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social science
positive psychology

Questions and Answers of Positive Psychology

6. Researchers use an interview guide com- posed mostly of open questions to encour- age the respondent to tell his or her own story.
5. Field interviewing is a practical qualitative method for discovering how people think and feel about communication practices.
4. Interactions with participants and observations of their interactions with others are captured as textual data.
3. Different qualitative research methods create different relationships between researcher and participants.
2. Describing what is occurring is different from analyzing what occurred.
1. Observation and taking notes are two skills required for collecting qualitative data.
6. Are there plausible explanations for the communication described other than the ones presented by the ethnographer?
5. Are the details of the methodology sufficient to warrant the claims made by the researcher?
4. Is the description of the researcher's experience detailed enough for you to feel as if you are there?
3. How does the author describe the method of data collection?
2. Does the author describe the type and length of involvement and interaction with participants?
1. Does the author give details about how he or she entered the scene?
15. Explain the researcher’s role in ethnography.
14. Describe the benefits of ethnographic research.
13. Identify several ways to collect narratives.
12. Conduct a focus group.
11. Develop a focus group outline.
10. Find and select appropriate focus group participants.
9. Conceptualize and plan for a focus group.
8. Use open questions in conducting a field interview.
7. Conceptualize and plan for a field interview.
6. Evaluate the method used for its ability to collect data that is credible.
5. Identify the basic steps or process the researcher uses to collect qualitative data.
4. Select the most appropriate qualitative research method for your research purpose or research question.
3. Distinguish among the various forms of qualitative research methods.
2. Document data as evidence in complete and detailed notes.
1. Select effective and appropriate data observation strategies.
11. Who the researcher is-his or her qualities and attributes will affect what and how he or she observes.
10. What counts as data in qualitative research is broadly defined.
9. The researcher must become immersed in the interaction setting, utilize a variety of observation strategies, and take complete and detailed notes.
8. Qualitative data is collected through observation and note taking.
7. Gaining access, or getting in, to the research setting includes making the initial contact, negotiating access, establishing entry and operational parameters, and becoming known to the
6. To find their samples for qualitative research, researchers use snowball, network, purposive, or maximum variation sampling.
5. Researchers plan and design their qualita- tive study recognizing that flexibility in the field will likely be required.
4. The focus of a qualitative research study is a broadly stated research question or state- ment of the researcher's expectations.
3. Developing the purpose for the research project will create a road map for a qualita- tive study.
2. Researchers can use various roles (com- plete participant, participant as observer, observer as participant, or complete observer) to immerse themselves in the interaction setting to collect
1. The role of the researcher is a primary con- sideration in qualitative research because the researcher is the primary data collection instrument.
10. Have you identified and acknowledged the biases you bring to the research process?
9. Have you considered how theory informs your study? Are you working from an established theory? Or are you attempting to contribute to theory development?
8. Have you addressed credibility issues?
7. Have you selected one or more qualitative techniques for collecting data?
6. What is the time frame for your study?
5. Do you need informed consent?
4. Have you considered potential ethical issues associated with your study?
3. Have you negotiated access and entry to the site and participants?
2. Have you identified a site and participants?
1. What questions guide your study?
9. Consider and, if appropriate, moderate your impact as researcher on participants and the research process.
8. Document data as evidence in complete and detailed notes.
7. Select effective and appropriate data observation strategies.
6. Use sampling strategies to identify potential participants or other sampling units.
5. Develop a technique for gaining entry to a research site.
4. Create a research design for a qualitative study.
3. Develop a purpose statement and research question for a qualitative research project.
2. Select and argue for an appropriate researcher role for a specific research project.
1. Identify the role of the researcher in qualitative research designs and explain the potential effects of different researcher roles on the research process.
13. Coding of interaction elements is based on the element itself, and what happens before and after it.
12. Interaction analysis focuses on the features or functions of the stream of conversational elements.
11. Interaction analysis, especially suitable for interpersonal and group communication, codes the ongoing conversation between two or more individuals into categories.
10. Computer software is available to assist the researcher in the coding process.
9. Content analysis can be used to identify frequencies of occurrence, differences, trends, patterns, and standards; first-order linkages should also be considered in the research design.
8. Validity issues for content coding rest pri- marily with the appropriateness and ade- quacy of the coding scheme.
7. At least two trained coders code the selected content; interrater reliability must be calcu- lated for both unitizing and coding decisions.
6. Virtually any communication phenom- ena can be content analyzed; codable ele- ments include words or phrases, complete thoughts or sentences, themes, paragraphs or short whole texts, characters or
5. Coding schemes can be developed from existing theory or other published research findings, or coding schemes can emerge from the data.
4. Content analyses are often reported and ana- lyzed using frequency counts and chi-square.
3. Category schemes allow researchers to code the manifest and latent meanings to text.
2. Content analysis is the most basic methodology for analyzing message con- tent; it integrates data collection method and analytical technique in a research design to reveal the occurrence of some
1. Content analysis and interaction analysis are two quantitative methods for analyzing communication texts.
10. Assess the utility of the coding results with respect to the research questions and hypotheses.
9. Assess the validity of a coding scheme.
8. Reliably apply the coding scheme.
7. Reliably identify units of analysis.
6. Identify suitable texts or messages to be coded and analyzed.
5. Assess the appropriateness and adequacy of a category scheme.
4. Explain the basic processes for conducting a research study using interaction analysis.
3. Identify appropriate uses of interaction analysis.
2. Explain the basic processes for conducting a content analysis.
1. Differentiate between manifest and latent content in content analysis.
10. Structural equation modeling (SEM) allows a researcher to test whether a theoretical model (or hypothesized associations among multiple independent and dependent vari- ables) is statistically
9. The beta weight, or , provides information about the direction and strength of influ- ence for each independent variable.
8. R provides information about the amount of variance of the dependent variable explained by the independent variables separately or in common.
7. Regression is particularly well suited for communication research because it tests the relationship among naturally occurring variables.
6. Regression is an extension of correlation; however, multiple regression can test for the influence of multiple independent or predictor variables on the dependent or cri- terion variable.
5. In a correlation, researchers rely on r to describe the amount of variance shared between the two variables.
4. A correlation coefficient must be inter- preted for its direction and its strength or magnitude.
3. Causation cannot necessarily be established with correlation.
2. A correlation is a simple description of the degree to which two variables are related.
1. The degree to which the following assump- tions are met determine the degree to which findings from the tests can be generalized from the sample to the population: (a) sig- nificance level of the
7. Identify structural equation modeling as tests of relationships.
6. Interpret research findings developed from results of correlation and regression.
5. Differentiate among the assumptions and functions of correlation and regression.
4. Develop a hypothesis or research question and select the appropriate statistical test of relationship (correlation or regression).
3. Know which assumptions of inferential statistics your research project meets and which assumptions it does not meet.
2. Use the four analytical steps to design and interpret research designs and statistical findings.
1. Explain the difference between tests of differences and tests of relationships.
14. Factorial ANOVA can accommodate three or four independent variables.
13. Both main effects and interaction effects are possible in a two-way ANOVA. 14. Factorial ANOVA can accommodate three or four independent variables.
12. A two-way ANOVA tests for the effects of two categorical independent variables on a continuous level dependent variable.

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