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social science
positive psychology

Questions and Answers of Positive Psychology

2. A sample, or subset, is selected from the population through probability or nonprob- ability sampling.
1. A population is all units-people or things- -possessing the attributes or characteristics that interest the researcher.
5. Choose an adequate sample size.
4. Use nonprobability procedures to produce an appropriate sample.
3. Use probability sampling procedures to produce a random sample.
2. Argue for how results from a sample are generalizable to its population.
1. Identify the population and sampling frame to select an appropriate sample.
21. Regardless of how data are collected, they must be collected and reported accurately, ethically, and responsibly..
20. Validity and reliability are threatened by the choices researchers make about how they collect data, and whom or what they choose as their sample, as well as alterna- tive explanations that are
19. Measurement of data must be both valid and reliable.
18. Split-half reliability is achieved when two forms of one measuring instrument capture similar results.
17. Test-retest reliability is achieved when measurements at two different times remain stable.
16. Internal reliability is achieved when mul- tiple items purportedly measuring the same variable are highly related.
15. Reliability is the degree to which measure- ment is dependable or consistent; it is expressed as a matter of degree.
14. Construct validity exists when measure- ment reflects its theoretical foundations.
13. Criterion-related validity exists when one measurement can be linked to some other external measurement.
12. Content validity exists when the measure- ment reflects all possible aspects of the con- struct of interest.
11. Face validity exists when the measurement reflects what we want it to.
10. Data are valid to the extent that they mea- sure what you want them to measure.
9. Issues of validity and reliability are associ- ated with all types of measurement.
8. Ratio data are the most sophisticated data type; they have the characteristics of inter- val data and a true zero.
7. Interval data are more sophisticated in that they represent a specific numerical score, and the distance between points is assumed to be equal.
6. Ordinal data rank the elements in some logical order, but without knowing the rela- tive difference between ranks.
5. Continuous level data can be one of three types: ordinal, interval, or ratio.
4. For categorical data, each variable is com- prised of two or more classes or categories that should be mutually exclusive, exhaus- tive, and equivalent.
3. Discrete data are known as categorical or nominal data and describe the presence or absence of some characteristic or attribute.
2. Measurement allows researchers to make comparisons.
1. Research relies on measurement.
10. Question the measurement procedures and data interpretations reported by researchers.
9. Collect, report, and interpret data accu- rately, ethically, and responsibly.
8. Consider research design issues that may threaten validity and reliability.
7. Understand the relationship between valid- ity and reliability.
6. Understand the basic principles of validity and reliability and how they affect research results.
5. Develop effective and appropriate Likert-type scales.
4. Distinguish among the three types of continuous level data-ordinal, interval, and ratio and use them appropriately.
3. Develop categories for nominal data that are mutually exclusive, exhaustive, and equivalent.
2. Understand the principle that numbers have no inherent meaning until the researcher assigns or imposes meaning.
1. Understand that measurement is a process.
12. The ethical issues of ensuring accuracy, protecting intellectual property rights, and protecting the identities of indi- viduals in research reports are researcher responsibilities.
11. Debriefing gives researchers the opportu- nity to provide participants with additional knowledge about the research topic or pro- cedure, especially when deception is used.
10. Videotaping and audiotaping participants as part of research procedures can be done only with their express knowledge and consent.
9. Upholding confidentiality and anonymity of research participants during the collection of data is another ethical principle to which researchers must subscribe.
8. Researchers use deception to purposely mislead participants when it is necessary for participants to be naive about the purpose of a study, or when telling participants all the information
7. Informed consent should be written in lan- guage participants can easily understand, and each participant should receive a copy.
6. Informed consent contains information about the research procedures, including any possible risks and benefits.
5. Obtaining informed consent, or a research participants' agreement to participate in the research project, is almost always required.
4. Universities and colleges have institutional review boards, or human subjects commit- tees, that review the research proposals of professors and students to determine if the rights and welfare of
3. Three principles-beneficence, respect for persons, and justice-must be simultane- ously upheld.
2. Researchers have three broad responsibili- ties: a scientific responsibility, a responsibil- ity for developing and conducting research that will yield knowledge worth knowing, and a
1. Issues of ethics and integrity are an integral part of the research process and must be explored as the research project is designed and developed.
13. Write a description of research participants in such a way as to conceal their identities.
12. Write a research report that does not plagiarize the work of others.
11. Ensure the accuracy of data and findings.
10. Provide an adequate debriefing for research participants.
9. Understand any risks associated with videotaping and audiotaping participants' interactions.
8. Devise data collection procedures that maintain participants' confidentiality and anonymity.
7. Use deception and confederates only if other alternatives are unavailable, and only if these practices do not cause undue harm for participants.
6. Write an informed consent form that is understandable for participants.
5. Follow procedures and guidelines required by your university's institutional review board.
4. Design a research project that demon- strates beneficence, respect for persons, and justice.
3. Find alternative research procedures to avoid physical or psychological harm to participants.
2. Explain how your research project minimizes risk and enhances benefits to participants.
1. Address potential ethical issues during the design phase of the research project.
13. There are key differences, as well as similarities, between quantitative and qualitative research.
12. Limitations of qualitative research include difficulty in accessing or gaining entry to the desired communication environment,participants changing their normal behav- ior due to the presence of
11. Advantages of qualitative research include being able to study communication fea- tures or functions taken for granted, collect information about those who cannot or will not participate in more
10. Researchers assess data for the way in which meaning is constructed and the level of the evidence.
9. The concept of data is broadly defined in qualitative research.
8. Research questions guide qualitative research projects.
7. Triangulation and member checks help establish credibility in qualitative research findings.
6. The qualitative research process is com- prised of processes that are interdependent and cyclical.
5. Qualitative research uses inductive rea- soning, which requires the researcher to become intimately familiar with the field of interaction.
4. Qualitative research recognizes that every- thing in the communication environment influences everything else and generally does not seek to ascertain causality.
3. Qualitative methods are characterized by the following: a theoretical interest in how humans interpret and derive meaning from communication practices, concern with socially situated interaction,
2. Qualitative methods aim for subjectivity and intersubjectivity.
1. Qualitative research methods are sensitive to the social construction of meaning, and they explore social phenomena through an emphasis on empirical, inductive, and inter- pretive approaches.
12. Explain how to choose between quantitative and qualitative methodologies.
11. Understand the key differences and similarities between quantitative and qualitative research.
10. Explain the advantages and disadvantages of qualitative research.
9. Distinguish among the different levels of data in qualitative research.
8. Describe different ways meaning is derived from data in qualitative research.
7. Assess the effectiveness of research questions in qualitative research.
6. Explain the role of a research question in qualitative research.
5. Describe issues of credibility that must be addressed in qualitative research.
4. Explain the qualitative research model.
3. Explain inductive analysis.
2. Identify examples of qualitative research.
1. Describe qualitative research and its assumptions.
15. Quantitative research must address threats to reliability and validity, including using imprecise measures of variables, attempt- ing to measure something that is unknown or irrelevant to
14. Limitations of quantitative research include difficulty in capturing the com- plexity or depth of communication over time, and the inability to capture com- munication phenomenon that cannot be
13. Advantages of quantitative research include a certain degree of rigor, objectivity achieved through the use of numbers and statistics, and ability to make comparisons among a large group of
12. Researchers can also use research ques- tions as a foundation for their quantitative research. Research questions are appropri- ate to use when there is little known about a communication
11. A hypothesis includes both independent and dependent variables.
10. Although researchers develop research hypotheses, the null hypothesis is actually the focus of the statistical test.
9. Hypotheses should be simply stated, have variables and their relationships clearly specified, and be testable.
8. Quantitative research typically relies on the use of hypotheses to drive the research process.
7. Operationalizations are the specific way in which researchers observe and measure variables in quantitative research.
6. Quantitative research requires that every phenomenon studied be conceptualized and then explicitly defined. Researchers work from concepts to constructs to variables to operationalizations in
5. The quantitative research model includes five components: research purpose, literature foundation, research questions and research hypotheses, research methods, and validity and reliability.
4. The primary objective of quantitative research is to test propositions developed from theory.

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