MOTIVATION: ORGANIZATIONAL APPLICATIONS

MOTIVATION: ORGANIZATIONAL APPLICATIONS

 

Read the chapter first and write the best answer for it.(McMillan, James H. (2012) Educational Research: Fundamentals for the Consumer. Sixth Edition. Pearson Education ) this is the name of the book you have to (READ CHAPTER 2 )

Review the following types of variables. Read the following “studies” and answer the questions about each study.

1. A study examined response to varying amounts of time in reading intervention for two cohorts of first-grade students demonstrating low levels of reading. Students were assigned to one of three groups that received (a) a single dose of intervention, (b) a double dose of intervention, or (c) no intervention. The interventions were given during different times of the day by 3 different reading coaches. A reading pre-test was given before the intervention and then a post-test was administered after the intervention.

a. What is the IV: ; List the levels of IV: .

b. Is the IV continuous or categorical? .

c. What is the DV: .

d. What could be an extraneous variable? .

e. What could be a confounding variable?

f. What would be the null hypothesis? .
2. The aim of this study is to explore whether the socioeconomic background of the parents has an impact on the school well-being of young people aged 14-18. The literature concerning the position of young people with a lower socioeconomic background in education, reports the so-called gaps between home and school, unequal opportunities, unequal treatment, etc. As a consequence, it is possible that their school well-being is lower too. To investigate this research question, a survey was conducted among 1265 young people in Flanders. This study compared young people with a lower socioeconomic background to young people with a medium to high socioeconomic background.

a. What is the IV: ; List the levels of IV: .

b. Is the IV continuous or categorical? .

c. What is the DV: .

d. What would be the null hypothesis? .

e. List one thing that is wrong with this study? .

3. Despite the fairly extensive literature on the developmental benefits of youth’s participation in organized, out-of-school activities, little is known about the participation of school-aged children with physical disabilities in formal recreation and leisure activities, both in comparison with their participation in informal activities and with children who are typically developing. Enjoyment of formal and informal activities was examined for 427 children with physical disabilities and 354 children without disabilities, aged 6-14 years. It was predicted that children without disabilities would report significantly greater enjoyment of formal than informal activities, whereas this would not be the case for children with disabilities. This prediction was confirmed. Children with disabilities also participated in significantly fewer formal and informal activities, and participated in these activities less intensely than did children without disabilities. The mechanisms responsible for psychological engagement, enjoyment, and the developmental benefits of participation in activities are discussed, along with implications for research and clinical practice.

a. What is the IV: ; List the levels of IV: .

b. Is the IV continuous or categorical? .

c. What is the DV: .

d. What is the alternate hypothesis? .

e. What is the null hypothesis? .

f. When running the study, which hypothesis do you test? .

g. Give a research problem statement for the study:

 

 

 

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