòu)成了模式。31資料分析（一）資料錄制與扎根理論的資料分析方法初級(jí)代碼后設(shè)代碼初級(jí)代碼初級(jí)代碼32資料分析（一）資料錄制與扎根理論的資料分析方法范例：Awareness of dying and awareness contextsGlaser and Strauss (1965) applied this method in a study on the handling of death and dying in hospitals. The research

20、 question was on how the knowledge of a persons imminent death determines the interaction with him or her.The central category at the end of analysis was “awareness contexts”.33資料分析（一）資料錄制與扎根理論的資料分析方法范例：Awareness of dying and awareness contexts（續(xù)）Four types of awareness: closed awareness (the patien

21、t does not suspect his or her approaching death)suspicion awareness (he or she has a suspicion concerning this issue) awareness of mutual pretence (everybody knows, but nobody says it openly) open awareness (the patient knows about his or her situation and speaks frankly about it with all others).De

22、scription, Preconditions, Resulting interactions (tactics and counter-tactics), Consequences.34資料分析（一）資料錄制與扎根理論的資料分析方法分析方法的轉(zhuǎn)換從歸納型編碼轉(zhuǎn)變成歸納-演繹型編碼反復(fù)閱讀訪談資料，尋找或隱或顯的主題或模式，為一級(jí)編碼確立大致方向連續(xù)不斷的開放編碼，檢驗(yàn)主題或模式（開放編碼）?！巴督怠钡膽B(tài)度修正主題或模式，確立主題或模式（軸線編碼）理論升華（選擇編碼）35資料分析（一）資料錄制與扎根理論的資料分析方法對(duì)一般方法論的貢獻(xiàn)將資料打散并重新組合集中的編碼方法有助于不斷加深對(duì)文本材料

23、的內(nèi)容和意義的理解。文本的分析在方法論上具有可操作性。分析過程具有足夠的機(jī)動(dòng)性和靈活性。分析的過程同時(shí)也是范疇和理論形成的過程。分析過程演繹和歸納結(jié)合起來。36資料分析（一）資料錄制與扎根理論的資料分析方法該方法在研究過程中的運(yùn)用理論編碼是一種從文本資料中形成理論的分析方法。根據(jù)理論抽樣來選擇資料。對(duì)資料收集方法的選擇取決于研究問題和理論呈現(xiàn)過程中的狀態(tài)以及所需填補(bǔ)的空白。概括化的目的，首先在于建立扎根理論（直接建立在文本資料基礎(chǔ)上；屬于實(shí)質(zhì)理論）；其次，在于建立形式理論（超越文本）。37資料分析（一）資料錄制與扎根理論的資料分析方法該方法的局限方法與藝術(shù)之間的界限是模糊的。某些地方難于教授給

24、學(xué)生。該方法的長處只有在運(yùn)用過程中才體現(xiàn)出來。在編碼和比較上存在潛在的無盡的選擇。開放編碼的運(yùn)用范圍應(yīng)該多大？已經(jīng)出現(xiàn)的范疇中，哪些范疇需要進(jìn)一步提煉和精致化？理論抽樣到什么地步才可以結(jié)束？在這些問題上沒有確定的選擇標(biāo)準(zhǔn)，只能由研究者視情況決定。可能導(dǎo)致太多的編碼范疇和太多的比較。解決辦法：擬定優(yōu)先清單。38資料分析（一）資料錄制與扎根理論的資料分析方法理論編碼練習(xí)練習(xí)步驟通讀資料，尋找模式或議題的總體感覺從資料中尋找所研究的現(xiàn)象的構(gòu)成要素（開放編碼）把相同的要素（句子與段落）歸并到一個(gè)相同的代碼（歸類）把不同的代碼區(qū)分開來，澄清各代碼（要素）之間的邏輯（上下層次、平行層次）關(guān)系，即屬性與維度

25、。 （軸線編碼）連接各代碼，建構(gòu)一個(gè)整合性的概念模型（軸線編碼）形成一個(gè)核心范疇或主題（選擇編碼）在練習(xí)之前，先進(jìn)行示范演習(xí)（英文）39資料分析（一）資料錄制與扎根理論的資料分析方法Illustration of Theoretical Coding(Strauss and Corbin (1998) Open CodingInterviewer: Tell me about teens and drug use.Respondent: I think teens use drugs as a release from their parents “rebellious act”. Well,

26、 I dont know. I can only talk for myself. For me, it was an experience “experience” in vivo code. You hear a lot about drugs “drug talk”. You hear they are bad for you “negative connotation” to the “drug talk”. There is a lot of them around “available supply”. You just get into them because theyre a

27、ccessible “easy access” and because its kind of a new thing “novel experience”. Its cool! You know, its something that is bad for you, taboo, a “no” “negative connotation”. Everyone is against it “adult negative stance”. If you are a teenager, the first thing you are going to do is try them “challen

28、ge the adult negative stance”.40資料分析（一）資料錄制與扎根理論的資料分析方法Open CodingInterviewer: Do teens experiment a lot with drugs?Respondent: Most just try a few “l(fā)imited experimenting”. It depends on where you are and how accessible they are “degree of accessibility”. Most dont really get into it hard-core good

29、in vivo concept “hard-core use” vs. “l(fā)imited experimenting”. A lot of teens are into pot (大麻), hash (大麻制劑), a little organic stuff “soft core drug types”. It depends on what phase of life youre at “personal developmental stage”. Its kind of progressive “progressive using”. You start off with the bas

30、ic drugs like pot “basic drugs” in vivo code. Then you go on to try more intense drugs like hallucinogens （致幻劑） “intense drugs” in vivo code.41資料分析（一）資料錄制與扎根理論的資料分析方法Open CodingInterviewer: Are drugs easily accessible?Respondent: You can get them anywhere “easy access”. You just talk to people “netw

31、orking”. You go to parties, and they are passed around. You can get them at school. You ask people, and they direct you as to who might be able to supply you “obliging supply network”.42資料分析（一）資料錄制與扎根理論的資料分析方法Open CodingInterviewer: Is there any stigma attached to using drugs?Respondent: Not among y

32、our peers “peer acceptance”. If youre in a group of teenagers and everyone is doing it, if you dont use, you are frowned upon “peer pressure”. You want to be able to say youve experienced it like the other people around you “shared peer experience”. Its not a stigma among your own group “being an in

33、sider”. Obviously, outsiders like older people will look down upon you “outsider intolerance”. But within your own group of friends, it definitely is not a stigma “peer acceptance”.43資料分析（一）資料錄制與扎根理論的資料分析方法Open CodingInterviewer: You say you did drugs for the experience. Do kids talk about the exper

34、ience?Respondent: Its a more of sharing the experience rather than talking about the experience “taking part in” vs. “dialoguing about”. You talk about doing drugs more than what its like when you take drugs “drug talk”. It depends upon what level you are into it “hard core” vs. “l(fā)imited experimenti

35、ng”, I guess. Most kids are doing it because it is a trend in high school “part of social scene”. They are not doing it because of the experience in some higher sense “not self-discovery”. They are doing it because they are following the crowd “peer mimicry” vs. “self-discovery”.44資料分析（一）資料錄制與扎根理論的資

36、料分析方法Open CodingInterviewer: Did I hear you say teens were attracted to drugs because there was some element of risk, daring, and testing associated with them?Respondent: Its like living in the fast lane “tempting fate”. You see all the people in Hollywood. Most teens idolize those people who have f

37、ame and are living a fast-paced life “idol mimicry”. Often, these people are on drugs.45資料分析（一）資料錄制與扎根理論的資料分析方法Open CodingInterviewer: Were you attracted to drugs because of the Hollywood scene?Respondent: To some degree, I was. I thought it was pretty cool “in thing”. It was part of a dangerous fas

38、t-paced life “tempting fate”. To some degree, I too was following the crowd “peer mimicry”. I wanted to be like everyone else. But I also did it because I was sick of hearing people talk about the evils of drugs and not knowing anything about what they really did do you “challenging the adult stance

39、”. I saw people all around me taking them with no long-lasting effects. They werent evil or addicted “fact discrepancy”. I got sick of the adults lecturing about drugs when they had never tried them so that they could present them fairly “presenting a one-sided view”. All they talked about were the

40、negative effects “negative connotation”. Yet, most of the people around you were not having those negative effects “fact discrepancy”.46資料分析（一）資料錄制與扎根理論的資料分析方法Open CodingInterviewer: What did doing drugs do for you?Respondent: It gave me a different perspective on drug taking “experiential knowing”.

41、 It opened my mind “broadening experience”. I think the preaching that they do totally blows the issue out of proportion “addiction overblown”. Not everyone who tries drugs will become addicted “refuting the argument”. I learned, yes, you can take them, and it is just like anything else; you can wal

42、k away from them “self-control”. There is more to addiction than just trying a drug “addiction as a complex process”. Not everyone that drinks is an alcoholic “critical defining”. If you were to drink all the time, it is just as bad as doing drugs all the time “comparative analysis”. A lot of drugs

43、are not as devastating to your body as alcohol. Pot, for example yes, it affects you, but you are in a lot more control of yourself than if you are drunk or even have a couple of drinks “control as a criterion”.47資料分析（一）資料錄制與扎根理論的資料分析方法Open CodingInterviewer: Getting back to your experienceResponden

44、t: I started with pot “initiating experience”. Pot, you dont get stoned the first time you try it “delayed experiencing”. Most people have to take it two to three times before they feel remotely high “body adaptation”. I did it five to six times “repeated tries” before I felt high “being stoned”. I

45、tried it at a party “social act”. Kids break it out, and no one even questions it “peer acceptance”. It is just understood that it will be passed around and everyone will try it “peer pressure”. I was pretty young, 13 I guess. It turned out I was pretty allergic to pot “negative reaction”. It was ne

46、ver anything I took to “negative reinforcement”. 48資料分析（一）資料錄制與扎根理論的資料分析方法MemoIdentifying the story. This study consisted of 100 interviews with young adults in their 20s who used drugs during their teenage years. We were interested in finding out why teens used drugs and how they perceived or descr

47、ibed that experience now that they past being teenagers. They are looking back retrospectively; thus, they have more distance or perspective of what it was all about, and because of that distance, they are able to present their story with more insight than they probably would have if interviewed dur

48、ing their actual teenage years. Their looking back and talking about it from a “present” perspective is perhaps why we have come up with the following story:49資料分析（一）資料錄制與扎根理論的資料分析方法Descriptive story.What keeps striking us about these interviews is that, although many teens use drugs, few go on to b

49、ecome hard-core users. It seems to be a kind of teenage experimentation, a developmental phase in their lives that marks the passage from child to teens and from teen to adult. They learn about drugs and also themselves, gain acceptance from their peers, and challenge adult authority through using d

50、rugs. It is a very specific behavior that sets them apart from family but, at the same time, makes them one of the teen group. 50資料分析（一）資料錄制與扎根理論的資料分析方法Descriptive story (cont)They experiment with drugs in order to discover for themselves what they are all about and learn that they can control their

51、 own behavior in relationship to drug taking. Then, when they move into more adult roles, they discover that they no longer have any desire to use drugs, or if they do, they use them recreationally. It was a teen thing that no longer interests them. Teen drug use for most teens is part of a transiti

52、onal phase a time of passage between child and adult life marked by potential experimentation with many types of behaviors, using drugs being of these. Most limit their use of drugs to parties or when with friends.51資料分析（一）資料錄制與扎根理論的資料分析方法From Description to ConceptualizationCentral idea: “Teen Drug

53、 Use: A Rite of Passage”. This indicates that drug use was mainly limited and experimental and served as a process that marked the transition from teen to adult.Storyline: building the linkage among concepts. Storyline memo: tells the story using concepts and their linkages.52資料分析（一）資料錄制與扎根理論的資料分析方法

54、Storyline memoAlthough many teens try drugs, few of them go on to become hard-core users. Most of those we interviewed used drugs for a limited time and in limited quantities and then, when the novelty wore off, they stopped using. For them, it seemed more like a transitional period during their tee

55、nage years in which they experimented with different and sometimes “risky” behaviors, which they discarded when the behavior no longer held their interest or it finished serving their purpose. This was an important step in their development, for it enabled them to challenge authority and take contro

56、l of events in their lives during a time when they were trying to define “who they were” as separated beings from their parents, yet very much needing the support and acceptance of their peer group because they were not ready to stand on their own as adults. 53資料分析（一）資料錄制與扎根理論的資料分析方法Storyline memo (

57、cont)They used drugs as a sort of experiment or rite marking this time in their life. That is, they usually started experimenting with drugs at a party or with friends, indicating its social interactional nature (except for those who went on to hard-core use). By taking drugs, teens showed solidarit

58、y with peers and a willingness to defy authority. It provided a way of gaining acceptance and, for the most part, was a pleasurable experience. Looking back now as young adults, they can say that it also demonstrated their ability to make choices and to take measures to contain risks. They perceived

59、 that they grew emotionally from the experience. 54資料分析（一）資料錄制與扎根理論的資料分析方法Storyline memo (cont)Conditions leading to drug use were that access was easy, there was peer pressure to use, and they gained peer acceptance by doing so. Most did not use drugs to escape from realities of life, to get away f

60、rom physical or psychological pain, to make them feel better or give them courage; these reasons were most often given by those who went on to become hard-core users. The amounts and types of drugs by these teens varied. By grouping them according to their dimensions, four types or patterns of users