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This paper covers different types of research designs, like, longitudinal, cross-section and sequential design, experimental design (including factorial experimental design), and correlational design, with illustrative examples. This paper will help a scholar to know how choice of research design depends on a number of parameters, highlighted by author.

The purpose of this study was to ascertain the relationship between EFL teachers' perception of the intended and unintended consequences of formative assessment (FA) decisions and their sense of self-efficacy and anxiety toward data-driven decision-making (DDDM).

A correlational research design and correlational/regression analysis was utilized to conduct this study. In addition, a thematic analysis was conducted of participants' responses to the open-ended questions.

Descriptive statistics suggest that most EFL teachers perceived both intended and unintended consequential validity of their FA decisions with a moderate level of DDDM self-efficacy and a low level of anxiety. The results of the correlational analysis indicated a strong positive relationship indicating that those with higher teachers' perceptions of consequential validity of formative assessment (TPCVFA) scores tended to report higher DDDM efficacy. The results of the correlational analysis also indicated that a significant relationship did not exist between TPCVFA scores and DDDM anxiety. Finally, multiple regression analyses revealed that TPCVFA was a significant predictor of DDDM efficacy; however, TPCVFA was not a significant predictor of DDDM anxiety.

Data collected from 114 Iranian EFL teachers using the Data-Driven Decision-Making Efficacy and Anxiety Inventory (3D-MEA, Dunn et al. 2013a) and the TPCVFA questionnaire, which was self-developed and validated for the current study.

The authors illustrate accounting information's effects in terms of necessity and sufficiency, using a set-theoretic approach, and highlight how the approach complements conventional correlational analyses.

The authors examine the relationship between accounting numbers (accounting information) and stock prices (effect) under both correlational and set-theoretic perspectives using a value relevance methodology.

The claim that accounting information is significantly correlated to an outcome does not inform the accounting information's necessity or sufficiency. In addition, findings suggest that not all control variables that are significantly correlated to a supposed accounting effect are necessary to explain that effect. Moreover, variables reflecting accounting information are not individually sufficient to explain the effect under investigation.

The study contributes to set-theoretic approach to accounting research and echoes the call for a diversity of research approaches in accounting.

The study may have practical implications for various accounting information users, including investors, financial analysts and financial market and accounting disclosure regulators as well. Indeed, accounting information users should consider the importance of the combined effect of multiple pieces of accounting information in the users' positions on firms' stocks. Understanding what might be the relevant combinations of accounting information associated with a given organizational context is a key in making compelling accounting-informed decisions. Such knowledge can inform reflections of accounting disclosures and regulations on the combined effects of several accounting information.

First, the study adds to the newly introduced set-theoretic approach to empirical accounting. The study also resonates with the call for a diversity of research approaches in accounting. The authors empirically demonstrate that significant correlation between accounting information and its effects does not connote “necessity” or “sufficiency,” which is rather revealed by qualitative comparative analysis (QCA). Such complementarity can help accounting researchers to carry out (1) new investigations of accounting's earlier hypotheses or propositions and (2) investigations of new accounting hypotheses/propositions deriving from existing accounting theories and (3) to explore new relationships between accounting phenomena. Second, the study incidentally contributes to value relevance literature in terms of contextualization of the relevance of accounting information. Specific to the African capital markets, the study complements the few recent studies on the Bourse Régionale des Valeurs Mobilières d’Abidjan (BRVM).

The purpose of this study is to determine the relationship between four independent variables educational level, longevity, type of enterprise, and gender and the dependent variable culture, as a dimension that explains organizational learning readiness in seven small‐size business enterprises.

An exploratory correlational research design was employed to survey 498 employees in seven small‐size business enterprises in the Southern and mid‐Western United States. Findings – Three pseudo‐interval variables (education, longevity, and type of enterprise) accounted for 15.3 percent of the variance in the dependent variable culture as a means to explain organizational learning readiness.

Generalizing results beyond the specific context of small‐size business enterprise may not be possible. Thus, the interpretations are limited to the seven small‐size business enterprises studied.

Certain types of enterprises form learning cultures conducive to organizational learning readiness more than do others. Also, seasoned employees may have developed a keen sense for detecting deficiencies within the learning infrastructure.

This study focused on variables not previously studied in small‐size business enterprises that explain organizational learning readiness. Thus, the results of this study will benefit the small‐size business entrepreneur interested in building a learning culture.

The aging of the population is changing the composition of the workforce in most developed countries. With increasingly older and age-diverse workforces, organizations need to redesign jobs to keep their workers healthy, happy and productive across the lifespan. In the current research, the authors integrate socioemotional selectivity theory and selection, optimization and compensation theory with job design to investigate how certain job characteristics influence the work engagement of older and younger workers.

In a two-wave survey with age-diverse employees from multiple organizations (N = 372), the authors explore how autonomy and feedback contribute to the engagement of older and younger workers, depending on levels of task variety.

In the case of older workers the relationships between autonomy and engagement, and feedback and engagement are positive when task variety is low but non-significant when task variety is high. Conversely, in the case of younger workers the relationships between autonomy and engagement, and feedback and engagement are positive when task variety is high but non-significant when task variety is low.

The research contributes to the growing body of knowledge on aging and work, particularly the lifespan perspective on job design. Nonetheless, the correlational design warrants caution about drawing causal inferences.

The findings inform managers on how to combine autonomy, feedback and task variety to design jobs that can engage the multi-age workforce.

The research is among the first to investigate the combined effects of different job characteristics on age-diverse employees' engagement at work.

The therapeutic community (TC) is a widely used intervention program in treating substance use disorders. Despite its documented utility, researchers and practitioners are still perplexed on how it exactly works. The purpose of this paper is to suggest the role of attachment styles and treatment motivation in the TC process.

Applying an explanatory correlational research, this notion was tested by examining the responses of 200 patients with substance use disorder in a TC using mediation analysis.

The results revealed that attachment styles indirectly affect client’s clinical progress by the path of treatment motivation. Although the current study cannot conclude causality, the results provide empirical evidence suggesting that attachment activates motivation in treatment within the social dynamics of the TC, thus influencing clinical progress.

From these findings, recommendations for the modification of TCs along with considerations for further research, and socio-political implications are discussed.

This study aimed to investigate Jordanian university students' interaction, Internet self-efficacy, self-regulation and satisfaction regarding online education during the COVID-19 pandemic.

A correlational cross-sectional design was utilized using convenience sampling to include 702 undergraduate students from Jordanian universities using an online self-administered questionnaire. Descriptive statistics, T-tests, one-way ANOVA and multiple regression analyses were used to analyze the data.

The mean score of students' satisfaction was low (m = 45.14, SD = 25.62). Regarding student's interaction, learner-instructor interaction had the highest total mean score (m = 58.53, SD = 24.51), followed by learner-learner interaction (m = 47.50, SD = 22.64). Learner-content interaction had the lowest total mean score (m = 45.80, SD = 24.60). Significant differences in students' satisfaction were identified according to the level of education, university type and marital status. Significant predictors of students' satisfaction with online education were self-regulated learning, Internet self-efficacy, learner-content interaction, learner-learner interaction and the number of e-learning theoretical courses.

Online education is not well-established in developing countries. This study contributed to the limited knowledge of university students’ preparedness and satisfaction with online education during the early stage of COVID-19 pandemic.

Drawing on and theorizing continuous change, the purpose of this paper is to investigate the antecedents of continuous change behavior in schools. Relying on conceptual discussions about organizational change (OC), three sets of variables including context (workload, participatory management, trust), process (knowledge sharing, social interaction) and outcome (job satisfaction) were identified as antecedents of continuous change.

To test the predictive value of the antecedents for continuous change, a correlational study was design and structural equation modeling was used to test the direct and indirect relationships among study variables. The data were collected from a sample of 648 primary and secondary public school teachers.

The results showed that context, outcome, and process factors function through direct and indirect paths to contribute to the prediction of continuous change behavior. Moreover, knowledge sharing either directly or indirectly played a central role in the prediction of continuous change behavior.

These results suggested that a widened knowledge base provides the basis for ongoing experimentation with, alteration, and modification of work categories in schools. Providing such factors in schools seems to facilitate the ongoing improvement of work practices in schools, even in the absence of a planned change intervention.

This study is one of the first empirical studies tested the predictive value of antecedents of continuous change in school organizational context, where OC is the norm and change failures are very common.

This study aimed to look at parents' perceptions of a number of different toy prototypes that represented physical impairments and predictors of these perceptions.

A correlational survey design was used. Parents of children aged 4–10 years who identified their child as having a disability (n = 160) and not as having a disability (n = 166) took part. They rated a number of prototypes for likelihood that their child would enjoy playing with them and completed measures of their responses toward children with disabilities and of their own and their child's direct contact with people with disabilities.

It was found that, among parents of children who did not declare that their child had a disability, the more open the parents were toward disability, the more contact the children had with other children with disabilities and the more likely they were to consider that their child would like to play with a toy prototype representing a physical impairment. This pattern of results was not found among parents who identified their child as having a disability, where instead positive friendship intentions of parents mediated this association.

These findings have implications for theories informing the positive benefits of disability representation.

These findings indicate different paths through which parents might be moved to purchase toys that represent physical impairments for their children.

These findings suggest that representative toys might be associated with an open dialogue around the topic of disability.

This is the first study of the responses of parents to toys that represent physical impairments known to the authors.

The purpose of this paper is to examine the effect on brand name recall in advertisements with varying levels of female sexual objectification content among young millennials and the effect of distraction on this recall effort. The question arises whether this group evokes those brands that appear in advertisements using different levels of objectification content.

The study uses a correlational design that includes two studies with different groups of subjects: an assessment of perceived female sexual objectification levels in a set of ads and a quasi-experimental study that used the assessed perceived levels of female objectification and brand name short-term recall scores of those ads, with and without the intervention of an attention distractor.

Results suggest that female sexual objectification content exerts a limited influence on brand name recall between participants. In addition, it is not men who remember brand names from ads using sexual objectified images, but young women.

The study had an exploratory scope and used a small non-probabilistic sample. Subjects belong to a cultural context of Western world developing economy, and thus perceived female objectification may vary between different cultural settings. Results refer to graphic advertisements, though this cohort is exposed to other audiovisual content platforms.

Several studies have addressed female objectification in advertising and media, but few focused on young Latin American audiences and its impact on the recollection of advertised brands. Brand name retention and awareness is still a relevant variable that the advertising industry takes in account as one of several predictors toward buying decisions. Even less research has been made on Latin American social and cultural contexts.