05_Research Variables

Question 1

Recall that the hypothesis states is ___

Answer 1

a relationship between two or more variables.
For example, in an experimental design the hypothesis should indicate a causal relationship (x causes/leads to y).
In a correlational design the hypothesis should indicate a non-causal relationship (x is related to y).

Question 2

what are the Key variables?

Answer 2

• Are the major terms to use when searching for prior research related to the study
• Are emphasized in the introduction section.
• Are emphasized in the method section.
• Must be directly measured or manipulated.

Question 3

Experimental design type has ___

Answer 3

Input Variable = Independent (IV) Treatment Intervention

Output Variable = Dependent (DV) Outcome Criterion

Question 4

Quasi-Experimental design type has ___

Answer 4

Input Variable = Independent(IV) Static, Subject

Output Variable = Dependent(DV) Grouping Outcome Criterion

Question 5

Predictive (correlational) design type has ___

Answer 5

Input Variable = Predictor
Output Variable = Dependent Outcome
Response Criterion

Question 6

Associative N/A (correlational) design type has ___

Answer 6

Input Variable = N/A

Output Variable = N/A

Question 7

Descriptive Composition Comparative design type has ___

Answer 7

Input Variable = N/A
Output Variable = Variable Factor, Component
Attribute, Organismic

Question 8

More about IVs and DVs Example 1:

Answer 8

Example 1: H0= There are no statistically significant differences in mean coping response scores between a group that goes through a stress reduction program and one that doesn’t receive any programming.

• IV = condition/treatment
• 2 Levels: stress reduction program vs. no
program, or treatment vs. control • DV = score on coping measure

Question 9

More about IVs and DVs Example 2:

Answer 9

Example 2: H0=There are no statistically significant differences in mean coping response scores between males and females after participating in a stress reduction program.
• Static V/Subject V = gender (Quasi-Experimenta)
• 2 Levels: male vs. female
• DV/Outcome variable = coping measure

Question 10

More about PVs and Outcomes Example 3:

Answer 10

Example 3: H0 = There is no statistically significant difference among the SAT, high school GPA, and first semester college GPA in ability to predict college GPA at the end of a degree program.
• Predictor Variables = SAT score, high school GPA, first-semester freshman year GPA
• Outcome Variable = ending college GPA

Question 11

Choosing IV Levels

Answer 11

Categorical vs. Continuous
• Theory-driven levels
• “Natural” levels
• Strength of Relationship/Effect

Criteria
• Must match hypothesis
• Must be meaningful

Question 12

What is the difference between Mediating vs. Moderating Variables?

Answer 12

Mediating variable = Explains the relationship between the IV/predictor and the DV/criterion

Moderating variable = Explains the strength of the relationship between the IV/predictor and DV/criterion

Question 13

What does the Operationalizing Variables mean?

Answer 13

Operationalizing: The process by which a researcher defines how a concept is measured, observed, or manipulated.

Example: H1 = Teachers who participate in coping exercises will use fewer emotional labor strategies than teachers who don’t participate.
• IV/treatment variable = coping exercises
• DV/outcome = emotional labor strategies

Question 14

Operationalizing Variables Coping Exercises:

Answer 14

Coping Exercises
• Sessions: 3 x week, 8 weeks, 15 minutes per session, one group participates first, the other group participates after the first group is finished

Structure: BAIL technique
• Breathe = 5 minutes deep breathing
• Attitudes = 4 minutes to mentally shift negative attitudes to positive (e.g., self-blame, catastrophizing)
• Intentions = 3 minutes to write intentions for tomorrow (e.g., I plan to smile more)
• Laughter = 3 minutes continuous laughter

Question 15

Operationalizing Variables Emotional Labor?

Answer 15

“Modifying/controlling one’s feelings. . . in ways that support organizational goals and optimize student behavior and academic performance” (Brown et al., 2014, p. 206).

• 2 Types
• Surface Acting: teacher pretends to feel a certain way during a work interaction
• Deep Acting: happens when teachers change the way they feel in response to a situation at work
• Both types measured by Teacher Emotional Labor Scale (TELS; Cuker, 2009)

Question 16

Concluding Thoughts

Answer 16

Failing to operationalize sometimes leads to bad outcomes.

Every time you begin to review or design a research study, you will have to answer two questions:

1. What do the main constructs or concepts mean in this context?
2. How are the main constructs or concepts measured?