Psychology

The aim of this study was to evaluate the use of the online data collection method to survey adolescents about their psychological characteristics in a follow up-longitudinal study on positive youth development in order to test the psychometric equivalence of two assessment methods. 1030 participants (17–19 years old) completed paper-and-pencil questionnaires in schools (505 boys and 525 girls), 132 (28 boys and 104 girls) completed Internet-based questionnaires, and 47 (15 boys 32 girls) completed both, measuring positive development indicators. The findings suggest that adolescents report less socially desirable behaviour and active citizenship in Internet-based questionnaires, but generally Internet-based administration does not have any differences in the means values of positive development indicators as compared to paper-and-pencil administration. Internet-based questionnaires have higher or similar internal consistencies as compared with paper-and-pencil questionnaires and are highly correlated with each other when administered using Internet-based and paper-and-pencil assessment. There is no interaction effect of the Internet versus paper-and-pencil assessment and the sex of adolescents on the positive development indicators. Limitations of this study are discussed.
Key words: Internet-based assessment, paper-and-pencil self-administered assessment, positive development indicators, adolescents.

POZITYVIOS RAIDOS INDIKATORIŲ, VERTINTŲ NAUDOJANT INTERNETINĘ APKLAUSĄ IR SPAUSDINTUS KLAUSIMYNUS, PALYGINIMAS PAAUGLIŲ IMTYJE
Rimantas Vosylis, Rita Žukauskienė, Oksana Malinauskienė

Santrauka
Internetinių klausimynų naudojimas tampa vis populiaresnė duomenų rinkimo priemonė, nes taip mažinamos tyrimo sąnaudos, tyrėjai gali susisiekti su sunkiau pasiekiamais tiriamaisiais. Tai labai patogu atliekant tęstinius, ypač jaunimo raidos, tyrimus, nes, baigę mokyklą, daug mokinių keičia savo gyvenamąją vietą, kai kurie jų išvyksta į užsienį. Tačiau interne­tinių apklausų taikymas, be minėtų pranašumų, turi ir trūkumų, į kuriuos būtina atsižvelgti. Pavyzdžiui, rezultatų, gautų taikant internetinius ir spausdintus klausimynus, derinimas, ir klausimyno formos po­veikis tyrimui naudojamų skalių psichometriniams rodikliams.
Šio tyrimo tikslas – nustatyti internetinės apklausos metodo tinkamumą paauglių psichologinėms charak­teristikoms vertinti naudojant apklausą internetu ir palyginti dviejų klausimyno administravimo formų – elektroninės ir spausdintos – įtaką pozityvios jaunimo raidos rodikliams tęstiniame pozityvios jaunimo raidos tyrime. Tyrimo metu 1 030 dalyvių (17–19 metų), 505 berniukai ir 525 mergaitės, užpildė spaus­dintus klausimynus mokyklose, 132 (28 berniukai ir 104 mergaitės) užpildė tik internetinį klausimyno variantą, o 47 (15 berniukų ir 32 mergaitės) užpildė abi klausimyno versijas.
Tyrimo rezultatai atskleidė, jog paaugliai, ap­klausti internetinės apklausos būdu, nurodė mažiau socialiai pageidaujamo elgesio, bet apskritai inter­netinis apklausos būdas neturėjo poveikio pozityvios jaunimo raidos indikatorių vidurkiams, palyginti su tradiciniais, spausdintais, klausimynais. Internetinių klausimynų skalių vidinis suderinamumas, lyginant jį su spausdintų klausimynų skalių vidiniu suderinamu­mu, buvo geresnis arba panašus ir pozityvios raidos rodikliai, įvertinti abejomis klausimyno versijomis, buvo stipriai tarpusavyje susiję. Nerasta lyties ir klausimyno tipo sąveikos efekto, susijusio su paauglių pozityvios raidos vertinimu. Straipsnyje aptariami ir tyrimo ribotumai.
Pagrindiniai žodžiai: internetinis anketavimas, tyrimas naudojant spausdintinę klausimynų versiją, pozityvios raidos indikatoriai, paauglystė.

Pozityvios raidos indikatorių, vertintų naudojant internetinę apklausą ir spausdintus klausimynus, palyginimas paauglių imtyje  582.75 KB

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Straipsnyje pristatoma Lietuviškosios psichologinės gerovės skalės (LPGS), sudarytos iš 91 teiginio, atspindinčio pasitenkinimą įvairiomis gyvenimo sritimis, analizė pasitelkus studentų imtį. Surinkus empirinius duomenis (N = 461) ir atlikus faktorių analizę, išskirtos devynios psichologinės gerovės subskalės: Pasitenkinimo gyvenimu ir savimi, Neigiamo emocingumo, Tikslingumo, Pasitenkinimo tarpasmeniniais santykiais, Pasitenkinimo šeima ir artimaisiais, Pasitenkinimo pragyvenimo lygiu, Pasitenkinimo fizine sveikata, Kontrolės, Pasitenkinimo gyvenimu Lietuvoje. Šios subskalės paaiškina 53,7 proc. dispersijos, o vidinis jų suderinamumas yra pakankamas – nuo 0,67 (Pasitenkinimas gyvenimu Lietuvoje) iki 0,95 (Pasitenkinimas gyvenimu ir savimi).
Pagrindiniai žodžiai: psichologinė gerovė, psichologinės gerovės skalė.

THE LITHUANIAN PSYCHOLOGICAL WELL-BEING SCALE: AN ANALYSIS OF ITS STRUCTURE IN A STUDENT SAMPLE
Albinas Bagdonas, Ieva Urbanavičiūtė, Antanas Kairys, Audronė Liniauskaitė, Sigita Girdzijauskienė

Summary
This article presents an analysis of the Lithuanian Psychological Well-Being Scale (LPGS) structure in a student sample and addresses both theoretical and empirical issues related to its development. Psycholo­gical well-being is considered to be a broad construct reflecting a subjective evaluation of our lives in certain domains or on the whole. However, theoretical expla­nations of this phenomenon are somewhat vague and often lack consensus on definitions and classification of well-being domains, subsequently resulting in rat­her diverse approaches to their empirical evaluation.
The rationale for the development of the LPGS is based on the following principles: first, the mul­tidimensionality of the construct (it is assumed that psychological well-being encompasses at least several different domains); second, necessity to take into account characteristic features of the target population in order to produce a valid Lithuanian instrument; and finally, the empirical investigation approach, i.e. the application of empirical findings for the theoretical explanation of psychological well-being.
In total, 461 university students took part in the study (68.8 % female, 31% male, 0.2% non-identified; M = 22.6 years). After conducting exploratory factor analysis and parallel analysis, 91 item was retained and the following subscales were distinguished: Global satisfaction with life and oneself as a person, Negative emotionality, Purposefulness in life, Satis­faction with interpersonal relationships, Satisfaction with family relationships, Satisfaction with the living standards, Satisfaction with physical health, Percei­ved control, Satisfaction with life in Lithuania. In this study, the LPGS has proven to have adequate psychometric properties. The above-mentioned nine subscales account for 53.7 percent of total variance. The internal consistency test has revealed average to very high subscale reliability, Cronbach alphas ranging from 0.67 (Satisfaction with life in Lithuania) to 0.95 (Global satisfaction with life and oneself as a person).
These results provide a valuable insight into the dimensionality of psychological well-being in the Lithuanian university student sample. However, more empirical evidence is necessary in order to identify a clear factor structure, and to cross-validate the initial findings in a wider population.
Key words: psychological well-being, psycholo­gical well-being scale.

Lietuviškoji psichologinės gerovės skalė: struktūros paieškos studentų imtyje  983.15 KB

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Vykdomoji funkcija – tai grupė aukštesniųjų pažintinių gebėjimų, kurie kontroliuoja ir reguliuoja kitus gebėjimus bei elgesį. Pastarąjį dešimtmetį smarkiai pagausėjo vykdomosios funkcijos tyrimų iš raidos psichologijos ir psichopatologijos perspektyvos. Yra kelios to priežastys, tarp jų atradimas, kad vykdomosios funkcijos sunkumai būdingi keletui raidos sutrikimų, bei aptiktas vaikų vykdomosios funkcijos ir psichikos teorijos ryšys. Vis dėlto per šį dešimtmetį sukauptos žinios apie vykdomosios funkcijos raidą yra gana padrikos, tai galima aiškinti vykdomosios funkcijos konstrukto problemiškumu ir metodologiniais vykdomųjų funkcijų tyrimo sunkumais. Be to, kai kuriems klausimams skiriama nepagrįstai mažai dėmesio: pavyzdžiui, mažai diskutuojama apie vykdomosios funkcijos raidos mechanizmus ar socialinių veiksnių įtaką šios funkcijos raidai. Straipsnyje aptariami vykdomosios funkcijos raidos ypatumai ir analizuojamos sąsajos su psichikos teorija normalios raidos bei psichopatologijos (autizmo sutrikimo) atveju. Siekiant užpildyti esamą spragą, daug dėmesio skiriama psichosocialiniam vykdomosios funkcijos raidos kontekstui.
Pagrindiniai žodžiai: vykdomoji funkcija, psichikos teorija, autizmo sutrikimas, ankstyvieji socialiniai santykiai.

THE DEVELOPMENT OF EXECUTIVE FUNCTION
Lauryna Rakickienė, Sigita Girdzijauskienė

Summary
Executive function is a group of the higher-order cognitive abilities that coordinate and monitor other abilities and behavior. As complex cognitive functio­ning is primarily attributed to adults, executive function in children has rarely been studied. However, research of executive function from the perspective of develo­pmental psychology and psychopathology has become more frequent in recent decade. Several findings have attributed to this change, the discovery of an intriguing connection between children’s executive function and theory of mind among them. Several reviews have been published in the field, providing the detailed developmental map of most often studied components of executive function (Garon et al., 2008; Best et al., 2009). However, they touch less on the broader context of executive function development. The aim of this review paper is to discuss the main findings, new trends and unanswered questions associated with developmental research in executive function, hoping this will stimulate Lithuanian psychologists become more involved in the field.
We start the first part of the paper by discussing the difficulties in developmental research of executive function associated with the theoretical ambiguity of the construct and methodological problems. Most authors have focused to three main executive functions in recent years: mental set shifting, working memory updating and response inhibition. However, none of the neuropsychological tests measure isolated component of executive function, which makes the interpretation of the findings complicated. Studying executive function in young children at least partly addresses this problem, as the neuropsychological tasks are less complex, so more “pure” in this group. We briefly describe the developmental trends of main executive functions, concluding that the development of these abilities starts as early as the first year of life, undergoes the biggest changes in preschool years and continues till late childhood and even adulthood. We finally outline the importance of studying psychosocial context of the development of executive function. There is evidence that early social interaction may affect the development of executive function (Bibok et al., 2009; Bernier et al., 2010), but much remains to be done to better understand the mechanisms of the development of these functions.
The second part of the paper is devoted to the connection between the development of executive function and theory of mind. There are four main proofs of this connection: 1) positive correlation between the executive function and theory of mind test results; 2) matching developmental paths of these two psychic functions; 3) matching brain regions; 4) disorders of both psychic functions in case of psycho­pathology (autism disorder in particular). Although the connection between executive function and theory of mind development is well documented, little is known about the nature and direction of this connection. The most prominent hypothesis is that executive function development stimulates the emergence of executive function (Carlson et al., 2004; Hughes and Ensor, 2007), but alternative explanations exist. We suggest that the explanations taking into account the social context of the development of both psychic functions should be considered.
Key words: executive function, theory of mind, autism, early social relationship.

Vykdomosios funkcijos raida  745.52 KB

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Suicidologijoje stokojama duomenų apie psichoaktyvių medžiagų vartojimo vaidmenį savižudybės procese bei impulsyvių ir neimpulsyvių mėginimų nusižudyti skirtumus. Šiame tyrime atlikta 15 vartojančių alkoholį arba narkotikus asmenų, per paskutinius metus mėginusių nusižudyti, kokybinių interviu teminė analizė. Tyrimas leido išskirti ne du, kaip aprašoma literatūroje, o tris mėginimų nusižudyti tipus, būdingus vartojantiems psichoaktyvias medžiagas: planuoti, neplanuoti ir mėginimai nusižudyti „aptemus sąmonei“, ir aprašyti visiems jiems būdingus bruožus. Nepaisant kai kurių ribotumų, šis tyrimas gali pasiūlyti vertingų įžvalgų vertinant vartojančių psichoaktyvias medžiagas asmenų suicidinę riziką.
Pagrindiniai žodžiai: mėginimas nusižudyti, savižudybės procesas, psichoaktyvios medžiagos, alkoholis, narkotikai.

THE TYPES OF SUICIDE PROCESS AMONG PSYCHOACTIVE SUBSTANCE USERS
Jurgita Rimkevičienė, Danutė Gailienė

Summary
Research regarding the role of psychoactive substance use in the process of suicide is lacking in current sui­cidology. In addition to this, evidence shows that im­pulsive suicide attempts are common among substance users. However there is no clear understanding of the impulsive suicide process. That makes it difficult to combine results of different studies and create clear guidelines for impulsive suicide risk evaluation. The purpose of this research is to depict the impulsive and non-impulsive process of suicide among psychoactive substance users.
The participants of the study were 15 psycho­active substance (10 – alcohol, 5 – drug) users, who had attempted suicide during the last year. 8 of them attempted once, 4 – two or three times, other 3 – more than 5 times. All participants – 4 women and 11 men were patients from Vilnius Centre for Addictive Disorders and Vilnius Mental Health Centre. Quali­tative interviews based on Suicide Intent Scale were conducted about the suicide attempt or attempts. A thematic analysis of the interviews was used to depict the process of suicide.
This study led to distinguishing 3 different types of attempted suicide – planned, unplanned and suicide attempts during a “blackout” – which are typical for psychoactive substance users. Both unplanned suicide attempts and suicide attempts during a “blackout” can be called impulsive, though the latter diverged by their hastiness, aggressiveness, inability to control one’s behaviour, intensive feeling of anger, serious danger caused to health and wellbeing, as well as a follo­wing amnesia of a major part of the suicide attempt. Intensive emotions, especially anger and stressors in interpersonal relationships, had a major impact for the respondents in the process of suicide. According to the participants of the survey, substance use had intensified their suicidal crisis having a clear effect on their emotional, relationship and other difficulties. In addition, alcohol and drug use was considered as one of the suicide methods. Despite several restrictions of the research, the study results provide some valuable insight in the suicide risk evaluation among psycho­active substance users.
Key words: suicide attempt, suicide process, psychoactive substances, alcohol, drugs.

Vartojančiųjų psichoaktyvias medžiagas mėginimų nusižudyti tipai  872.39 KB

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Vienas svarbiausių asmenybės socialinio kompetentingumo rodiklių yra socialiniai įgūdžiai. Kadangi socialinių įgūdžių išsivystymo lygis yra susijęs su daugybe vidinių ir išorinių veiksnių, su mikro- ir makroaplinka, svarbu atrasti jų tarpusavio sąsajas, įvertinti pokyčių tendencijas iš laiko perspektyvos. Atlikto tyrimo tikslas ir buvo nustatyti, kaip pastarąjį dešimtmetį kito studentų socialinių įgūdžių ir socialinių ir demografinių veiksnių sąryšiai. Tyrimai atlikti 1998–1999 m. ir 2010–2011 m., naudojant Socialinės kompetencijos testą (Ullrich und de Muynck, 1998, adaptuota R. Lekavičienės, 2001). Nustatyta, kad sumažėjo lyties veiksnio svarba kai kuriems socialinės kompetencijos faktoriams, tačiau lytis tebėra reikšmingas veiksnys gebėjimui reikšti jausmus. Šeimos pilnumo veiksnys, skirtingai nei prieš dešimtmetį, nebėra reikšmingas studentų socialinei kompetencijai, tačiau šeimos finansinis pajėgumas antrajame tyrime tapo svarbus ir yra susijęs su vienu iš socialinės kompetencijos faktorių – bendruoju pasitikėjimu savimi. Gausiausi sąryšiai ir pokyčiai per dešimtmetį nustatyti tarp gyvenamosios vietovės (miesto, miestelio, kaimo), iš kurios yra kilęs studentas, ir įvairių socialinės kompetencijos faktorių.
Pagrindiniai žodžiai: socialiniai įgūdžiai, socialinė kompetencija, socialiniai veiksniai, demografiniai veiksniai.

THE CHANGES OF COHESION BETWEEN STUDENTS’ SOCIAL SKILLS AS THE INDICATOR OF SOCIAL COMPETENCE AND SOCIO-DEMOGRAPHIC FACTORS
Rosita Lekavičienė, Dalia Antinienė

Summary
One of the main indicators of social competence of personality is social skills. Because the level of de­velopment of social skills is related to many internal and external factors, micro and macro environment, it’s very important to find out their intercorrelations, to evaluate the tendencies of changes from a time pers­pective. The aim of performed survey was to find out how the cohesion of social skills of students and socio-demographic factors changed in the last decade. The first survey was performed in 1998–1999, 623 students from four higher education establishments participated in it. The second survey was performed in 2010–2011, 590 students from seven universities participated in it. In the surveys Ullrich and de Muynck social competence assessment questionnaire (Ullrich and de Muynck, 1998, adapted by Lekavičienė, 1999), which analyses the behaviour according seven factors – (F1) General self-confidence, (F2) Resistance to failures and criticism, (F3) Ability of expressing feelings, (F4) Ability of asking for a favour, (F5) Unyielding, (F6) Ability of demanding, (F7) Feeling not guilty, was used. The internal consistency of factors is sufficient (Cronbach’s alpha varied from 0,60 to 0,80 in both surveys). Statistically significant cohesions were gained (p < 0,05): the importance of gender lessened for two factors of social competence – general self-confidence and feeling not guilty, but the gender is still very important factor to the ability of expressing feelings. The factor of a full family, differently than ten years ago, isn’t important to social competence of students, but in the second survey financial power of family became important and was related to one of the factors of social competence – general self-confidence. The greatest count of cohesions and changes during the last decade between the place of residence (city, town or a village) of students and various factors of social competence were revealed. Two new cohesions between living area, general self-confidence and the ability of demanding were found: even a half of students from villages received low ratings of the scale of self-confidence, when the students from cities dominated between those who are able to demand. Two in the first survey revealed cohesions of ability of expressing feelings and feeling not guilty didn’t change during the last decade. The factor of age in contrast to the first survey is related significantly to the general self-confidence.
Key words: social skills, social competence, gen­der, family fullness, family financial power, number of children in the family, place of residence.

Studentų socialinių įgūdžių kaip socialinės kompetencijos rodiklio ir socialinių demografinių veiksnių sąryšių pokyčiai per pastarąjį dešimtmetį  1.33 MB

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Socialinis asmenybės kompetentingumas – vienas svarbiausių veiksnių, turinčių įtakos jos psichosocialinei adaptacijai. 1998–1999 m. atliktas tyrimas užfiksavo tam tikrus Lietuvos studentų socialinės kompetencijos ypatumus. 2010–2011 m. atliktu tyrimu buvo siekta atsakyti į klausimą, ar pastaruoju metu kitusi socialinė aplinka ir jos keliami reikalavimai jaunam žmogui yra susiję su socialinės kompetencijos pokyčiais, o konkrečiau – socialinių įgūdžių prioritetų kaita. Pirmame tyrime dalyvavo 623, antrame – 590 studentų iš įvairių Lietuvos universitetų. Tyrime naudotas Socialinės kompetencijos testas (Ullrich und de Muynck, 1998, adaptuota R. Lekavičienės, 2001). Nustatyta, kad per pastarąjį dešimtmetį įvyko tam tikri studentų socialinės kompetencijos lygį atspindinčių socialinių įgūdžių pokyčiai: studentai įgijo daugiau pasitikėjimo savimi, tapo ryžtingesni ir mažiau priklausomi nuo kitų žmonių, jie geba spontaniškiau reikšti savo jausmus. Kartu šiuolaikiniai jaunuoliai mažiau linkę iš kitų žmonių prašyti paslaugos arba informacijos, o tai gali būti susiję tiek su pozityviomis priežastimis (pvz., jau minėtu padidėjusiu pasitikėjimu savo pačių galimybėmis), tiek su negatyviomis priežastimis (pvz., atstūmimo arba įsipareigojimų kitiems žmonėms baime).
Pagrindiniai žodžiai: socialinė kompetencija, socialiniai įgūdžiai, studentai.

THE DYNAMICS OF SOCIAL COMPETENCE IN THE LAST DECADE: A RESEARCH OF LITHUANIAN STUDENTS
Dalia Antinienė, Rosita Lekavičienė

Summary
According to the dominant view of psychology, the construct of social competence is inseparable from the context, it is action and activity-oriented and related to the specific goals and transactions of personality.
Social competence determines the level of ef­ficiency of social behaviour. Social competence of personality is one of the main factors influencing psycho-social adaptation of personality. The survey, performed in the period of 1998–1999, revealed some peculiarities of social competence of Lithuanian students. In the survey, performed in 2010–2011, it was tried to find out whether social environment, which changed in these times, and its requirements for a young person had an impact to the changes of social competence, or, more precisely, to the change of priorities of social skills, which are one of the indica­tors of social competence. The students from different Lithuanian universities participated in the surveys: in the first survey participated 623 students and in the second survey participated 590 students. In the surveys Ullrich and de Muynck social competence assessment questionnaire (Ullrich and de Muynck, 1998, adapted by Lekavičienė, 1999), which analyses the behaviour according seven factors – (F1) General self-confidence, (F2) Resistance to failures and criticism, (F3) Ability of expressing feelings, (F4) Ability of asking for a favour, (F5) Unyielding, (F6) Ability of demanding, (F7) Feeling not guilty, was used. On purpose to test the psychometric validity of social competence assess­ment questionnaire, in 2010–2011 the analysis of the reliability of scales was performed repeatedly. Internal consistency of the scales of social competence assess­ment questionnaire (Cronbach’s alpha varied from 0,6 to 0,8 in both surveys), resolution (itt), minimal and maximal intercorrelation between the items of every scale were re-tested. In conclusion it can be predicated that the psychometric quality of Ullrich and de Muynck social competence assessment questionnaire after the second measurement was good. Data analysis revealed that some particular changes of students’ social skills, reflecting the level of social competence, happened in the last decade: students became more self-confident, decisive and less dependent on other people, they are capable to express their feelings more spontaneously. Equally, contemporary young people are less used to ask other people for a favour or for some information and that can be related to both positive reasons, i.e. to higher self-confidence, and to negative reasons, for example, to the fear of repulse or commitment to other people. During the analysis of the whole struc­ture of social competence assessment questionnaire the method of multidimensional scales allowed to make the sequence of scales in which two aspects are reflecting – emotional strain, experienced by a person at the time of realisation of social skills and the inner or outer plan of realisation of a social skill.
Keywords: social competence, social skills, students.

Socialinės kompetencijos samprata ir dinamikapastarąjį dešimtmetį: Lietuvos studentų tyrimas  1.2 MB

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Grindžiamoji teorija (toliau – GT) – dar mažai taikomas metodas psichologijos moksle Lietuvoje. Ji kelia ypatingus klausimus ir užduotis tyrėjui. Šiame straipsnyje apžvelgiami probleminiai klausimai, su kuriais susiduria psichologai, besidomintys GT: tai ir filosofinių dilemų, ir GT versijų įvairovė. Aptariami ir unikalūs GT tikslai, darbo įrankiai ir procedūros, pasirinkimas tarp kiekybinių ir kokybinių duomenų, hipotezių kėlimo ir literatūros analizės ir sukuriamos duomenimis pagrįstos teorijos klausimai. Skirtingų GT versijų (klasikinės, sisteminės ir konstruktyvistinės) aptarimas parodo minėtų klausimų sudėtingumą ir skirtingus atsakymus bei būtinybę išsirinkti vieną iš jų tyrimui įgyvendinti.
Pagrindiniai žodžiai: grindžiamoji teorija, grindžiamosios teorijos naudojimas tyrimuose, grindžiamosios teorijos versijos, tikslai ir procedūros.

WHAT PSYCHOLOGISTS SHOULD KNOW BEFOREAPPLYING GROUNDED THEORY IN THEIR RESEARCH
Agnė Jurgaitytė-Avižinienė

Summary
Lithuanian researchers rarely use Grounded theory (GT) for research in psychology as it poses specific/unique challenges for a researcher and requires ad­ditional knowledge. This article covers problematic questions which are important before starting research using GT method.
GT is a systematic methodology in the social sciences that attempts to generate theory out of data through a special process of conducting research. GT is a research method that use almost a reverse fashion from traditional positivistic research and at first may appear contradictory to the scientific method used in traditional psychological research. Rather than beginning with literature analyses and developing a hypothesis, the first step is data collec­tion through a variety of methods where data collec­tion and analysis proceeds simultaneously. Article covers how psychology could benefit from using GT as research methodology, especially in fields where studies are just starting and there are no clear findings. GT is especially valuable for the possibility to focus on process research and use and combine a wide variety of data.
Article reveals difficulty to talk about GT as a united method because there was a split in usage of GT methodology between authors B. Glaser and A. L. Strauss. Disagreement especially intensified after the K. Charmaz presented her own version of GT. Scientists do not agree about homogeneity of GT and raise questions about different versions and amount of GT versions. It is still unclear how many common elements exist in these versions and what could be named as GT core. The idea about choosing the particular version of GT for research is becoming more prominent than ever. Article follows recommendations of W. A. Babchuk (2009 a) and M. Weed (2009) for choosing one particular GT version, and criticize vague and eclectic use of GT methods.
The aim of GT is to generate the “middle range“ theory, and this theory construction purpose raises many questions about validity and adequacy of such idea which is analyzed in article. Various attitudes about theory for different GT versions emerge. Es­pecially clear classical GT (Glaser) position that only this version of method gives adequate conceptual level to generate independent middle rage theory. Literature analyses, hypothesis testing and use of different kind of data are discussed and clarified dif­ferent position of GT versions in this article. Glaser is famous for his affirmation that only classical GT is real GT and one that can be called a general research methodology. Other versions of GT are regarded by him only as sharing the same vocabulary but using only qualitative inductive method for research.
GT uses special vocabulary for procedures that is difficult to translate into Lithuanian without affecting the meaning and requires deep understanding of every word for grasping the meaning of GT process and oper­ating these concepts while doing research. This article is one of the first attempts to translate and use Lithuanian terms of GT in the field of psychological research.
Key words: grounded theory, applying grounded theory in research, versions, aims, procedures in grounded theory.

Ką turėtų žinoti psichologas prieš naudodamasgrindžiamąją teoriją savo tyrimuose  1.16 MB

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