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An investigation of the development of adolescents’ motivation and achievement in school demonstrates how psychology and neuroscience can profit from each other in an empirical and therefore epistemological way through method triangulation. Based on a method triangulative technique that directly links quantitative, experimental, and qualitative data (Treumann, 2005), an interdisciplinary longitudinal (two measure points) study was designed to bridge the gap between neuroscience and psychology in the field of brain development and motivation in adolescence. By using this triangulative technique, the authors minimize the weaknesses of each method and maximize their strengths by combining disparate but complementary approaches. Future implications and challenges of method triangulation in the field of psychology research are discussed.

An Interdisciplinary Challenge: Method Triangulation in the Field of Brain Development and Motivation