Deductive content analysis as a research method in the field of education sciences – A systematic literature review of journal articles in Web of Science (2019–2023)

Deductive content analysis as a research method in the field of education sciences – A systematic literature review of journal articles in Web of Science (2019–2023)

Content analysis plays a pivotal role in the field of educational science. This paper delves into an examination of studies within the discipline that have employed a deductive approach when applying this method. Our research focus revolved around the thematic patterns present in the corresponding s...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Central European geology 2022-09, Vol.63 (3-4), p.1
Hauptverfasser: Szabo, Zoltan Andras, Soos, Sandor, Schiller, Emese
Format: Artikel
Sprache:eng
Schlagworte:
Analysis
Online databases
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
container_end_page
container_issue 3-4
container_start_page 1
container_title Central European geology
container_volume 63
creator Szabo, Zoltan Andras
Soos, Sandor
Schiller, Emese
description Content analysis plays a pivotal role in the field of educational science. This paper delves into an examination of studies within the discipline that have employed a deductive approach when applying this method. Our research focus revolved around the thematic patterns present in the corresponding scientific discourse and the techniques utilized for deductive content analysis. We conducted a systematic literature review within the Web of Science database to identify journal articles employing a theory-driven approach to content analysis. The results of the investigation revealed that empirical studies in the domains of health studies, professional development, and learning enhancement seldom adhere exclusively to deductive reasoning during content analysis. Instead, they typically blend deductive reasoning with inductive coding processes.
doi_str_mv 10.1556/2059.2023.00094
format Article
fullrecord <record><control><sourceid>gale_cross</sourceid><recordid>TN_cdi_crossref_primary_10_1556_2059_2023_00094</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><galeid>A810961256</galeid><sourcerecordid>A810961256</sourcerecordid><originalsourceid>FETCH-LOGICAL-c1544-14b4a379e4a0faf0c68e5e56dc4c053549ecba8754c47a552b50d10625e4bea63</originalsourceid><addsrcrecordid>eNpVkctOwzAQRSMEEhV0zXaWsEhrx3aaLCveEhISD7GMJs6kNcoD2S7QHf_AV_BbfAlOywJkS7Y891xr5kbREWcTrlQ6TZjKJwlLxIQxlsudaJSkgsdcyGz3z30_Gjv3HCRCcMmzbBR9nVG10t68Eui-89R5wA6btTMOMGyw5AitXkJLftlXYDrwS4LaUFNBX8OAozd9B04b6jQ5-P74hDm4tfPUhpKGxniy6FeWgt2robcBfO5XNvwEaIOkCVhwfqJyKN1vneA4YTwPbkNjJ4fRXo2No_HveRA9Xpw_nF7FN7eX16fzm1hzJWXMZSlRzHKSyGqsmU4zUqTSSkvNlFAyJ11iNlNSyxkqlZSKVZyliSJZEqbiIJpsfRfYUGG6uvcWdVgVtSbMiGoT3ucZZ3nKEzUAJ_-AzRzf_QJXzhXX93f_tdOtVtveOUt18WJNi3ZdcFYMSRZDksXQcLFJUvwAGW-Rxw</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype></control><display><type>article</type><title>Deductive content analysis as a research method in the field of education sciences – A systematic literature review of journal articles in Web of Science (2019–2023)</title><source>Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals</source><creator>Szabo, Zoltan Andras ; Soos, Sandor ; Schiller, Emese</creator><creatorcontrib>Szabo, Zoltan Andras ; Soos, Sandor ; Schiller, Emese</creatorcontrib><description>Content analysis plays a pivotal role in the field of educational science. This paper delves into an examination of studies within the discipline that have employed a deductive approach when applying this method. Our research focus revolved around the thematic patterns present in the corresponding scientific discourse and the techniques utilized for deductive content analysis. We conducted a systematic literature review within the Web of Science database to identify journal articles employing a theory-driven approach to content analysis. The results of the investigation revealed that empirical studies in the domains of health studies, professional development, and learning enhancement seldom adhere exclusively to deductive reasoning during content analysis. Instead, they typically blend deductive reasoning with inductive coding processes.</description><identifier>ISSN: 2631-1348</identifier><identifier>ISSN: 1788-2281</identifier><identifier>EISSN: 2631-1348</identifier><identifier>EISSN: 1788-2281</identifier><identifier>DOI: 10.1556/2059.2023.00094</identifier><language>eng</language><publisher>Akademiai Kiado</publisher><subject>Analysis ; Online databases</subject><ispartof>Central European geology, 2022-09, Vol.63 (3-4), p.1</ispartof><rights>COPYRIGHT 2022 Akademiai Kiado</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><orcidid>0000-0003-3762-2308</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27903,27904</link.rule.ids></links><search><creatorcontrib>Szabo, Zoltan Andras</creatorcontrib><creatorcontrib>Soos, Sandor</creatorcontrib><creatorcontrib>Schiller, Emese</creatorcontrib><title>Deductive content analysis as a research method in the field of education sciences – A systematic literature review of journal articles in Web of Science (2019–2023)</title><title>Central European geology</title><description>Content analysis plays a pivotal role in the field of educational science. This paper delves into an examination of studies within the discipline that have employed a deductive approach when applying this method. Our research focus revolved around the thematic patterns present in the corresponding scientific discourse and the techniques utilized for deductive content analysis. We conducted a systematic literature review within the Web of Science database to identify journal articles employing a theory-driven approach to content analysis. The results of the investigation revealed that empirical studies in the domains of health studies, professional development, and learning enhancement seldom adhere exclusively to deductive reasoning during content analysis. Instead, they typically blend deductive reasoning with inductive coding processes.</description><subject>Analysis</subject><subject>Online databases</subject><issn>2631-1348</issn><issn>1788-2281</issn><issn>2631-1348</issn><issn>1788-2281</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><recordid>eNpVkctOwzAQRSMEEhV0zXaWsEhrx3aaLCveEhISD7GMJs6kNcoD2S7QHf_AV_BbfAlOywJkS7Y891xr5kbREWcTrlQ6TZjKJwlLxIQxlsudaJSkgsdcyGz3z30_Gjv3HCRCcMmzbBR9nVG10t68Eui-89R5wA6btTMOMGyw5AitXkJLftlXYDrwS4LaUFNBX8OAozd9B04b6jQ5-P74hDm4tfPUhpKGxniy6FeWgt2robcBfO5XNvwEaIOkCVhwfqJyKN1vneA4YTwPbkNjJ4fRXo2No_HveRA9Xpw_nF7FN7eX16fzm1hzJWXMZSlRzHKSyGqsmU4zUqTSSkvNlFAyJ11iNlNSyxkqlZSKVZyliSJZEqbiIJpsfRfYUGG6uvcWdVgVtSbMiGoT3ucZZ3nKEzUAJ_-AzRzf_QJXzhXX93f_tdOtVtveOUt18WJNi3ZdcFYMSRZDksXQcLFJUvwAGW-Rxw</recordid><startdate>20220901</startdate><enddate>20220901</enddate><creator>Szabo, Zoltan Andras</creator><creator>Soos, Sandor</creator><creator>Schiller, Emese</creator><general>Akademiai Kiado</general><scope>AAYXX</scope><scope>CITATION</scope><scope>ISR</scope><orcidid>https://orcid.org/0000-0003-3762-2308</orcidid></search><sort><creationdate>20220901</creationdate><title>Deductive content analysis as a research method in the field of education sciences – A systematic literature review of journal articles in Web of Science (2019–2023)</title><author>Szabo, Zoltan Andras ; Soos, Sandor ; Schiller, Emese</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c1544-14b4a379e4a0faf0c68e5e56dc4c053549ecba8754c47a552b50d10625e4bea63</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Analysis</topic><topic>Online databases</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Szabo, Zoltan Andras</creatorcontrib><creatorcontrib>Soos, Sandor</creatorcontrib><creatorcontrib>Schiller, Emese</creatorcontrib><collection>CrossRef</collection><collection>Gale In Context: Science</collection><jtitle>Central European geology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Szabo, Zoltan Andras</au><au>Soos, Sandor</au><au>Schiller, Emese</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Deductive content analysis as a research method in the field of education sciences – A systematic literature review of journal articles in Web of Science (2019–2023)</atitle><jtitle>Central European geology</jtitle><date>2022-09-01</date><risdate>2022</risdate><volume>63</volume><issue>3-4</issue><spage>1</spage><pages>1-</pages><issn>2631-1348</issn><issn>1788-2281</issn><eissn>2631-1348</eissn><eissn>1788-2281</eissn><abstract>Content analysis plays a pivotal role in the field of educational science. This paper delves into an examination of studies within the discipline that have employed a deductive approach when applying this method. Our research focus revolved around the thematic patterns present in the corresponding scientific discourse and the techniques utilized for deductive content analysis. We conducted a systematic literature review within the Web of Science database to identify journal articles employing a theory-driven approach to content analysis. The results of the investigation revealed that empirical studies in the domains of health studies, professional development, and learning enhancement seldom adhere exclusively to deductive reasoning during content analysis. Instead, they typically blend deductive reasoning with inductive coding processes.</abstract><pub>Akademiai Kiado</pub><doi>10.1556/2059.2023.00094</doi><tpages>9</tpages><orcidid>https://orcid.org/0000-0003-3762-2308</orcidid><oa>free_for_read</oa></addata></record>
fulltext fulltext
identifier ISSN: 2631-1348
ispartof Central European geology, 2022-09, Vol.63 (3-4), p.1
issn 2631-1348
1788-2281
2631-1348
1788-2281
language eng
recordid cdi_crossref_primary_10_1556_2059_2023_00094
source Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals
subjects Analysis
Online databases
title Deductive content analysis as a research method in the field of education sciences – A systematic literature review of journal articles in Web of Science (2019–2023)
url https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-25T04%3A50%3A35IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-gale_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Deductive%20content%20analysis%20as%20a%20research%20method%20in%20the%20field%20of%20education%20sciences%20%E2%80%93%20A%20systematic%20literature%20review%20of%20journal%20articles%20in%20Web%20of%20Science%20(2019%E2%80%932023)&rft.jtitle=Central%20European%20geology&rft.au=Szabo,%20Zoltan%20Andras&rft.date=2022-09-01&rft.volume=63&rft.issue=3-4&rft.spage=1&rft.pages=1-&rft.issn=2631-1348&rft.eissn=2631-1348&rft_id=info:doi/10.1556/2059.2023.00094&rft_dat=%3Cgale_cross%3EA810961256%3C/gale_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_id=info:pmid/&rft_galeid=A810961256&rfr_iscdi=true