1. Recall What was Required in the Rationale Assignment? 1.What is the phenomenon? 2.How is it different & similar to another phenomenon? 3.When/where/how is it exhibited? Why? 4.When is it not? Why? 5.What common process explains its occurrence vs. non occurrence? 6.Why might your hypothesis not be supported given you will use valid measures and a large enough sample size?

2. Possible hypotheses & appropriate counters There is vs. is not a relationship There is a strong vs. a weak relationship There is a positive vs. a negative relationship Describing relevant evidence for and against the hypothesis Some described evidence that did not counter the hypothesis What is the phenomenon

3. What is your hypothesis What are your two variables What is your counter hypothesis Students present to each other for 1 min

4. Definitions of variables Most defined & sourced definitions well Some did not explain variables are different & similar to other variables Did not do at all / chose trivial comparisons This did not help them figure out why the variables in their hypothesis are not related in the counter evidence study Trivial comparison= job satisfaction to marital satisfaction; Better comparison job satisfaction to organizational commitment How is it different & similar to another phenomenon?

5. Save space & avoid repetition by using definitions proposed by the sources used for empirical evidence for & against the hypothesis Rationalize why some types of variables qualify as your dependent variable e.g., justify that course choice is an appropriate measure of career choice Use definitions to evaluate whether evidence you found is relevant or not Tips on how to write definitions

6. How do you define both your variables –Are the sources for your definitions from the studies you used for pro vs. counter evidence? If not, are they defining things similarly? Are you explaining similarities & differences appropriately? –What are good counter concepts for each of the two variables in your hypothesis Students “define” to each other for 5 min

7. What should you do to improve the definitions in your final paper? –Define both variables? –Get better counter concepts? –Align the sources for your definitions with the sources for your evidence? Students work on goals to improve definitional skills for 1 min

8. Whats next.... √What is the phenomenon? √ How is it different & similar to another phenomenon? When/where/how is it exhibited? Why? When is it not? Why? What common process explains its occurrence vs. non occurrence? Why might your hypothesis not be supported given you will use valid measures and a large enough sample size?

9. When, where & how is it exhibited? Why? Describing concrete evidence that is relevant to the hypothesis Lots of Irrelevant details (or details whose relevance was not clear) presented by most of you... Specific, concrete details were not given by some of you Some need to write in own words to demonstrate understanding Explaining why variables in hypothesis are related Should be “front & centre” (few did this) Back up explanations with sources (not all did this) Evidence & explanation for hypothesis

10. Found a positive relationship [.37] between attractiveness and measured outcomes in 55 of the 62 effect size estimates. Example good description of a meta-analysis Student draft, Spring 2006

11. The 95% confidence interval around the mean weighted effect size estimate of 0.37 extended from 0.32 to 0.41 implying that the positive correlation between attractiveness and various job-related outcomes did not occur by accident. Example good description of HOW results support hypothesis Student draft, Spring 2006

12. To ensure the maximum degree of precision, reliability, and validity in their analysis, the authors carefully examined all sources (e.g., 85 studies with 762 relevant correlations). The studies were also corrected for any sampling errors or unreliability in the predictor and criterion measures. Given all the cautions exercised, it is safe to assume this test …and its results may now be analyzed with minimal fear for its inaccuracy. Example of Explicitly Establishing Relevance Student draft, Spring 2006

13. Relevant & specific features –Describe results/methods in terms of your hypothesis not source’s hypothesis –Establish relevance of detail while providing it Describing Evidence For Hypothesis What we covered so far….

14. 2 empirical studies that support your hypothesis –Be relevant & specific Describe results/methods in terms of your hypothesis not source’s hypothesis Establish relevance of details while describing Description vs. explanation –Description: how your hypothesis is supported in the particular empirical study\ –Explanation: Answer why your hypothesis is true Students describe to each other for 5 min

15. What should you do to improve how you describe the evidence for your hypothesis –Should you be more specific & concrete? –How will you establish relevance of details? –What are irrelevant details to remove? –Are the studies reliable &/or valid? Students work on goals to improve descriptive skills for 1 min

16. What is the counter hypothesis? –no relation –strong vs. weak relation –positive vs. negative relation When, where & how is hypothesis not supported? Why? –next.... Why is the hypothesis not true?

17. Some have counter evidence but do not recognize it Again, some do not give relevant, concrete details E.g., How do the study measures compare to yours-- justify Most do not explain why variables in your hypothesis are not related Do it even if you didn’t describe an empirical study countering your hypothesis Evidence & explanation for counter hypothesis

18. Explain why your hypothesis may not be true E.g., why may your variables not be related independent of the specific study you described –Identify source you can use to back up your explanation Explain why your hypothesis is true –Identify source you can use to back up your explanation Students explain to each other for 5 min

19. Do you have good explanations for –Why your hypothesis is true? –Why your hypothesis is not true? Are your explanations sourced? –for why your hypothesis is true? –for why your hypothesis is not true? Students set goals to improve explanatory skills for 1 min

20. What’s next.... √What is the phenomenon? √ How is it different & similar to another phenomenon? √ When/where/how is it exhibited? Why? √ When is it not? Why? What common process explains its occurrence vs. non occurrence? Why might your hypothesis not be supported given you will use valid measures and a large enough sample size?

21. Why do some studies find support for your hypothesis whereas others do not? Some did not answer this question at all or did not answer it fully Is there a some difference in conditions (e.g., a third variable) Is there some difference in definition or measurement of variables? Even if you didn’t find counter evidence… Why might some not find support for your hypothesis whereas others did? Are there no conditions under which your hypothesis is not true? Reconciliation

22. Why might your hypothesis not be supported given you will use valid measures and a large enough sample size? To be truly prepared for results of your data analyses you need to anticipate both kinds of results and be ready to explain them Anticipation

23. Explain why your hypothesis may be true in some studies but not in others Explain why your hypothesis may not be supported in your study Students explain to each other for 5 min

24. Do you have good explanations for –Why your hypothesis is supported in some studies but not in others? Is it sourced properly? –Why your empirical study may not support your hypothesis given that you use a large enough sample and valid measures? Students set goals to improve explanatory skills for 1 min

25. What was Required in the Rationale Assignment? Descriptive Skills What is the phenomenon? Definitional skills How is it different & similar to another phenomenon? Argumentative Skills When/where/how is it exhibited? Why? When is the phenomenon not exhibited? Why? What common process explains its occurrence vs. non occurrence? Analytical Skills Why might your hypothesis not be supported given you will use valid measures and a large enough sample size?