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| describe what was studied, how it was studied, and what was found |
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| quantitative journal articles (and many qualitative ones) typically follow this conventional organization; Introduction, Method, Results, and Discussion |
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| a brief description of the study placed at the beginning of the article; about 100-150 words |
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| these are presented in the results section and are obtained from an analysis of the study data |
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| a procedure for testing researchers' hypotheses and estimating the probability that the results are right |
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| Statistically significant |
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| when these results are reported, it means the findings are probably true and replicable with a new sample |
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| an index of how probable it is that the findings are reliable |
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| a careful and objective appraisal of a study's strengths and limitations |
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| a conclusion drawn from the study evidence based on the methods used to generate that evidence |
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| criteria used by quantitative researchers to assess the quality of a study |
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| refers to the accuracy and consistency of information obtained in a study |
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| refers to the probability that the same results would be obtained with a completely new sample of subjects |
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| a more complex concept that broadly concerns the soundness of the study's evidence and the degree of inferential support |
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| encompasses several different dimensions-credibility, transferability, confirmability, dependability, and authenticity |
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| achieved to the extent that the research methods engender confidence in the truth of the data and in the researchers' interpretations of (and inferences from) the data |
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| the use of multiple sources or referents to draw conclusions about what constitutes the truth |
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| an influence that produces an error in an estimate or an inference |
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| bias that is haphazard and affects only small segments of the data |
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| results when the bias is consistent or uniform |
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| typically involves holding constant influences on the dependent variable so that the true relationship between the independent and dependent variables can be understood |
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| Confounding (extraneous) variables |
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| a causal mechanism or an influence |
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| having certain features of the study established by chance rather than by design or researcher preference |
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| used in many quantitative studies to prevent biases stemming from awareness |
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| used in lieu of masking to describe concealment strategies |
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| when masking is used with only some of the participants involved in the study (e.g., the study participants) |
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| masking two groups within a study (e.g., those delivering an intervention and those receiving it) |
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| the process of reflecting critically on teh self, and of analyzing and making note of personal values that could affect data collection and interpretation |
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| the criterion used in quantitative studies to assess the extent to which the findings can be applied to other groups and settings |
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| the extent to which qualitative findings can be transferred to other settings, as another aspect of a study's trustworthiness |
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| refers to a rich and thorough description of the research setting and of observed transactions and processes |
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