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- 1Research Ethics: Characteristics of a well organized research process1. Ethical, respectful, and beneficial
2. Based on the work of others
3. Based on logic and/or theory
4. Incremental
5. Can be replicated
6. Can be generalized to other settings
7. Doable
8. Is cyclical and generates new research questions
9. Apolitical and for the betterment of society - 2Research Ethics: EthicalConforming to accepted professional standards of conduct
- 3Research Ethics: RespectfulAct toward or with special or high care and concern
- 4Research Ethics: BeneficialBeing useful or helpful
- 5Professional standards for research venues (2)1. Toward study participants
2. when reporting study findings - 6Ethical standards for research Respectful, Beneficial: Participants1. Protect participants from harm
2. Protect participants privacy, maintain their confidentiality
3. Do not use coercion of any form - 7Ethical standards for research Respectful, Beneficial: Study findings1. Use appropriate research methods
2. Objectively report (your own) study findings
3. Tell the truth - 8How do we enure ethical conduct of research?1. Toward study participants (Institutional Review Board--IRB)
2. When reporting study findings (peer review of journal articles) - 9ResearchAn organized process for obtaining valid answers to questions
- 10Edge of KnowledgeThe junction between what is known and what is not yet known
We know....
We do not yet know.... - 11Research QuestionGeneral question about meaning, content, association, or level
- 12HypothesisFormal, testable statement of expectation
- 13Two kinds of hypotheses1. Experimental (or research) hypothesis
2. Null Hypothesis - 14Experimental (or research) hypothesisSpecific statement of inequality/ association
- 15Null hypothesisSpecific statement of equality/no association
Ex: Communication IS NOT associated with relationship satisfaction - 16FactorSomething that actively contributes to a result
- 17VariableSomething that changes (varies)
- 18Dependent variableThe result of interest
- 19Independent variablea factor of interest
- 20Control variableA factor of little interest
- 21Stage 1: ExplorationKnow (almost) nothing about the research topic
1. What are the factors/variables for this topic (existence question)
2. Interview, observation, 1 time point
3. Goal is to identify the factors/variables - 22Stage 2: DescriptionKnow the possible factors and dependent variable
1. How much, how often, what is the content, etc. about the factors and dependent variable ( description or composition question)
2. Interview, observation, 1+ time points
3. The goal is to describe the factors and dependent variable - 23Stage 3: ExplanationHave an untested hypotheses about the relationships among variables
1. Is factor "X" related to dependent variable "Y"? (relationship question)
2. Interview, observation, survey, 1+ time points
3. The goal is to support or reject the hypotheses - 24Stage 4: PredictionHave a tested hypotheses about the relationships among variables
1. If X occurs, how often/when will Y occur? (causality question)
2. Interview, observation, survey, 2+ time points
3. The goal is to predict the occurrence of the dependent variable - 25Stage 5: InterventionHave solid information about what changes the occurrence of the dependent variable
1. If factor "X" is changed in a limited sample, how much will the dependent variable change? (causality question)
2. Interview, observation, survey, experiment, 2+ time points
3. The goal is to predictably change the occurrence of the dependent variable - 26Stage 6: EvaluationKnow how to change the occurrence of the outcome in a limited sample
1. If factor "X" is changed in a population, how much will the dependent variable change? (causality question)
2. Interview, observation, survey, experiment, 2+ time points
3. The goal is to predictably change the occurrence of the dependent variable - 27According to Meltzoff, identifying a study's research question helps you?1. Form an expectation for the study's design
2. Identify the study's research stage
3. Evaluate the quality of research - 28Types of Research Questions: Existence Questions"Does "x" exist?" ( where "x" is a thing, an attribute, a phenomenon, a behavior, an ability, a condition, a state of affairs, etc.
1. Important when something is controversial
2. Answers require careful scientific work and the application of scientific methods to the study of evidence
3. Researcher must design the study in a way that systematically rules out rival explanations - 29Types of research questions: Description and Classification questions"What is "x" like?" to what extent does it exist? What are its characteristics? What are its limits?
Answer require:
1. statements about the generality of the description to the subclass that the research sample represents
2. statements about the uniqueness of the description of that subclass
Survey research primarily describes and classifies - 30Types of research questions: Composition questions"What are the components that make up "x"?"
1. Answers call for an analysis or breakdown of a whole into its component parts
2. Research may start with large number of small components, determine which ones hang together to make up an identifiable factor, and ascertain whether the various factors combine to form a larger construct
Factor analysis is a mathematical procedure, so the reader expects that care has been exercised to assure the accuracy of an invariably large number of computations, that the sample will be large enough and representative enough for the procedures to be valid, that the experimenter bias will play no part in the identification and name of factors, and that the individual items in the pool are well constructed and are comprehensive in their representation - 31Types of Research Questions: Relationship questions"Is there an association or relationship between "x" and "y"?"
1. A second variable "Y" is introduced, more complex questions of interrelations among several variables
2. One can ask questions about whether several variables collectively predict some outcome and what the relative contribution of each is
3. Question may concern the explanation of the interrelationships or may ask whether the patterns of intercorrelations fit theoretical models - 32Types of research questions: Descriptive-Comparative questions"Is Group "X" different from Group "Y"?"
1. Researcher intends to compare two or more preexisting groups.
2. The defining characteristic may be an organismic variable (sex, age, or weight, or an attribute variable such as socioeconomic status or education level)
3. These characteristics can be identified and described but can't be influenced in ways that are possible with experimental variables by the researcher - 33Types of research questions: Causality questions"Does "X" cause, lead to, or prevent changes in "Y"?"
1. Variants of causality questions may be left open at either end: "what is/are the consequences of x?" or "what is/are the causes of y?"
2. Causality questions call for experimental research in which the experimenter manipulates the independent variable to provide the hypothesized cause or uses one that has been manipulated by nature or circumstances; the experimenter the contrasts the consequences to those observed under a no-treatment condition
3. question shows that researcher controlled as many extraneous variables as possible to rule out anything else that might affect the results, applied valid treatments, controlled experimenter bias, used valid and reliable criterion measures, and analyzed the data accurately - 34Types of research questions: Causality-Comparative questions"Does X cause more change in Y than does Z"
1. The effects of X are compared with rival treatment and not simply with the absence of the experimental treatment
2. All the things that are expected of research on causality questions apply to causality-comparative questions, but with the additional provisions that the rival treatment is valid and given in an unbiased manner - 35Types of research questions: Causality-Comparative Interaction questions"Does X cause more change in Y than does Z under certain conditions but not under other conditions?"
1. These questions are elaborations of causality-comparative questions
2. The addition of one ore more independent variables enable the researcher to determine whether these variables interact with the first independent variable and with each other
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