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It is important to determine a variable with its ac-companying operational definition. A variable can be described as a concept that has the two additional properties of being able to “vary” or “change,” and when operationally defined, can take on more than one value or attribute(Dudley, 2004). In contrast, a variable that is a constant is a characteristic or property that stays the same in a study or keeps the same value or attribute throughout the duration of the study. An example of a constant in a study on older adults would be “older adults” (defined as adults aged 65 or above), be-cause it is an attribute that all participants in the study have and therefore it does not vary (see Table 4.5).Types of Variables in Relationship When describing cause-and-effect relationships such as those often used in quantitative deductive research, the terms independent or dependent vari-ables are generally used. Similar to propositions, it is helpful to visualize these variables in relationship to one another. A variable, such as racial or gender discrimination, can be viewed as an independent operator that can effect or change a variable that is dependent upon it, such as health dispari-ties or access to social services (Krueger & Neuman, 2006).As noted earlier, a variable must have a characteristic or property that canary (take on different values or attributes). However, similar to hypotheses, variables also must be considered in relationship to one another. The term independent variable often refers to a variable that can explain or that causes another variable, such as racial or gender discrimination. In contrast, a dependent variable is the one being explained or caused, such as health disparities or access to social services. Social workers often look for causal effects, especially as they relate to the effectiveness of their intervention in regard to improving the lives of the Table 4.5Examples of Hypotheses and Variables Hypothesis Independent variable Dependent variable Direction of hypotheses is Populations the level of social support (low to high) increases the level of mental well-being (poor to excellent) increases among olde radultsLevel of social support Level of menta lwell-being Positive Older adults As the level of self-esteem increases, the level of depression decreases among female adolescents who experienced domestic violence Level of self-esteem Level of depression Negative Female adolescents Anxiety disorders are higher in women than in men Gender anxiety disorder sN/A for categorical IV Men and womenThe age of the person predicts physical ability; that is, physical ability is lower for children aged 0 to 17 and adults age 65 and older that adults aged 18 to 64AgePhysical ability Curvilinear Children, adults, andolder adults ISBN 1-323-61115-0Social Worker as Researcher: Integrating Research with Advocacy, First Edition, by Tina Maschi and Robert Youdin. Published by Pearson. Copyright © 2012 by Pearson Education, Inc. Chapter 498individuals and communities for which the intervention was designed. Another example of an independent variable as a variable that is hypothesized to cause a change or variation on another variable can be seen in a community violence prevention program (i.e., whether the person attended). In this example, the dependent variable (community violence) that is hypothesized to vary is depending on (or under the influence) the independent variable(presence of community violence prevention program). These two variables can be placed in a hypothesized relationship to each other. For example, the independent variable, community violence prevention program (presentin community or not), will be hypothesized to reduce levels of community violence (as measured by the CVS).Mediating Variables mediating or intervening variable attempts to further explain the influence of the independent variable on the dependent variable. An independent variable is hypothesized to cause the mediator variable, in turn, the mediator variables causes the dependent variable (MacKinnon, 2008). Albert Ellis’s ABC model isa meditational model in which the relationship between an antecedent eventand consequences is mediated by beliefs. In other words, the antecedent eventinfluences beliefs about the antecedent event. In turn, beliefs about the an-tecedent events influence emotional or behavioral consequences. This may beapparent in a practice setting in which a client reports to a clinical socialworker. The client was fired from her job, which triggered a belief that she isworthless, which in turn triggered her to relapse by drinking alcohol again.Variations in Measurement Options There are many variations in the ways variables can be measured that range from single questions (or items) to summative items and scales. Sometimes variables are operational zed by a single question, such as, what is your gender? The use of one item (which includes a question with its responses) is commonly referred to as an indicator(Monett et al. 2008). Inter-vention methods or treatments are often measured using a single item, such as participation in treatment (yes or no) or the number of meetings attended over the past 3 months. Another common way to measure variables is by using scales or indexes. Scales and indexes generally consist of a series of questions in which the sumor average of several questions are used to measure a variable, such as the ECVScale (Martinez & Richters, 1993). Other examples of scales with measurement validity include the Center for Disease Control Epidemiological DepressionSurvey (CES-D, Radloff, 1977), the Rosenberg Self Esteem Inventory(Rosenberg, 1989), the Social Justice Advocacy Scale (Van Soest, 1994), or theReid-Gundlach Social Service Satisfaction Scale (Reid & Gundlach, 1993).Associations To understand variables (which vary and change), it is important to think about how they vary and change in relationship to one another. Because variable must vary, it often is described as either increasing or decreasing. When variables are described in relationship to one another, a change(increase or decrease) in one variable may cause another variable to change in the same or opposite directions (increase or decrease). These relationshipsare often described as positive, negative, or curvilinear associations (Monetteet al., 2008).ISBN 1-323-61115-0Social Worker as Researc Problem Formulation From Conceptualization to Operationalization99Positive AssociationA positive association occurs when a variable increases or decreases in thesame direction as another. For example, as an independent variable, self-esteemincreases, the dependent variable, academic achievement, also increases. Simi-larly, when an independent variable, such as self esteem, decreases, the dependentvariable, academic achievement, also decreases.Negative AssociationIn contrast, a negative association occurs when the variables increases or de-crease in opposite directions. That is, as the independent variable, communitysocial support, increases, the dependent variable, number of homeless indi-viduals, decreases. As community social support decreases, the number ofhomeless individuals increases.Curvilinear AssociationSome relationships between variables are not linear but rather curvilinear orU-shaped. For example, let us use the example of physical ability and age.Physical ability is lower for children and older adults and is higher for adults.“Relational” Association OnlyIn some cases, such as in descriptive studies, variables demonstrate a relation-ship to one another but it is not possible to determine whether one variable(e.g., self-esteem) caused another (e.g., physical well-being). These are “rela-tional associations” in which, at best, we can assert only that these variablesare associated or correlated.Dichotomous Variables CaveatWith dichotomous variables (e.g., yes or no variables such as in interventionparticipation), variables cannot be said to increase or decrease. In social work,variables such as intervention participation (yes or no) or victim of abuse ornot (yes or no) are commonly used. In the case of dichotomous variables, thedirection of association does not apply (Engel & Schutt, 2010). Therefore, atbest only the difference between the two groups (treatment participation ornot) or categories can be determined.SUMMARYSocial work research has historically been influenced by philosophical tradi-tions that range from a postpositivist position on the objective nature of realityto the constructivist position on the subjective nature of reality. In addition,the critical social science position examines structural oppression in anattempt to take action steps for its eradication.Quantitative and qualitative research approaches offer strategies forknowledge generation and real-world applications. Quantitative methodscommonly use numeric data and large sample sizes to test and refine theoriesfor the profession’s knowledge base. In contrast, qualitative methods use datato make empirical generalizations and/or build theories. Both types of methodsuse concepts but use them differently to guide the research and evaluationISBN 1-323-61115-0Social Worker as Researcher: Integrating Research with Advocacy, First Edition, by Tina Maschi and Robert Youdin. Published by Pearson. Copyright © 2012 by Pearson Education, Inc. Chapter processes. Studies that use quantitative or qualitative strategies may be classi-fied by study type or purpose, which are exploratory, descriptive, explanatory,evaluation, predictive, and action-oriented.Quantitative studies use hypotheses based on a theory or other studies’findings. In contrast, qualitative methods commonly use research questions and “sensitizing” concepts to orient the study. Studies that use quantitativemethods take an additional step of moving from conceptual or nominal defini-tions of variables, which are often vague and imprecise, to operational definitionsof variables, which are more precise and measurable definitions, and which must vary. Because quantitative approaches often measure cause and effect, it is oftenimportant to distinguish between independent variables (which cause another variable to change) and dependent variables (which change due to the influence of another variable).
Prospectus Assignment Worksheet
Research questions and hypotheses help to inform research by identifying concepts of interest, targeting specific populations, and framing projects. This assignment will assist you in learning this skill:
Use Table 4.5 “Examples of Hypothesis and Variables” in chapter four of the textbook to assist you. This exercise will assist you in analyzing a hypothesis. Fill in the missing information for each hypothesis, and then complete the table by using your own hypothesis:
For this research project, you will propose a possible study for the social problem you selected. Use Chapter 6 in the textbook to decide on a research method for your potential study. For example:
Social issue: An elderly client struggling with poverty
Research method: Evaluation
Explanation of method: Evaluate an existing program that is meant to assist an elderly client living in poverty.
Once you have selected your research method, answer the following prompts:
(SOCIAL PROBLEM SELECTED IS ALCOHOL)
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Social issue:
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Research method:
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Explanation of method:
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Compose the final draft of your research question:
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Explain your proposed research method (50-75 words):
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Explain your proposed research design (50-75 words):
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