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Article
Older Adolescents’ Understanding of Participant Rights in the BlackBerry Project, a Longitudinal Ambulatory Assessment Study
Journal of Research on Adolescence
  • Diana J. Meter, Utah State University
  • Samuel E. Ehrenreich, University of Nevada
  • Christopher Carker, The University of Texas at Dallas
  • Elinor Flynn, New York University
  • Marion K. Underwood, Purdue University
Document Type
Article
Publisher
Wiley-Blackwell Publishing, Inc.
Publication Date
10-1-2019
Abstract

For a long‐term, longitudinal study that used BlackBerry smartphones for passive ambulatory assessment among older adolescents, this study focused on three areas of ethical concern: (1) adolescents’ competence to give assent; (2) understanding of confidentiality, the protection of information, and project goals; and (3) awareness of procedures and benefits, and comfort with the research design. One hundred and seventy‐eight participants were 17 and 18 years old (84 girls). Results suggested that participants freely gave consent and understood most, but not all of the informed consent information. Participants reported a high level of satisfaction. Participants showed less understanding of when their confidentiality would be broken and how data would be protected.

Comments

This is the peer reviewed version of the following article: Meter, D. J., Ehrenreich, S. E., Carker, C., *Flynn, E., & Underwood, M. K. (2019). Older Adolescents’ Understanding of Participant Rights in the BlackBerry Project, a Longitudinal Ambulatory Assessment Study. Journal of Research on Adolescence, 29, 662-674. doi:10.1111/jora.12461, which has been published in final form at https://doi.org/10.1111/jora.12461. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.

Citation Information
Meter, D. J., Ehrenreich, S. E., Carker, C., *Flynn, E., & Underwood, M. K. (2019). Older Adolescents’ Understanding of Participant Rights in the BlackBerry Project, a Longitudinal Ambulatory Assessment Study. Journal of Research on Adolescence, 29, 662-674. doi:10.1111/jora.12461