The need for multimethod research is accepted in most areas of psychological research. Results of applied multimethod research in different areas of psychology prove the importance of multimethod research strategies. Moreover, successful applications of multimethod research strategies show how multimethod research programs can be reasonably implemented. However, in spite of the many applications of multimethod research programs, multi-method strategies could be more widely implemented and shortcomings of previously conducted multimethod research should be surmounted. The last goal of this handbook aims at presenting the state of the art, the problems, and the issues of multimethod research in different areas of psychology: personality psychology (Roberts, Harms, Smith, Wood, & Webb, this volume, chap. 22), emotion and motivation (Larsen & Prizmic-Larsen, this volume, chap. 23), cognition (Benjamin, this volume, chap. 24), developmental psychology (Morris, Robinson, & Eisenberg, this volume, chap. 25), social psychology (Smith & Harris, this volume, chap. 26), clinical psychology (Burns & Haynes, this volume, chap. 27), health psychology (Knàuper & Klein, this volume, chap. 28), organizational psychology (Miner & Hulin, this volume, chap. 29), and educational psychology (Marsh, Martin, & Hau, this volume, chap. 30).
We hope readers will learn from these applied chapters how a successful multimethod research program can be implemented in their own research. Although multimethod research usually requires more time and effort than research relying on single methods, we believe that in the long run breakthroughs and firm findings will result from using multiple methods and measures in systematic programs of research.
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