Research questions and hypotheses. This includes a statement of the specific research questions and testable hypotheses that address the goals of the demonstration. At a minimum, the research questions shall address the goals of improving access, reducing churning, improving quality of care thereby leading to enhanced health outcomes, and lowering costs. The research questions will have appropriate comparison groups and may be studied in a time series. The analyses of these research questions will provide the basis for a robust assessment of cost effectiveness. The following are among the hypotheses to be considered in development of the evaluation design and will be included in the design as appropriate:
Research questions and hypotheses. 4 Theoretical Framework .......................................................................................................... 5 Significance of the Study ....................................................................................................... 6
Research questions and hypotheses. Q1: Does religiosity predict the receipt of any substance abuse treatment services among adults with SUD? H1: Among adults with SUD, those with high levels of religiosity will be less likely to receive substance abuse treatment services compared with persons with low levels of religiosity.
Research questions and hypotheses. Research Question 1: What is the relationship between different informants’ ratings of anxiety, depression, or broader internalizing in youth with ASD? Rater-pairs consisting of youth-parent, youth-teacher, and parent-teacher will be examined and this research question will focus on the correlation (i.e., association) between the rater-pairs. However, it is anticipated that more articles will be available for anxiety (compared to depression or broad internalizing) and youth- parent (compared to youth-teacher or parent-teacher). Additionally, prior research is scarce and inconsistent regarding the correlation between youth-teacher rater-pairs when reporting on anxiety, depression, or internalizing symptoms. Specifically, two studies (Xxxxxx et al., 2009; Xxxxxx et al., 2012) both measured these constructs in youth with ASD using the Xxxxxxxxx System of Empirically Based Assessment (ASEBA; Xxxxxxxxx & Xxxxxxxx, 2001), but found different results. Across the two studies, correlation values between youth and teacher ratings ranged from .16 to .34 on the anxiety construct, from .09 to .66 on the depression construct, and from .06 to .56 on the internalizing problems construct. Therefore, given insufficient prior data, a specific hypothesis concerning these relationships within the youth-teacher rater-pair is not feasible at this time.
Research questions and hypotheses. The first research question is whether metacognitive skills in math do develop over age. We expect these metacognitive skills to increase in frequency as well as in quality over the years. The second research question relates to the development of the relation between metacognitive skills, intellectual ability, and math performance. We expect to find a parallel development of metacognitive skills and intellectual ability as predictors of math performance in line with the monotonic development hypothesis and the mixed model.
Research questions and hypotheses. The primary research question guiding this study was: How does the International Leader impact internationalization at community colleges? My hypothesis was that leadership skills, ideas, characteristics, global competencies, actions, and support are crucial for attracting and retaining international students (Xxxxxx, 2015; Xxxxx & Xxxx, 2014; Xxxx et al., 2020; Dakka, 2020; Xxxxxxxxx, 2016). The sub-questions and hypotheses for this study were as follows: Sub-Question 1: How do the International Leader's characteristics and global competence impact internationalization? Hypothesis: Campus internationalization, including student recruitment, and retention are influenced by leaders with characteristics and global competence (Xx-Xxxxxxxxx et al., 2014; Budevici-Puiu, 2020; Xxxxx, 2007; Ozturgut, 2013; Xxxxxxxxx, 2016). Sub-Question 2: How do the International Leader's vision and strategy affect internationalization? Hypothesis: International student enrollment and retention increased through the leader’s vision and strategy, particularly through marketing and enrollment strategies (American Association of Collegiate Registrants and Admissions Officers [AACRAO], 2021; Xxxxxxx, 2017; Glass, 2018; Xxxxx, 2007; Xxxxxxxx, 2017; Xxxxxx, 2017). Sub-Question 3: What factors impact international student enrollment? Hypothesis: Institutions’ international leaders’ actions and support determine the growth of international student enrollment (Xxxxxxx, 2014; Xxxxxx, 2015; Li, 2016; Xxxxxxxxx, 2016; Xxxxxxx, 2012).
Research questions and hypotheses. H1: After controlling for adolescent and parent characteristics, racial/ethnic minority adolescents are more likely to initiate the HPV vaccine compared to their white counterparts. H2: After controlling for adolescent and parent characteristics, racial/ethnic minority adolescents are less likely to receive a provider recommendation for HPV vaccines compared to their white counterparts. H3: The positive relationship between minority race/ethnicity and vaccine initiation is strengthened for those who received a provider recommendation to vaccinate, after controlling for adolescent and parent characteristics. The data source for this study is the National Immunization Survey (NIS) - Teen 2014 cross-section. In 2008, the National Center for Immunizations and Respiratory Diseases and the Center for Health Statistics at the CDC expanded the original NIS survey to sample parents or caregivers of adolescents 13-17 years old in all 50 US states, District of Columbia, and Puerto Rico or Virgin Islands.[114] The NIS-Teen contacts participants by using a list-assisted random-digit-dialing telephone survey. In 2012, the CDC also started randomly sampling cell-phone only households. In 2014, response rates of 60.3% and 31.2% were achieved from those contacted via landline and cell phone, respectively.[114] This yielded a total sample of 38,703 adolescents (20,030 landline and 18,673 cell-phone only).[114] Once interviewers identify parents or caregivers of adolescents, they are asked to self-report demographic characteristics and vaccination history of the adolescents. Interviewers also request permission to contact the adolescent’s immunization provider to verify responses. In 2014, 64.4% of landline respondents and 61.2% of cell-phone respondents gave oral consent for NIS to follow up with the teen’s providers.[114] Approximately 94.9% of landline sample providers and 94.8% of cell-phone providers returned vaccine questionnaires.[114] Based on these responses, 11,243 (57.1%) of landline-sample teens were considered to have adequate provider vaccination data. For the cell-phone sample teens, 9,584 (52.3%) had adequate provider data. NIS-Teen coverage estimates use data from adolescents with adequate provider data, which comes from provider-verified vaccination information. In 2014, the NIS- Teen defined adequate provider data as “any adolescent for whom one or more of the named providers report vaccination history data or who by parental and provider report are comple...
