week 3 assignment 2

Week 2 Cognitive and Affective Basis of Behavior

Discussion Board

 Part 1:

 Let’s discuss emotion, attention and memory!!

Choose one concept, research finding, or question that stood out to you in your readings and

content assigned for this week. Find an empirical research article about this that was

published in the scientific literature in the last 7 years and provide a summary of that article

here answering the following questions

 Part 2:

 This week we will practice setting up the gap, RQ and hypothesis for the proposal

Purpose of Research Proposals

 The goal of a research proposal is to present and justify the need to

study a research problem and to present a practical way in which the

proposed study will be conducted.

 Provides persuasive evidence that a need exists for the proposed study

 describes detailed quantitative* methodology for conducting the

research

*The Psychology department requires that all dissertations

use quantitative methods.

Difference between quantitative and qualitative methods:

https://www.scribbr.com/methodology/qualitative-

quantitative-research/

Mini-Proposal

 A proposal includes a:

 literature review which highlights a gap in research and links to a hypothesis, (Week 3)

 proposed methods, (Week 5)

 expected results (including how you would analyze data), (Week 5)

 and discussion of potential limitations. (Week 5)

 For this project, it is a “mini-proposal” and will not be NEARLY as in-depth as a dissertation

proposal BUT it will….

 follow the same steps

 use quantitative methodology

Lit Review, Gap, RQ’s and Hypothesis

 Literature Review

 discussion of previous research selected to highlight issues and

common findings---WHAT IS KNOWN

 Gap/Rationale

WHAT IS UNKNOWN or MISSING (motivates proposed study)

 Research Question(s)

 Specific questions the study looks to answer. Includes measurable

variables and population of interest (if applicable)

 Hypothesis

 Specific predictions based on RQ’s

Literature Review GAP RQ Hypothesis

Gap  A gap in research is:

 A knowledge gap- what is unknown still in the field

 What is missing or not addressed in previous studies

 Allows for a logical connection to your hypothesis

 Also referred to the rationale for the study

 Commonly come from:

 Inconsistency in the literature (as a way to explain the inconsistency)

 Extension of literature

 Supporting a theory (in new/different way)

 Addressing (overcoming) limitations of other studies

 Interactions not previously examined (moderating and mediating factors)

 Focus on a specific population/group (gender, age, culture)

How gaps are written…

 The language used to explain the gap (rationale) has a pattern

 Indicates the logical connection between previous studies and the current one you are proposing

 Follows a format (known to unknown)

Although previous studies have found ___________, no study to date has examined ____________.

, has/have not been… (studied/reported/elucidated)

, is required/needed…

,the key question is/remains…

, it is important to address…

 Excellent resource for examples:

https://sites.middlebury.edu/middsciwriting/overview/organization/gap-statements/

Previous studies examining the impact of HIV and comorbid ELS have revealed that

high levels of ELS in HIV+ individuals negatively impact neurocognitive function as well as

brain gray matter volumetrics and functional activation. Yet, the impact of this comorbidity has

not yet been examined in white matter integrity; therefore, we currently lack a comprehensive

understanding of the impact of ELS on the brains of HIV+ individuals. The proposed study will

address this gap in the literature by using diffusion tensor imaging metrics and

neuropsychological assessment to examine white matter and cognition among 50 HIV+

individuals with ELS (≥ 1 childhood abuse and/or neglect events as defined by the ELSQ;

HIV+/ELS+) and 50 HIV+ individuals with no ELS (0 ELS events; HIV+/ELS–). Additionally,

25 HIV– individuals with ELS (HIV–/ELS+) and 25 HIV– individuals with no ELS (HIV–/ELS)

will be examined.

Examples of rationale (gap) for studies:

Previous research has investigated tEI in many professional settings such as

healthcare professionals in short and long-term care (Nightingale et al., 2018)

and mental health counselors (Gutierrez & Mullen, 2016). However, little

information exists on tEI in caregivers who cohabitate with their care

recipients, specifically, pertaining to the care of persons with SMHDs. This

study will fill the void of knowledge about the informal and familiar

caregivers who share their homes with persons suffering from SMHDs

possibly providing new insights into therapy for these caregivers.

Much like the influence of general self-efficacy on human functioning

(Bandura, 1977, 1986, 1997), academic self-efficacy is said to increase

student effort and persistence (Bandura, 1997). However, there is yet to be a

study that explores the relationship between academic self-efficacy and ALS.

The current study will yield further research into the influence of ALS on

academic self-efficacy. The implications of the research have the potential of

enhancing ALS to promote better academic success for students.

Research Questions (RQs)

 After identifying a gap, you present a research question(s) that guides your

study and includes variables of interest and population (if applicable):

 RQ1. Is there a relationship between spiritual intelligence and psychological

well-being among refugees?

Continuous vs Grouped variables

 Continuous Variables

 Range of meaningful numerical values

Many scales

 Self-esteem (5-20 range)

 Grouped Variables

Variables based on category (type or name)

 Pre-test/Post-test

Gender, Race

 IV vs control

 Styles or Types

Research Questions (Types)  Relationships/correlation (continuous variables)

 Is there a relationship between Variable A and Variable B (in name of population being studied)?

 Is there a relationship between spiritual intelligence and psychological well-being among refugees?

spiritual intelligence scale (continuous); psychological well-being scale (continuous)

 Differences (grouped IV)

 Is there a difference in DV based on level of IV (in name of population being studied)?

 Is there a difference in self-esteem based on parenting styles?

IV: parenting styles scale (groups); DV: self-esteem scale

 Is there a difference in job satisfaction for teachers after emotional intelligence training compared to controls?

IV: emotional intelligence training (group vs control); DV: job satisfaction scale

Research Questions (More than one IV)

Mediation: 2nd variable explains (or is responsible for) relationship

Does psychological safety mediate the relationship between employees' deep level diversity and team creativity?

IV’s (psychological safety & deep level diversity); DV: team creativity

Moderation: 2nd variable impacts strength or direction

Does age moderate the relationship between EI and job performance?

IV’s (age & EI); DV: job performance

Hypothesis

 A statement of prediction stemming from research questions

 RQ1. Is there a relationship between spiritual intelligence (SI)

and psychological well-being (PWB) among refugees?

 Null Hyp: There is not a relationship between spiritual

intelligence and psychological well-being in refugees.

 Alternative Hyp: There is a relationship between spiritual

intelligence and psychological well-being in refugees.

Note: The hypothesis and RQ are really two sides of the same coin. One is written as a

question while the other is written as a declarative statement.

Examples of Hypotheses

 There is a correlation between global trait emotional intelligence and empathy in cohabitant

caregivers of persons with severe mental illness.

 RQ: Is there a correlation between global trait emotional intelligence and empathy in cohabitant caregivers of persons with severe mental illness?

 Students’ perception of adaptive learning is significantly associated with academic self-efficacy.

 RQ: Are students’ perceptions of adaptive learning significantly associated with academic self-efficacy?

 Resiliency will mediate the relationship between parental support and academic achievement in

elementary students.

 RQ: Does resiliency mediate the relationship between parental support and academic achievement in elementary students?

Working Hypothesis

 Start with a “working hypothesis” in your mind

A general statement of what you will be doing which

becomes more focused the more you think about it

The best way to narrow your working hypothesis

is to think about how to test it

Methods (Testing the Hypothesis)

 In an empirical research proposal, you propose methods of

collecting data to test a hypothesis

Methods

Scales (ones found in literature)

Experiments (manipulate IV and measure DV); control groups

or pre-post design

What would you need to test this hypothesis?

Resiliency will mediate the relationship between parental support

and academic achievement in elementary students.

Part 2

This week we will practice setting up the gap, RQ and hypothesis for the proposal. Using the format below

and discussed in Keiser Live include a draft of each component:

Gap:

Although previous studies have found ___________(citations), no study to date has examined

____________.

RQ:

Is there a relationship between Variable A and Variable B (in name of population being studied)?

Or

Is there a difference in DV based on level of IV (in name of population being studied)?

Hypothesis:

There is a (positive/negative) relationship between Variable A and Variable B (in name of population being

studied).

Or

There is a difference in DV based on level of IV (in name of population being studied).

Discussion Board Part 2

For this

proposal,

you will have

only 1 RQ &

hypothesis.

Focus on

making it

specific,

measurable,

and doable

Literature Review/GAP/RQ/HYP

 Due at end of Week 3

 5-7 pages; minimum 10 references

 Use previous research to make your argument. Be selective in what you

include and do not include.

 See Week 3 template for how to organize paper

 Background

Gap

 RQ/Hyp

 Nature of Study

 Significance of Study