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Variables in Research – Definition, Types and Examples

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Variables in Research

Definition:

In Research, Variables refer to characteristics or attributes that can be measured, manipulated, or controlled. They are the factors that researchers observe or manipulate to understand the relationship between them and the outcomes of interest.

Types of Variables in Research

Types of Variables in Research are as follows:

Independent Variable

This is the variable that is manipulated by the researcher. It is also known as the predictor variable, as it is used to predict changes in the dependent variable. Examples of independent variables include age, gender, dosage, and treatment type.

Dependent Variable

This is the variable that is measured or observed to determine the effects of the independent variable. It is also known as the outcome variable, as it is the variable that is affected by the independent variable. Examples of dependent variables include blood pressure, test scores, and reaction time.

Confounding Variable

This is a variable that can affect the relationship between the independent variable and the dependent variable. It is a variable that is not being studied but could impact the results of the study. For example, in a study on the effects of a new drug on a disease, a confounding variable could be the patient’s age, as older patients may have more severe symptoms.

Mediating Variable

This is a variable that explains the relationship between the independent variable and the dependent variable. It is a variable that comes in between the independent and dependent variables and is affected by the independent variable, which then affects the dependent variable. For example, in a study on the relationship between exercise and weight loss, the mediating variable could be metabolism, as exercise can increase metabolism, which can then lead to weight loss.

Moderator Variable

This is a variable that affects the strength or direction of the relationship between the independent variable and the dependent variable. It is a variable that influences the effect of the independent variable on the dependent variable. For example, in a study on the effects of caffeine on cognitive performance, the moderator variable could be age, as older adults may be more sensitive to the effects of caffeine than younger adults.

Control Variable

This is a variable that is held constant or controlled by the researcher to ensure that it does not affect the relationship between the independent variable and the dependent variable. Control variables are important to ensure that any observed effects are due to the independent variable and not to other factors. For example, in a study on the effects of a new teaching method on student performance, the control variables could include class size, teacher experience, and student demographics.

Continuous Variable

This is a variable that can take on any value within a certain range. Continuous variables can be measured on a scale and are often used in statistical analyses. Examples of continuous variables include height, weight, and temperature.

Categorical Variable

This is a variable that can take on a limited number of values or categories. Categorical variables can be nominal or ordinal. Nominal variables have no inherent order, while ordinal variables have a natural order. Examples of categorical variables include gender, race, and educational level.

Discrete Variable

This is a variable that can only take on specific values. Discrete variables are often used in counting or frequency analyses. Examples of discrete variables include the number of siblings a person has, the number of times a person exercises in a week, and the number of students in a classroom.

Dummy Variable

This is a variable that takes on only two values, typically 0 and 1, and is used to represent categorical variables in statistical analyses. Dummy variables are often used when a categorical variable cannot be used directly in an analysis. For example, in a study on the effects of gender on income, a dummy variable could be created, with 0 representing female and 1 representing male.

Extraneous Variable

This is a variable that has no relationship with the independent or dependent variable but can affect the outcome of the study. Extraneous variables can lead to erroneous conclusions and can be controlled through random assignment or statistical techniques.

Latent Variable

This is a variable that cannot be directly observed or measured, but is inferred from other variables. Latent variables are often used in psychological or social research to represent constructs such as personality traits, attitudes, or beliefs.

Moderator-mediator Variable

This is a variable that acts both as a moderator and a mediator. It can moderate the relationship between the independent and dependent variables and also mediate the relationship between the independent and dependent variables. Moderator-mediator variables are often used in complex statistical analyses.

Variables Analysis Methods

There are different methods to analyze variables in research, including:

• Descriptive statistics: This involves analyzing and summarizing data using measures such as mean, median, mode, range, standard deviation, and frequency distribution. Descriptive statistics are useful for understanding the basic characteristics of a data set.
• Inferential statistics : This involves making inferences about a population based on sample data. Inferential statistics use techniques such as hypothesis testing, confidence intervals, and regression analysis to draw conclusions from data.
• Correlation analysis: This involves examining the relationship between two or more variables. Correlation analysis can determine the strength and direction of the relationship between variables, and can be used to make predictions about future outcomes.
• Regression analysis: This involves examining the relationship between an independent variable and a dependent variable. Regression analysis can be used to predict the value of the dependent variable based on the value of the independent variable, and can also determine the significance of the relationship between the two variables.
• Factor analysis: This involves identifying patterns and relationships among a large number of variables. Factor analysis can be used to reduce the complexity of a data set and identify underlying factors or dimensions.
• Cluster analysis: This involves grouping data into clusters based on similarities between variables. Cluster analysis can be used to identify patterns or segments within a data set, and can be useful for market segmentation or customer profiling.
• Multivariate analysis : This involves analyzing multiple variables simultaneously. Multivariate analysis can be used to understand complex relationships between variables, and can be useful in fields such as social science, finance, and marketing.

Examples of Variables

• Age : This is a continuous variable that represents the age of an individual in years.
• Gender : This is a categorical variable that represents the biological sex of an individual and can take on values such as male and female.
• Education level: This is a categorical variable that represents the level of education completed by an individual and can take on values such as high school, college, and graduate school.
• Income : This is a continuous variable that represents the amount of money earned by an individual in a year.
• Weight : This is a continuous variable that represents the weight of an individual in kilograms or pounds.
• Ethnicity : This is a categorical variable that represents the ethnic background of an individual and can take on values such as Hispanic, African American, and Asian.
• Time spent on social media : This is a continuous variable that represents the amount of time an individual spends on social media in minutes or hours per day.
• Marital status: This is a categorical variable that represents the marital status of an individual and can take on values such as married, divorced, and single.
• Blood pressure : This is a continuous variable that represents the force of blood against the walls of arteries in millimeters of mercury.
• Job satisfaction : This is a continuous variable that represents an individual’s level of satisfaction with their job and can be measured using a Likert scale.

Applications of Variables

Variables are used in many different applications across various fields. Here are some examples:

• Scientific research: Variables are used in scientific research to understand the relationships between different factors and to make predictions about future outcomes. For example, scientists may study the effects of different variables on plant growth or the impact of environmental factors on animal behavior.
• Business and marketing: Variables are used in business and marketing to understand customer behavior and to make decisions about product development and marketing strategies. For example, businesses may study variables such as consumer preferences, spending habits, and market trends to identify opportunities for growth.
• Healthcare : Variables are used in healthcare to monitor patient health and to make treatment decisions. For example, doctors may use variables such as blood pressure, heart rate, and cholesterol levels to diagnose and treat cardiovascular disease.
• Education : Variables are used in education to measure student performance and to evaluate the effectiveness of teaching strategies. For example, teachers may use variables such as test scores, attendance, and class participation to assess student learning.
• Social sciences : Variables are used in social sciences to study human behavior and to understand the factors that influence social interactions. For example, sociologists may study variables such as income, education level, and family structure to examine patterns of social inequality.

Purpose of Variables

Variables serve several purposes in research, including:

• To provide a way of measuring and quantifying concepts: Variables help researchers measure and quantify abstract concepts such as attitudes, behaviors, and perceptions. By assigning numerical values to these concepts, researchers can analyze and compare data to draw meaningful conclusions.
• To help explain relationships between different factors: Variables help researchers identify and explain relationships between different factors. By analyzing how changes in one variable affect another variable, researchers can gain insight into the complex interplay between different factors.
• To make predictions about future outcomes : Variables help researchers make predictions about future outcomes based on past observations. By analyzing patterns and relationships between different variables, researchers can make informed predictions about how different factors may affect future outcomes.
• To test hypotheses: Variables help researchers test hypotheses and theories. By collecting and analyzing data on different variables, researchers can test whether their predictions are accurate and whether their hypotheses are supported by the evidence.

Characteristics of Variables

Characteristics of Variables are as follows:

• Measurement : Variables can be measured using different scales, such as nominal, ordinal, interval, or ratio scales. The scale used to measure a variable can affect the type of statistical analysis that can be applied.
• Range : Variables have a range of values that they can take on. The range can be finite, such as the number of students in a class, or infinite, such as the range of possible values for a continuous variable like temperature.
• Variability : Variables can have different levels of variability, which refers to the degree to which the values of the variable differ from each other. Highly variable variables have a wide range of values, while low variability variables have values that are more similar to each other.
• Validity and reliability : Variables should be both valid and reliable to ensure accurate and consistent measurement. Validity refers to the extent to which a variable measures what it is intended to measure, while reliability refers to the consistency of the measurement over time.
• Directionality: Some variables have directionality, meaning that the relationship between the variables is not symmetrical. For example, in a study of the relationship between smoking and lung cancer, smoking is the independent variable and lung cancer is the dependent variable.

Advantages of Variables

Here are some of the advantages of using variables in research:

• Control : Variables allow researchers to control the effects of external factors that could influence the outcome of the study. By manipulating and controlling variables, researchers can isolate the effects of specific factors and measure their impact on the outcome.
• Replicability : Variables make it possible for other researchers to replicate the study and test its findings. By defining and measuring variables consistently, other researchers can conduct similar studies to validate the original findings.
• Accuracy : Variables make it possible to measure phenomena accurately and objectively. By defining and measuring variables precisely, researchers can reduce bias and increase the accuracy of their findings.
• Generalizability : Variables allow researchers to generalize their findings to larger populations. By selecting variables that are representative of the population, researchers can draw conclusions that are applicable to a broader range of individuals.
• Clarity : Variables help researchers to communicate their findings more clearly and effectively. By defining and categorizing variables, researchers can organize and present their findings in a way that is easily understandable to others.

Disadvantages of Variables

Here are some of the main disadvantages of using variables in research:

• Simplification : Variables may oversimplify the complexity of real-world phenomena. By breaking down a phenomenon into variables, researchers may lose important information and context, which can affect the accuracy and generalizability of their findings.
• Measurement error : Variables rely on accurate and precise measurement, and measurement error can affect the reliability and validity of research findings. The use of subjective or poorly defined variables can also introduce measurement error into the study.
• Confounding variables : Confounding variables are factors that are not measured but that affect the relationship between the variables of interest. If confounding variables are not accounted for, they can distort or obscure the relationship between the variables of interest.
• Limited scope: Variables are defined by the researcher, and the scope of the study is therefore limited by the researcher’s choice of variables. This can lead to a narrow focus that overlooks important aspects of the phenomenon being studied.
• Ethical concerns: The selection and measurement of variables may raise ethical concerns, especially in studies involving human subjects. For example, using variables that are related to sensitive topics, such as race or sexuality, may raise concerns about privacy and discrimination.

About the author

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Researcher, Academic Writer, Web developer

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Definitions

Dependent Variable The variable that depends on other factors that are measured. These variables are expected to change as a result of an experimental manipulation of the independent variable or variables. It is the presumed effect.

Independent Variable The variable that is stable and unaffected by the other variables you are trying to measure. It refers to the condition of an experiment that is systematically manipulated by the investigator. It is the presumed cause.

Cramer, Duncan and Dennis Howitt. The SAGE Dictionary of Statistics . London: SAGE, 2004; Penslar, Robin Levin and Joan P. Porter. Institutional Review Board Guidebook: Introduction . Washington, DC: United States Department of Health and Human Services, 2010; "What are Dependent and Independent Variables?" Graphic Tutorial.

Identifying Dependent and Independent Variables

Don't feel bad if you are confused about what is the dependent variable and what is the independent variable in social and behavioral sciences research . However, it's important that you learn the difference because framing a study using these variables is a common approach to organizing the elements of a social sciences research study in order to discover relevant and meaningful results. Specifically, it is important for these two reasons:

• You need to understand and be able to evaluate their application in other people's research.
• You need to apply them correctly in your own research.

A variable in research simply refers to a person, place, thing, or phenomenon that you are trying to measure in some way. The best way to understand the difference between a dependent and independent variable is that the meaning of each is implied by what the words tell us about the variable you are using. You can do this with a simple exercise from the website, Graphic Tutorial. Take the sentence, "The [independent variable] causes a change in [dependent variable] and it is not possible that [dependent variable] could cause a change in [independent variable]." Insert the names of variables you are using in the sentence in the way that makes the most sense. This will help you identify each type of variable. If you're still not sure, consult with your professor before you begin to write.

Fan, Shihe. "Independent Variable." In Encyclopedia of Research Design. Neil J. Salkind, editor. (Thousand Oaks, CA: SAGE, 2010), pp. 592-594; "What are Dependent and Independent Variables?" Graphic Tutorial; Salkind, Neil J. "Dependent Variable." In Encyclopedia of Research Design , Neil J. Salkind, editor. (Thousand Oaks, CA: SAGE, 2010), pp. 348-349;

Structure and Writing Style

The process of examining a research problem in the social and behavioral sciences is often framed around methods of analysis that compare, contrast, correlate, average, or integrate relationships between or among variables . Techniques include associations, sampling, random selection, and blind selection. Designation of the dependent and independent variable involves unpacking the research problem in a way that identifies a general cause and effect and classifying these variables as either independent or dependent.

The variables should be outlined in the introduction of your paper and explained in more detail in the methods section . There are no rules about the structure and style for writing about independent or dependent variables but, as with any academic writing, clarity and being succinct is most important.

After you have described the research problem and its significance in relation to prior research, explain why you have chosen to examine the problem using a method of analysis that investigates the relationships between or among independent and dependent variables . State what it is about the research problem that lends itself to this type of analysis. For example, if you are investigating the relationship between corporate environmental sustainability efforts [the independent variable] and dependent variables associated with measuring employee satisfaction at work using a survey instrument, you would first identify each variable and then provide background information about the variables. What is meant by "environmental sustainability"? Are you looking at a particular company [e.g., General Motors] or are you investigating an industry [e.g., the meat packing industry]? Why is employee satisfaction in the workplace important? How does a company make their employees aware of sustainability efforts and why would a company even care that its employees know about these efforts?

Identify each variable for the reader and define each . In the introduction, this information can be presented in a paragraph or two when you describe how you are going to study the research problem. In the methods section, you build on the literature review of prior studies about the research problem to describe in detail background about each variable, breaking each down for measurement and analysis. For example, what activities do you examine that reflect a company's commitment to environmental sustainability? Levels of employee satisfaction can be measured by a survey that asks about things like volunteerism or a desire to stay at the company for a long time.

The structure and writing style of describing the variables and their application to analyzing the research problem should be stated and unpacked in such a way that the reader obtains a clear understanding of the relationships between the variables and why they are important. This is also important so that the study can be replicated in the future using the same variables but applied in a different way.

Fan, Shihe. "Independent Variable." In Encyclopedia of Research Design. Neil J. Salkind, editor. (Thousand Oaks, CA: SAGE, 2010), pp. 592-594; "What are Dependent and Independent Variables?" Graphic Tutorial; “Case Example for Independent and Dependent Variables.” ORI Curriculum Examples. U.S. Department of Health and Human Services, Office of Research Integrity; Salkind, Neil J. "Dependent Variable." In Encyclopedia of Research Design , Neil J. Salkind, editor. (Thousand Oaks, CA: SAGE, 2010), pp. 348-349; “Independent Variables and Dependent Variables.” Karl L. Wuensch, Department of Psychology, East Carolina University [posted email exchange]; “Variables.” Elements of Research. Dr. Camille Nebeker, San Diego State University.

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Types of Variables in Research | Definitions & Examples

Published on 19 September 2022 by Rebecca Bevans . Revised on 28 November 2022.

In statistical research, a variable is defined as an attribute of an object of study. Choosing which variables to measure is central to good experimental design .

You need to know which types of variables you are working with in order to choose appropriate statistical tests and interpret the results of your study.

You can usually identify the type of variable by asking two questions:

• What type of data does the variable contain?
• What part of the experiment does the variable represent?

Table of contents

Types of data: quantitative vs categorical variables, parts of the experiment: independent vs dependent variables, other common types of variables, frequently asked questions about variables.

Data is a specific measurement of a variable – it is the value you record in your data sheet. Data is generally divided into two categories:

• Quantitative data represents amounts.
• Categorical data represents groupings.

A variable that contains quantitative data is a quantitative variable ; a variable that contains categorical data is a categorical variable . Each of these types of variable can be broken down into further types.

Quantitative variables

When you collect quantitative data, the numbers you record represent real amounts that can be added, subtracted, divided, etc. There are two types of quantitative variables: discrete and continuous .

Categorical variables

Categorical variables represent groupings of some kind. They are sometimes recorded as numbers, but the numbers represent categories rather than actual amounts of things.

There are three types of categorical variables: binary , nominal , and ordinal variables.

*Note that sometimes a variable can work as more than one type! An ordinal variable can also be used as a quantitative variable if the scale is numeric and doesn’t need to be kept as discrete integers. For example, star ratings on product reviews are ordinal (1 to 5 stars), but the average star rating is quantitative.

Example data sheet

To keep track of your salt-tolerance experiment, you make a data sheet where you record information about the variables in the experiment, like salt addition and plant health.

To gather information about plant responses over time, you can fill out the same data sheet every few days until the end of the experiment. This example sheet is colour-coded according to the type of variable: nominal , continuous , ordinal , and binary .

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Experiments are usually designed to find out what effect one variable has on another – in our example, the effect of salt addition on plant growth.

You manipulate the independent variable (the one you think might be the cause ) and then measure the dependent variable (the one you think might be the effect ) to find out what this effect might be.

You will probably also have variables that you hold constant ( control variables ) in order to focus on your experimental treatment.

In this experiment, we have one independent and three dependent variables.

The other variables in the sheet can’t be classified as independent or dependent, but they do contain data that you will need in order to interpret your dependent and independent variables.

What about correlational research?

When you do correlational research , the terms ‘dependent’ and ‘independent’ don’t apply, because you are not trying to establish a cause-and-effect relationship.

However, there might be cases where one variable clearly precedes the other (for example, rainfall leads to mud, rather than the other way around). In these cases, you may call the preceding variable (i.e., the rainfall) the predictor variable and the following variable (i.e., the mud) the outcome variable .

Once you have defined your independent and dependent variables and determined whether they are categorical or quantitative, you will be able to choose the correct statistical test .

But there are many other ways of describing variables that help with interpreting your results. Some useful types of variable are listed below.

A confounding variable is closely related to both the independent and dependent variables in a study. An independent variable represents the supposed cause , while the dependent variable is the supposed effect . A confounding variable is a third variable that influences both the independent and dependent variables.

Failing to account for confounding variables can cause you to wrongly estimate the relationship between your independent and dependent variables.

Discrete and continuous variables are two types of quantitative variables :

• Discrete variables represent counts (e.g., the number of objects in a collection).
• Continuous variables represent measurable amounts (e.g., water volume or weight).

You can think of independent and dependent variables in terms of cause and effect: an independent variable is the variable you think is the cause , while a dependent variable is the effect .

In an experiment, you manipulate the independent variable and measure the outcome in the dependent variable. For example, in an experiment about the effect of nutrients on crop growth:

• The  independent variable  is the amount of nutrients added to the crop field.
• The  dependent variable is the biomass of the crops at harvest time.

Defining your variables, and deciding how you will manipulate and measure them, is an important part of experimental design .

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Research Variables 101

Independent variables, dependent variables, control variables and more

By: Derek Jansen (MBA) | Expert Reviewed By: Kerryn Warren (PhD) | January 2023

If you’re new to the world of research, especially scientific research, you’re bound to run into the concept of variables , sooner or later. If you’re feeling a little confused, don’t worry – you’re not the only one! Independent variables, dependent variables, confounding variables – it’s a lot of jargon. In this post, we’ll unpack the terminology surrounding research variables using straightforward language and loads of examples .

Overview: Variables In Research

What (exactly) is a variable.

The simplest way to understand a variable is as any characteristic or attribute that can experience change or vary over time or context – hence the name “variable”. For example, the dosage of a particular medicine could be classified as a variable, as the amount can vary (i.e., a higher dose or a lower dose). Similarly, gender, age or ethnicity could be considered demographic variables, because each person varies in these respects.

Within research, especially scientific research, variables form the foundation of studies, as researchers are often interested in how one variable impacts another, and the relationships between different variables. For example:

• How someone’s age impacts their sleep quality
• How different teaching methods impact learning outcomes
• How diet impacts weight (gain or loss)

As you can see, variables are often used to explain relationships between different elements and phenomena. In scientific studies, especially experimental studies, the objective is often to understand the causal relationships between variables. In other words, the role of cause and effect between variables. This is achieved by manipulating certain variables while controlling others – and then observing the outcome. But, we’ll get into that a little later…

The “Big 3” Variables

Variables can be a little intimidating for new researchers because there are a wide variety of variables, and oftentimes, there are multiple labels for the same thing. To lay a firm foundation, we’ll first look at the three main types of variables, namely:

• Independent variables (IV)
• Dependant variables (DV)
• Control variables

What is an independent variable?

Simply put, the independent variable is the “ cause ” in the relationship between two (or more) variables. In other words, when the independent variable changes, it has an impact on another variable.

For example:

• Increasing the dosage of a medication (Variable A) could result in better (or worse) health outcomes for a patient (Variable B)
• Changing a teaching method (Variable A) could impact the test scores that students earn in a standardised test (Variable B)
• Varying one’s diet (Variable A) could result in weight loss or gain (Variable B).

It’s useful to know that independent variables can go by a few different names, including, explanatory variables (because they explain an event or outcome) and predictor variables (because they predict the value of another variable). Terminology aside though, the most important takeaway is that independent variables are assumed to be the “cause” in any cause-effect relationship. As you can imagine, these types of variables are of major interest to researchers, as many studies seek to understand the causal factors behind a phenomenon.

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What is a dependent variable?

While the independent variable is the “ cause ”, the dependent variable is the “ effect ” – or rather, the affected variable . In other words, the dependent variable is the variable that is assumed to change as a result of a change in the independent variable.

Keeping with the previous example, let’s look at some dependent variables in action:

• Health outcomes (DV) could be impacted by dosage changes of a medication (IV)
• Students’ scores (DV) could be impacted by teaching methods (IV)
• Weight gain or loss (DV) could be impacted by diet (IV)

In scientific studies, researchers will typically pay very close attention to the dependent variable (or variables), carefully measuring any changes in response to hypothesised independent variables. This can be tricky in practice, as it’s not always easy to reliably measure specific phenomena or outcomes – or to be certain that the actual cause of the change is in fact the independent variable.

As the adage goes, correlation is not causation . In other words, just because two variables have a relationship doesn’t mean that it’s a causal relationship – they may just happen to vary together. For example, you could find a correlation between the number of people who own a certain brand of car and the number of people who have a certain type of job. Just because the number of people who own that brand of car and the number of people who have that type of job is correlated, it doesn’t mean that owning that brand of car causes someone to have that type of job or vice versa. The correlation could, for example, be caused by another factor such as income level or age group, which would affect both car ownership and job type.

To confidently establish a causal relationship between an independent variable and a dependent variable (i.e., X causes Y), you’ll typically need an experimental design , where you have complete control over the environmen t and the variables of interest. But even so, this doesn’t always translate into the “real world”. Simply put, what happens in the lab sometimes stays in the lab!

As an alternative to pure experimental research, correlational or “ quasi-experimental ” research (where the researcher cannot manipulate or change variables) can be done on a much larger scale more easily, allowing one to understand specific relationships in the real world. These types of studies also assume some causality between independent and dependent variables, but it’s not always clear. So, if you go this route, you need to be cautious in terms of how you describe the impact and causality between variables and be sure to acknowledge any limitations in your own research.

What is a control variable?

In an experimental design, a control variable (or controlled variable) is a variable that is intentionally held constant to ensure it doesn’t have an influence on any other variables. As a result, this variable remains unchanged throughout the course of the study. In other words, it’s a variable that’s not allowed to vary – tough life 🙂

As we mentioned earlier, one of the major challenges in identifying and measuring causal relationships is that it’s difficult to isolate the impact of variables other than the independent variable. Simply put, there’s always a risk that there are factors beyond the ones you’re specifically looking at that might be impacting the results of your study. So, to minimise the risk of this, researchers will attempt (as best possible) to hold other variables constant . These factors are then considered control variables.

Some examples of variables that you may need to control include:

• Temperature
• Time of day
• Noise or distractions

Which specific variables need to be controlled for will vary tremendously depending on the research project at hand, so there’s no generic list of control variables to consult. As a researcher, you’ll need to think carefully about all the factors that could vary within your research context and then consider how you’ll go about controlling them. A good starting point is to look at previous studies similar to yours and pay close attention to which variables they controlled for.

Of course, you won’t always be able to control every possible variable, and so, in many cases, you’ll just have to acknowledge their potential impact and account for them in the conclusions you draw. Every study has its limitations, so don’t get fixated or discouraged by troublesome variables. Nevertheless, always think carefully about the factors beyond what you’re focusing on – don’t make assumptions!

Other types of variables

As we mentioned, independent, dependent and control variables are the most common variables you’ll come across in your research, but they’re certainly not the only ones you need to be aware of. Next, we’ll look at a few “secondary” variables that you need to keep in mind as you design your research.

• Moderating variables
• Mediating variables
• Confounding variables
• Latent variables

Let’s jump into it…

What is a moderating variable?

A moderating variable is a variable that influences the strength or direction of the relationship between an independent variable and a dependent variable. In other words, moderating variables affect how much (or how little) the IV affects the DV, or whether the IV has a positive or negative relationship with the DV (i.e., moves in the same or opposite direction).

For example, in a study about the effects of sleep deprivation on academic performance, gender could be used as a moderating variable to see if there are any differences in how men and women respond to a lack of sleep. In such a case, one may find that gender has an influence on how much students’ scores suffer when they’re deprived of sleep.

It’s important to note that while moderators can have an influence on outcomes , they don’t necessarily cause them ; rather they modify or “moderate” existing relationships between other variables. This means that it’s possible for two different groups with similar characteristics, but different levels of moderation, to experience very different results from the same experiment or study design.

What is a mediating variable?

Mediating variables are often used to explain the relationship between the independent and dependent variable (s). For example, if you were researching the effects of age on job satisfaction, then education level could be considered a mediating variable, as it may explain why older people have higher job satisfaction than younger people – they may have more experience or better qualifications, which lead to greater job satisfaction.

Mediating variables also help researchers understand how different factors interact with each other to influence outcomes. For instance, if you wanted to study the effect of stress on academic performance, then coping strategies might act as a mediating factor by influencing both stress levels and academic performance simultaneously. For example, students who use effective coping strategies might be less stressed but also perform better academically due to their improved mental state.

In addition, mediating variables can provide insight into causal relationships between two variables by helping researchers determine whether changes in one factor directly cause changes in another – or whether there is an indirect relationship between them mediated by some third factor(s). For instance, if you wanted to investigate the impact of parental involvement on student achievement, you would need to consider family dynamics as a potential mediator, since it could influence both parental involvement and student achievement simultaneously.

What is a confounding variable?

A confounding variable (also known as a third variable or lurking variable ) is an extraneous factor that can influence the relationship between two variables being studied. Specifically, for a variable to be considered a confounding variable, it needs to meet two criteria:

• It must be correlated with the independent variable (this can be causal or not)
• It must have a causal impact on the dependent variable (i.e., influence the DV)

Some common examples of confounding variables include demographic factors such as gender, ethnicity, socioeconomic status, age, education level, and health status. In addition to these, there are also environmental factors to consider. For example, air pollution could confound the impact of the variables of interest in a study investigating health outcomes.

Naturally, it’s important to identify as many confounding variables as possible when conducting your research, as they can heavily distort the results and lead you to draw incorrect conclusions . So, always think carefully about what factors may have a confounding effect on your variables of interest and try to manage these as best you can.

What is a latent variable?

Latent variables are unobservable factors that can influence the behaviour of individuals and explain certain outcomes within a study. They’re also known as hidden or underlying variables , and what makes them rather tricky is that they can’t be directly observed or measured . Instead, latent variables must be inferred from other observable data points such as responses to surveys or experiments.

For example, in a study of mental health, the variable “resilience” could be considered a latent variable. It can’t be directly measured , but it can be inferred from measures of mental health symptoms, stress, and coping mechanisms. The same applies to a lot of concepts we encounter every day – for example:

• Emotional intelligence
• Quality of life
• Business confidence
• Ease of use

One way in which we overcome the challenge of measuring the immeasurable is latent variable models (LVMs). An LVM is a type of statistical model that describes a relationship between observed variables and one or more unobserved (latent) variables. These models allow researchers to uncover patterns in their data which may not have been visible before, thanks to their complexity and interrelatedness with other variables. Those patterns can then inform hypotheses about cause-and-effect relationships among those same variables which were previously unknown prior to running the LVM. Powerful stuff, we say!

Let’s recap

In the world of scientific research, there’s no shortage of variable types, some of which have multiple names and some of which overlap with each other. In this post, we’ve covered some of the popular ones, but remember that this is not an exhaustive list .

To recap, we’ve explored:

• Independent variables (the “cause”)
• Dependent variables (the “effect”)
• Control variables (the variable that’s not allowed to vary)

If you’re still feeling a bit lost and need a helping hand with your research project, check out our 1-on-1 coaching service , where we guide you through each step of the research journey. Also, be sure to check out our free dissertation writing course and our collection of free, fully-editable chapter templates .

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

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Neag School of Education

Educational Research Basics by Del Siegle

Each person/thing we collect data on is called an OBSERVATION (in our work these are usually people/subjects. Currently, the term participant rather than subject is used when describing the people from whom we collect data).

OBSERVATIONS (participants) possess a variety of CHARACTERISTICS .

If a CHARACTERISTIC of an OBSERVATION (participant) is the same for every member of the group (doesn’t vary) it is called a CONSTANT .

If a CHARACTERISTIC of an OBSERVATION (participant) differs for group members it is called a VARIABLE . In research we don’t get excited about CONSTANTS (since everyone is the same on that characteristic); we’re more interested in VARIABLES. Variables can be classified as QUANTITATIVE or QUALITATIVE (also known as CATEGORICAL).

QUANTITATIVE variables are ones that exist along a continuum that runs from low to high. Ordinal, interval, and ratio variables are quantitative.  QUANTITATIVE variables are sometimes called CONTINUOUS VARIABLES because they have a variety (continuum) of characteristics. Height in inches and scores on a test would be examples of quantitative variables.

QUALITATIVE variables do not express differences in amount, only differences. They are sometimes referred to as CATEGORICAL variables because they classify by categories. Nominal variables such as gender, religion, or eye color are CATEGORICAL variables. Generally speaking, categorical variables

A special case of a CATEGORICAL variable is a DICHOTOMOUS VARIABLE. DICHOTOMOUS variables have only two CHARACTERISTICS (male or female). When naming QUALITATIVE variables, it is important to name the category rather than the levels (i.e., gender is the variable name, not male and female).

Variables have different purposes or roles…

Independent (Experimental, Manipulated, Treatment, Grouping) Variable- That factor which is measured, manipulated, or selected by the experimenter to determine its relationship to an observed phenomenon. “In a research study, independent variables are antecedent conditions that are presumed to affect a dependent variable. They are either manipulated by the researcher or are observed by the researcher so that their values can be related to that of the dependent variable. For example, in a research study on the relationship between mosquitoes and mosquito bites, the number of mosquitoes per acre of ground would be an independent variable” (Jaeger, 1990, p. 373)

While the independent variable is often manipulated by the researcher, it can also be a classification where subjects are assigned to groups. In a study where one variable causes the other, the independent variable is the cause. In a study where groups are being compared, the independent variable is the group classification.

Dependent (Outcome) Variable- That factor which is observed and measured to determine the effect of the independent variable, i.e., that factor that appears, disappears, or varies as the experimenter introduces, removes, or varies the independent variable. “In a research study, the independent variable defines a principal focus of research interest. It is the consequent variable that is presumably affected by one or more independent variables that are either manipulated by the researcher or observed by the researcher and regarded as antecedent conditions that determine the value of the dependent variable. For example, in a study of the relationship between mosquitoes and mosquito bites, the number of mosquito bites per hour would be the dependent variable” (Jaeger, 1990, p. 370). The dependent variable is the participant’s response.

The dependent variable is the outcome. In an experiment, it may be what was caused or what changed as a result of the study. In a comparison of groups, it is what they differ on.

Moderator Variable- That factor which is measured, manipulated, or selected by the experimenter to discover whether it modifies the relationship of the independent variable to an observed phenomenon. It is a special type of independent variable.

The independent variable’s relationship with the dependent variable may change under different conditions. That condition is the moderator variable. In a study of two methods of teaching reading, one of the methods of teaching reading may work better with boys than girls. Method of teaching reading is the independent variable and reading achievement is the dependent variable. Gender is the moderator variable because it moderates or changes the relationship between the independent variable (teaching method) and the dependent variable (reading achievement).

Suppose we do a study of reading achievement where we compare whole language with phonics, and we also include students’ social economic status (SES) as a variable. The students are randomly assigned to either whole language instruction or phonics instruction. There are students of high and low SES in each group.

Let’s assume that we found that whole language instruction worked better than phonics instruction with the high SES students, but phonics instruction worked better than whole language instruction with the low SES students. Later you will learn in statistics that this is an interaction effect. In this study, language instruction was the independent variable (with two levels: phonics and whole language). SES was the moderator variable (with two levels: high and low). Reading achievement was the dependent variable (measured on a continuous scale so there aren’t levels).

With a moderator variable, we find the type of instruction did make a difference, but it worked differently for the two groups on the moderator variable. We select this moderator variable because we think it is a variable that will moderate the effect of the independent on the dependent. We make this decision before we start the study.

If the moderator had not been in the study above, we would have said that there was no difference in reading achievement between the two types of reading instruction. This would have happened because the average of the high and low scores of each SES group within a reading instruction group would cancel each other an produce what appears to be average reading achievement in each instruction group (i.e., Phonics: Low—6 and High—2; Whole Language:   Low—2 and High—6; Phonics has an average of 4 and Whole Language has an average of 4. If we just look at the averages (without regard to the moderator), it appears that the instruction types produced similar results).

Extraneous Variable- Those factors which cannot be controlled. Extraneous variables are independent variables that have not been controlled. They may or may not influence the results. One way to control an extraneous variable which might influence the results is to make it a constant (keep everyone in the study alike on that characteristic). If SES were thought to influence achievement, then restricting the study to one SES level would eliminate SES as an extraneous variable.

Here are some examples similar to your homework:

Null Hypothesis: Students who receive pizza coupons as a reward do not read more books than students who do not receive pizza coupon rewards. Independent Variable: Reward Status Dependent Variable: Number of Books Read

High achieving students do not perform better than low achieving student when writing stories regardless of whether they use paper and pencil or a word processor. Independent Variable: Instrument Used for Writing Moderator Variable: Ability Level of the Students Dependent Variable:  Quality of Stories Written When we are comparing two groups, the groups are the independent variable. When we are testing whether something influences something else, the influence (cause) is the independent variable. The independent variable is also the one we manipulate. For example, consider the hypothesis “Teachers given higher pay will have more positive attitudes toward children than teachers given lower pay.” One approach is to ask ourselves “Are there two or more groups being compared?” The answer is “Yes.” “What are the groups?” Teachers who are given higher pay and teachers who are given lower pay. Therefore, the independent variable is teacher pay (it has two levels– high pay and low pay). The dependent variable (what the groups differ on) is attitude towards school.

We could also approach this another way. “Is something causing something else?” The answer is “Yes.” “What is causing what?” Teacher pay is causing attitude towards school. Therefore, teacher pay is the independent variable (cause) and attitude towards school is the dependent variable (outcome).

Research Questions and Hypotheses

The research question drives the study. It should specifically state what is being investigated. Statisticians often convert their research questions to null and alternative hypotheses. The null hypothesis states that no relationship (correlation study) or difference (experimental study) exists. Converting research questions to hypotheses is a simple task. Take the questions and make it a positive statement that says a relationship exists (correlation studies) or a difference exists (experiment study) between the groups and we have the alternative hypothesis. Write a statement  that a relationship does not exist or a difference does not exist and we have the null hypothesis.

Format for sample research questions and accompanying hypotheses:

Research Question for Relationships: Is there a relationship between height and weight? Null Hypothesis:  There is no relationship between height and weight. Alternative Hypothesis:   There is a relationship between height and weight.

When a researcher states a nondirectional hypothesis in a study that compares the performance of two groups, she doesn’t state which group she believes will perform better. If the word “more” or “less” appears in the hypothesis, there is a good chance that we are reading a directional hypothesis. A directional hypothesis is one where the researcher states which group she believes will perform better.  Most researchers use nondirectional hypotheses.

We usually write the alternative hypothesis (what we believe might happen) before we write the null hypothesis (saying it won’t happen).

Directional Research Question for Differences: Do boys like reading more than girls? Null Hypothesis:   Boys do not like reading more than girls. Alternative Hypothesis:   Boys do like reading more than girls.

Nondirectional Research Question for Differences: Is there a difference between boys’ and girls’ attitude towards reading? –or– Do boys’ and girls’ attitude towards reading differ? Null Hypothesis:   There is no difference between boys’ and girls’ attitude towards reading.  –or–  Boys’ and girls’ attitude towards reading do not differ. Alternative Hypothesis:   There is a difference between boys’ and girls’ attitude towards reading.  –or–  Boys’ and girls’ attitude towards reading differ.

Del Siegle, Ph.D. Neag School of Education – University of Connecticut [email protected] www.delsiegle.com

Variables in Quantitative Research: A Beginner's Guide – SOBT

Quantitative variables.

Because quantitative methodology requires measurement, the concepts being investigated need to be defined in a way that can be measured. Organizational change, reading comprehension, emergency response, or depression are concepts but they cannot be measured as such. Frequency of organizational change, reading comprehension scores, emergency response time, or types of depression can be measured. They are variables (concepts that can vary).

Quantitative research involves many kinds of variables. There are four main types:

• Independent variables (IV).
• Dependent variables (DV).
• Sample variables.
• Extraneous variables.

Each is discussed below.

Independent Variables (IV)

Independent variables (IV) are those that are suspected of being the cause in a causal relationship. If you are asking a cause and effect question, your IV will be the variable (or variables if more than one) that you suspect causes the effect.

There are two main sorts of IV, active independent variables and attribute independent variables:

• Active IV are interventions or conditions that are being applied to the participants. A special tutorial for the third graders, a new therapy for clients, or a new training program being tested on employees would be active IVs.
• Attribute IV are intrinsic characteristics of the participants that are suspected of causing a result. For example, if you are examining whether gender—which is intrinsic to the participants—results in higher or lower scores on some skill, gender is an attribute IV.
• Both types of IV can have what are called levels. For example:
• In the example above, the active IV special tutorial , receiving the tutorial is one level, and tutorial withheld (control) is a second level.
• In the same example, being a third grader would be an attribute IV. It could be defined as only one level—being in third grade—or you might wish to define it with more than one level, such as first half of third grade and second half of third grade. Indeed, that attribute IV could take many more, for example, if you wished to look at each month of third grade.

Independent variables are frequently called different things depending on the nature of the research question. In predictive questions where a variable is thought to predict another but it is not yet appropriate to ask whether it causes the other, the IV is usually called a predictor or criterion variable rather than an independent variable.

Dependent Variables (DV)

Dependent variables are those that are influenced by the independent variables. If you ask,"Does A cause [or predict or influence or affect, and so on] B?," then B is the dependent variable (DV).

• Dependent variables are variables that depend on or are influenced by the independent variables.
• They are outcomes or results of the influence of the independent variable.
• Dependent variables answer the question: What do I observe happening when I apply the intervention?
• The dependent variable receives the intervention.

In questions where full causation is not assumed, such as a predictive question or a question about differences between groups but no manipulation of an IV, the dependent variables are usually called outcome variables , and the independent variables are usually called the predictor or criterion variables.

Sample Variables

In some studies, some characteristic of the participants must be measured for some reason, but that characteristic is not the IV or the DV. In this case, these are called sample variables. For example, suppose you are investigating whether servant leadership style affects organizational performance and successful financial outcomes. In order to obtain a sample of servant leaders, a standard test of leadership style will be administered. So the presence or absence of servant leadership style will be a sample variable. That score is not used as an IV or a DV, but simply to get the appropriate people into the sample.

When there is no measure of a characteristic of the participants, the characteristic is called a "sample characteristic." When the characteristic must be measured, it is called a "sample variable."

Extraneous Variables

Extraneous variables are not of interest to the study but may influence the dependent variable. For this reason, most quantitative studies attempt to control extraneous variables. The literature should inform you what extraneous variables to account for.

There is a special class of extraneous variables called confounding variables. These are variables that can cause the effect we are looking for if they are not controlled for, resulting in a false finding that the IV is effective when it is not. In a study of changes in skill levels in a group of workers after a training program, if the follow-up measure is taken relatively late after the training, the simple effect of practicing the skills might explain improved scores, and the training might be mistakenly thought to be successful when it was not.

There are many details about variables not covered in this handout. Please consult any text on research methods for a more comprehensive review.

Doc. reference: phd_t2_sobt_u02s2_h01_quantvar.html.html

Independent and Dependent Variables

Saul Mcleod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul Mcleod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

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Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

On This Page:

In research, a variable is any characteristic, number, or quantity that can be measured or counted in experimental investigations . One is called the dependent variable, and the other is the independent variable.

In research, the independent variable is manipulated to observe its effect, while the dependent variable is the measured outcome. Essentially, the independent variable is the presumed cause, and the dependent variable is the observed effect.

Variables provide the foundation for examining relationships, drawing conclusions, and making predictions in research studies.

Independent Variable

In psychology, the independent variable is the variable the experimenter manipulates or changes and is assumed to directly affect the dependent variable.

It’s considered the cause or factor that drives change, allowing psychologists to observe how it influences behavior, emotions, or other dependent variables in an experimental setting. Essentially, it’s the presumed cause in cause-and-effect relationships being studied.

For example, allocating participants to drug or placebo conditions (independent variable) to measure any changes in the intensity of their anxiety (dependent variable).

In a well-designed experimental study , the independent variable is the only important difference between the experimental (e.g., treatment) and control (e.g., placebo) groups.

By changing the independent variable and holding other factors constant, psychologists aim to determine if it causes a change in another variable, called the dependent variable.

For example, in a study investigating the effects of sleep on memory, the amount of sleep (e.g., 4 hours, 8 hours, 12 hours) would be the independent variable, as the researcher might manipulate or categorize it to see its impact on memory recall, which would be the dependent variable.

Dependent Variable

In psychology, the dependent variable is the variable being tested and measured in an experiment and is “dependent” on the independent variable.

In psychology, a dependent variable represents the outcome or results and can change based on the manipulations of the independent variable. Essentially, it’s the presumed effect in a cause-and-effect relationship being studied.

An example of a dependent variable is depression symptoms, which depend on the independent variable (type of therapy).

In an experiment, the researcher looks for the possible effect on the dependent variable that might be caused by changing the independent variable.

For instance, in a study examining the effects of a new study technique on exam performance, the technique would be the independent variable (as it is being introduced or manipulated), while the exam scores would be the dependent variable (as they represent the outcome of interest that’s being measured).

Examples in Research Studies

For example, we might change the type of information (e.g., organized or random) given to participants to see how this might affect the amount of information remembered.

In this example, the type of information is the independent variable (because it changes), and the amount of information remembered is the dependent variable (because this is being measured).

For the following hypotheses, name the IV and the DV.

1. Lack of sleep significantly affects learning in 10-year-old boys.

IV……………………………………………………

DV…………………………………………………..

2. Social class has a significant effect on IQ scores.

DV……………………………………………….…

3. Stressful experiences significantly increase the likelihood of headaches.

4. Time of day has a significant effect on alertness.

Operationalizing Variables

To ensure cause and effect are established, it is important that we identify exactly how the independent and dependent variables will be measured; this is known as operationalizing the variables.

Operational variables (or operationalizing definitions) refer to how you will define and measure a specific variable as it is used in your study. This enables another psychologist to replicate your research and is essential in establishing reliability (achieving consistency in the results).

For example, if we are concerned with the effect of media violence on aggression, then we need to be very clear about what we mean by the different terms. In this case, we must state what we mean by the terms “media violence” and “aggression” as we will study them.

Therefore, you could state that “media violence” is operationally defined (in your experiment) as ‘exposure to a 15-minute film showing scenes of physical assault’; “aggression” is operationally defined as ‘levels of electrical shocks administered to a second ‘participant’ in another room.

In another example, the hypothesis “Young participants will have significantly better memories than older participants” is not operationalized. How do we define “young,” “old,” or “memory”? “Participants aged between 16 – 30 will recall significantly more nouns from a list of twenty than participants aged between 55 – 70” is operationalized.

The key point here is that we have clarified what we mean by the terms as they were studied and measured in our experiment.

If we didn’t do this, it would be very difficult (if not impossible) to compare the findings of different studies to the same behavior.

Operationalization has the advantage of generally providing a clear and objective definition of even complex variables. It also makes it easier for other researchers to replicate a study and check for reliability .

For the following hypotheses, name the IV and the DV and operationalize both variables.

1. Women are more attracted to men without earrings than men with earrings.

I.V._____________________________________________________________

D.V. ____________________________________________________________

Operational definitions:

I.V. ____________________________________________________________

2. People learn more when they study in a quiet versus noisy place.

I.V. _________________________________________________________

D.V. ___________________________________________________________

3. People who exercise regularly sleep better at night.

Can there be more than one independent or dependent variable in a study?

Yes, it is possible to have more than one independent or dependent variable in a study.

In some studies, researchers may want to explore how multiple factors affect the outcome, so they include more than one independent variable.

Similarly, they may measure multiple things to see how they are influenced, resulting in multiple dependent variables. This allows for a more comprehensive understanding of the topic being studied.

What are some ethical considerations related to independent and dependent variables?

Ethical considerations related to independent and dependent variables involve treating participants fairly and protecting their rights.

Researchers must ensure that participants provide informed consent and that their privacy and confidentiality are respected. Additionally, it is important to avoid manipulating independent variables in ways that could cause harm or discomfort to participants.

Researchers should also consider the potential impact of their study on vulnerable populations and ensure that their methods are unbiased and free from discrimination.

Ethical guidelines help ensure that research is conducted responsibly and with respect for the well-being of the participants involved.

Can qualitative data have independent and dependent variables?

Yes, both quantitative and qualitative data can have independent and dependent variables.

In quantitative research, independent variables are usually measured numerically and manipulated to understand their impact on the dependent variable. In qualitative research, independent variables can be qualitative in nature, such as individual experiences, cultural factors, or social contexts, influencing the phenomenon of interest.

The dependent variable, in both cases, is what is being observed or studied to see how it changes in response to the independent variable.

So, regardless of the type of data, researchers analyze the relationship between independent and dependent variables to gain insights into their research questions.

Can the same variable be independent in one study and dependent in another?

Yes, the same variable can be independent in one study and dependent in another.

The classification of a variable as independent or dependent depends on how it is used within a specific study. In one study, a variable might be manipulated or controlled to see its effect on another variable, making it independent.

However, in a different study, that same variable might be the one being measured or observed to understand its relationship with another variable, making it dependent.

The role of a variable as independent or dependent can vary depending on the research question and study design.

Independent and Dependent Variables

This guide discusses how to identify independent and dependent variables effectively and incorporate their description within the body of a research paper.

A variable can be anything you might aim to measure in your study, whether in the form of numerical data or reflecting complex phenomena such as feelings or reactions. Dependent variables change due to the other factors measured, especially if a study employs an experimental or semi-experimental design. Independent variables are stable: they are both presumed causes and conditions in the environment or milieu being manipulated.

Identifying Independent and Dependent Variables

Even though the definitions of the terms independent and dependent variables may appear to be clear, in the process of analyzing data resulting from actual research, identifying the variables properly might be challenging. Here is a simple rule that you can apply at all times: the independent variable is what a researcher changes, whereas the dependent variable is affected by these changes. To illustrate the difference, a number of examples are provided below.

• The purpose of Study 1 is to measure the impact of different plant fertilizers on how many fruits apple trees bear. Independent variable : plant fertilizers (chosen by researchers) Dependent variable : fruits that the trees bear (affected by choice of fertilizers)
• The purpose of Study 2 is to find an association between living in close vicinity to hydraulic fracturing sites and respiratory diseases. Independent variable: proximity to hydraulic fracturing sites (a presumed cause and a condition of the environment) Dependent variable: the percentage/ likelihood of suffering from respiratory diseases

Confusion is possible in identifying independent and dependent variables in the social sciences. When considering psychological phenomena and human behavior, it can be difficult to distinguish between cause and effect. For example, the purpose of Study 3 is to establish how tactics for coping with stress are linked to the level of stress-resilience in college students. Even though it is feasible to speculate that these variables are interdependent, the following factors should be taken into account in order to clearly define which variable is dependent and which is interdependent.

• The dependent variable is usually the objective of the research. In the study under examination, the levels of stress resilience are being investigated.
• The independent variable precedes the dependent variable. The chosen stress-related coping techniques help to build resilience; thus, they occur earlier.

Writing Style and Structure

Usually, the variables are first described in the introduction of a research paper and then in the method section. No strict guidelines for approaching the subject exist; however, academic writing demands that the researcher make clear and concise statements. It is only reasonable not to leave readers guessing which of the variables is dependent and which is independent. The description should reflect the literature review, where both types of variables are identified in the context of the previous research. For instance, in the case of Study 3, a researcher would have to provide an explanation as to the meaning of stress resilience and coping tactics.

In properly organizing a research paper, it is essential to outline and operationalize the appropriate independent and dependent variables. Moreover, the paper should differentiate clearly between independent and dependent variables. Finding the dependent variable is typically the objective of a study, whereas independent variables reflect influencing factors that can be manipulated. Distinguishing between the two types of variables in social sciences may be somewhat challenging as it can be easy to confuse cause with effect. Academic format calls for the author to mention the variables in the introduction and then provide a detailed description in the method section.

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Variables in Research | Types, Definiton & Examples

Introduction

What is a variable, what are the 5 types of variables in research, other variables in research.

Variables are fundamental components of research that allow for the measurement and analysis of data. They can be defined as characteristics or properties that can take on different values. In research design , understanding the types of variables and their roles is crucial for developing hypotheses , designing methods , and interpreting results .

This article outlines the the types of variables in research, including their definitions and examples, to provide a clear understanding of their use and significance in research studies. By categorizing variables into distinct groups based on their roles in research, their types of data, and their relationships with other variables, researchers can more effectively structure their studies and achieve more accurate conclusions.

A variable represents any characteristic, number, or quantity that can be measured or quantified. The term encompasses anything that can vary or change, ranging from simple concepts like age and height to more complex ones like satisfaction levels or economic status. Variables are essential in research as they are the foundational elements that researchers manipulate, measure, or control to gain insights into relationships, causes, and effects within their studies. They enable the framing of research questions, the formulation of hypotheses, and the interpretation of results.

Variables can be categorized based on their role in the study (such as independent and dependent variables ), the type of data they represent (quantitative or categorical), and their relationship to other variables (like confounding or control variables). Understanding what constitutes a variable and the various variable types available is a critical step in designing robust and meaningful research.

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Variables are crucial components in research, serving as the foundation for data collection , analysis , and interpretation . They are attributes or characteristics that can vary among subjects or over time, and understanding their types is essential for any study. Variables can be broadly classified into five main types, each with its distinct characteristics and roles within research.

This classification helps researchers in designing their studies, choosing appropriate measurement techniques, and analyzing their results accurately. The five types of variables include independent variables, dependent variables, categorical variables, continuous variables, and confounding variables. These categories not only facilitate a clearer understanding of the data but also guide the formulation of hypotheses and research methodologies.

Independent variables

Independent variables are foundational to the structure of research, serving as the factors or conditions that researchers manipulate or vary to observe their effects on dependent variables. These variables are considered "independent" because their variation does not depend on other variables within the study. Instead, they are the cause or stimulus that directly influences the outcomes being measured. For example, in an experiment to assess the effectiveness of a new teaching method on student performance, the teaching method applied (traditional vs. innovative) would be the independent variable.

The selection of an independent variable is a critical step in research design, as it directly correlates with the study's objective to determine causality or association. Researchers must clearly define and control these variables to ensure that observed changes in the dependent variable can be attributed to variations in the independent variable, thereby affirming the reliability of the results. In experimental research, the independent variable is what differentiates the control group from the experimental group, thereby setting the stage for meaningful comparison and analysis.

Dependent variables

Dependent variables are the outcomes or effects that researchers aim to explore and understand in their studies. These variables are called "dependent" because their values depend on the changes or variations of the independent variables.

Essentially, they are the responses or results that are measured to assess the impact of the independent variable's manipulation. For instance, in a study investigating the effect of exercise on weight loss, the amount of weight lost would be considered the dependent variable, as it depends on the exercise regimen (the independent variable).

The identification and measurement of the dependent variable are crucial for testing the hypothesis and drawing conclusions from the research. It allows researchers to quantify the effect of the independent variable , providing evidence for causal relationships or associations. In experimental settings, the dependent variable is what is being tested and measured across different groups or conditions, enabling researchers to assess the efficacy or impact of the independent variable's variation.

To ensure accuracy and reliability, the dependent variable must be defined clearly and measured consistently across all participants or observations. This consistency helps in reducing measurement errors and increases the validity of the research findings. By carefully analyzing the dependent variables, researchers can derive meaningful insights from their studies, contributing to the broader knowledge in their field.

Categorical variables

Categorical variables, also known as qualitative variables, represent types or categories that are used to group observations. These variables divide data into distinct groups or categories that lack a numerical value but hold significant meaning in research. Examples of categorical variables include gender (male, female, other), type of vehicle (car, truck, motorcycle), or marital status (single, married, divorced). These categories help researchers organize data into groups for comparison and analysis.

Categorical variables can be further classified into two subtypes: nominal and ordinal. Nominal variables are categories without any inherent order or ranking among them, such as blood type or ethnicity. Ordinal variables, on the other hand, imply a sort of ranking or order among the categories, like levels of satisfaction (high, medium, low) or education level (high school, bachelor's, master's, doctorate).

Understanding and identifying categorical variables is crucial in research as it influences the choice of statistical analysis methods. Since these variables represent categories without numerical significance, researchers employ specific statistical tests designed for a nominal or ordinal variable to draw meaningful conclusions. Properly classifying and analyzing categorical variables allow for the exploration of relationships between different groups within the study, shedding light on patterns and trends that might not be evident with numerical data alone.

Continuous variables

Continuous variables are quantitative variables that can take an infinite number of values within a given range. These variables are measured along a continuum and can represent very precise measurements. Examples of continuous variables include height, weight, temperature, and time. Because they can assume any value within a range, continuous variables allow for detailed analysis and a high degree of accuracy in research findings.

The ability to measure continuous variables at very fine scales makes them invaluable for many types of research, particularly in the natural and social sciences. For instance, in a study examining the effect of temperature on plant growth, temperature would be considered a continuous variable since it can vary across a wide spectrum and be measured to several decimal places.

When dealing with continuous variables, researchers often use methods incorporating a particular statistical test to accommodate a wide range of data points and the potential for infinite divisibility. This includes various forms of regression analysis, correlation, and other techniques suited for modeling and analyzing nuanced relationships between variables. The precision of continuous variables enhances the researcher's ability to detect patterns, trends, and causal relationships within the data, contributing to more robust and detailed conclusions.

Confounding variables

Confounding variables are those that can cause a false association between the independent and dependent variables, potentially leading to incorrect conclusions about the relationship being studied. These are extraneous variables that were not considered in the study design but can influence both the supposed cause and effect, creating a misleading correlation.

Identifying and controlling for a confounding variable is crucial in research to ensure the validity of the findings. This can be achieved through various methods, including randomization, stratification, and statistical control. Randomization helps to evenly distribute confounding variables across study groups, reducing their potential impact. Stratification involves analyzing the data within strata or layers that share common characteristics of the confounder. Statistical control allows researchers to adjust for the effects of confounders in the analysis phase.

Properly addressing confounding variables strengthens the credibility of research outcomes by clarifying the direct relationship between the dependent and independent variables, thus providing more accurate and reliable results.

Beyond the primary categories of variables commonly discussed in research methodology , there exists a diverse range of other variables that play significant roles in the design and analysis of studies. Below is an overview of some of these variables, highlighting their definitions and roles within research studies:

• Discrete variables : A discrete variable is a quantitative variable that represents quantitative data , such as the number of children in a family or the number of cars in a parking lot. Discrete variables can only take on specific values.
• Categorical variables : A categorical variable categorizes subjects or items into groups that do not have a natural numerical order. Categorical data includes nominal variables, like country of origin, and ordinal variables, such as education level.
• Predictor variables : Often used in statistical models, a predictor variable is used to forecast or predict the outcomes of other variables, not necessarily with a causal implication.
• Outcome variables : These variables represent the results or outcomes that researchers aim to explain or predict through their studies. An outcome variable is central to understanding the effects of predictor variables.
• Latent variables : Not directly observable, latent variables are inferred from other, directly measured variables. Examples include psychological constructs like intelligence or socioeconomic status.
• Composite variables : Created by combining multiple variables, composite variables can measure a concept more reliably or simplify the analysis. An example would be a composite happiness index derived from several survey questions .
• Preceding variables : These variables come before other variables in time or sequence, potentially influencing subsequent outcomes. A preceding variable is crucial in longitudinal studies to determine causality or sequences of events.

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How to identify independent and dependent research variables

Introduction

Research variables

Variables are key components of every research study. Understanding their roles is important when you use a research methodology. What are Independent Variables (IV)? These are variables that are changed/manipulated so that their impact on the dependent variables can be monitored. What are Dependent Variables (DV)? These are variables that rely on something else(the independent variables) to occur/change before they can have a result. Dependent Variables are usually the variables the researcher is interested in. Differences between Independent Variables and Dependent Variables 1. Independent Variables are the manipulators or causes or influencers WHILE Dependent Variables are the results or effects or outcome.   2. Independent variables are "independent of" prior causes that act on it WHILE Dependent Variables "depend on" the cause.

Relationship between Hypothesis and Variables A hypothesis is a prediction of what the study will find or the answer to a research question. A hypothesis is an empirical statement that can be verified based upon observation or experiment or experience A hypothesis is testable to be true or false through the research study findings. Variables are found in the hypothesis or research question. In a hypothesis, you can see how variables operate in a research study. How to identify independent and dependent research variables To identify Independent research variables, look for items in your research question or hypothesis that manipulates, causes or influences something or a reaction. To identify Dependent research variables, look for items in your research question or hypothesis that sees the result, effect or outcome of changing the independent variable. Some Examples Example 1 - Research Topic: Decision making and its impact on an organization "Decision making" influences the organization, therefore, this is the Independent Variable "impact in an organization" the organization is being impacted on, therefore, this is the dependent variable Example 2 - Hypothesis/Research Question: What effects do multiple taxations have on small scale businesses "multiple taxations" causes an action, therefore, this is the Independent Variable "small scale businesses" receives the effects of multiple taxations, therefore, this is the Dependent Variable Example 3 - Hypothesis/Research Question: What influence do democratic leadership style and motivation have on employee performance of these businesses "democratic leadership style" and "motivation" both cause an effect, therefore, these are the Independent Variables "employee performance" is being impacted, therefore, this is the Dependent Variable The basic rule is to look for what causes reactions and what receives the effects. With lots of practice, you would begin to spot with ease the Independent and Dependent variables in a research question/Hypothesis.

23  comments:

Anonymous Mar. 16, 2021

very interesting

Reply   

Anonymous Jul. 3, 2021

this was helpful. thank you

Anonymous Nov. 16, 2021

This is the simplest and best explanation of variables and hypothesis. Thank you

Anonymous Sep. 3, 2022

Thank you for this explanation... easy to understand and explained concisely.

Anonymous Oct. 7, 2022

Yhis was really helpful thank you.

Anonymous Oct. 13, 2022

Thank you for this super simple explanation on variables

Anonymous Oct. 24, 2022

Truely, it is simple and useful.

Anonymous Nov. 2, 2022

It was really helpful. You broke it down in simple terms. Thanks

Really great. You made the explanations easy to digest. It was really helpful. Thank you. ~Xandy Umoh

Anonymous Nov. 9, 2022

This was really helpful. Thank you

Anonymous Nov. 28, 2022

Simple and understandable explanation

Anonymous Nov. 29, 2022

Very helpful.. thank you very much!

Anonymous Dec. 15, 2022

Thank you very much This was helpful

Anonymous Jan. 19, 2023

it is interesting and helpful

Anonymous Jan. 30, 2023

very helpful. so grateful and ell appreciated

Anonymous Feb. 8, 2023

Thank you It was helpful

Anonymous Mar. 25, 2023

Thank you so much for making this simple to understand!! Also to anyone reading this comment, please do not be like me and wait to do a research assignment until the last minute. Your future self will

idk why it cut off, but that last part meant to say: Your future self will thank you! :D

Anonymous Mar. 27, 2023

I am still not clear. so for underperforming faculty, who would be the variables? Assessing how community college deans manage underperforming faculty. Who would be the variables - independent and dep

Anonymous Aug. 25, 2023

So clear i love this example giving, am writtin my exam today ...

Anonymous Nov. 21, 2023

Very understandable and explicit. Thanks

Anonymous Dec. 1, 2023

Very helpful thank you so much

Anonymous Mar. 17, 2024

Very Helpful, with the aid of the examples i'i've got a point. Thank you

Anonymous Apr. 2, 2024

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A Practical Guide to Writing Quantitative and Qualitative Research Questions and Hypotheses in Scholarly Articles

Edward barroga.

1 Department of General Education, Graduate School of Nursing Science, St. Luke’s International University, Tokyo, Japan.

Glafera Janet Matanguihan

2 Department of Biological Sciences, Messiah University, Mechanicsburg, PA, USA.

The development of research questions and the subsequent hypotheses are prerequisites to defining the main research purpose and specific objectives of a study. Consequently, these objectives determine the study design and research outcome. The development of research questions is a process based on knowledge of current trends, cutting-edge studies, and technological advances in the research field. Excellent research questions are focused and require a comprehensive literature search and in-depth understanding of the problem being investigated. Initially, research questions may be written as descriptive questions which could be developed into inferential questions. These questions must be specific and concise to provide a clear foundation for developing hypotheses. Hypotheses are more formal predictions about the research outcomes. These specify the possible results that may or may not be expected regarding the relationship between groups. Thus, research questions and hypotheses clarify the main purpose and specific objectives of the study, which in turn dictate the design of the study, its direction, and outcome. Studies developed from good research questions and hypotheses will have trustworthy outcomes with wide-ranging social and health implications.

INTRODUCTION

Scientific research is usually initiated by posing evidenced-based research questions which are then explicitly restated as hypotheses. 1 , 2 The hypotheses provide directions to guide the study, solutions, explanations, and expected results. 3 , 4 Both research questions and hypotheses are essentially formulated based on conventional theories and real-world processes, which allow the inception of novel studies and the ethical testing of ideas. 5 , 6

It is crucial to have knowledge of both quantitative and qualitative research 2 as both types of research involve writing research questions and hypotheses. 7 However, these crucial elements of research are sometimes overlooked; if not overlooked, then framed without the forethought and meticulous attention it needs. Planning and careful consideration are needed when developing quantitative or qualitative research, particularly when conceptualizing research questions and hypotheses. 4

There is a continuing need to support researchers in the creation of innovative research questions and hypotheses, as well as for journal articles that carefully review these elements. 1 When research questions and hypotheses are not carefully thought of, unethical studies and poor outcomes usually ensue. Carefully formulated research questions and hypotheses define well-founded objectives, which in turn determine the appropriate design, course, and outcome of the study. This article then aims to discuss in detail the various aspects of crafting research questions and hypotheses, with the goal of guiding researchers as they develop their own. Examples from the authors and peer-reviewed scientific articles in the healthcare field are provided to illustrate key points.

DEFINITIONS AND RELATIONSHIP OF RESEARCH QUESTIONS AND HYPOTHESES

A research question is what a study aims to answer after data analysis and interpretation. The answer is written in length in the discussion section of the paper. Thus, the research question gives a preview of the different parts and variables of the study meant to address the problem posed in the research question. 1 An excellent research question clarifies the research writing while facilitating understanding of the research topic, objective, scope, and limitations of the study. 5

On the other hand, a research hypothesis is an educated statement of an expected outcome. This statement is based on background research and current knowledge. 8 , 9 The research hypothesis makes a specific prediction about a new phenomenon 10 or a formal statement on the expected relationship between an independent variable and a dependent variable. 3 , 11 It provides a tentative answer to the research question to be tested or explored. 4

Hypotheses employ reasoning to predict a theory-based outcome. 10 These can also be developed from theories by focusing on components of theories that have not yet been observed. 10 The validity of hypotheses is often based on the testability of the prediction made in a reproducible experiment. 8

Conversely, hypotheses can also be rephrased as research questions. Several hypotheses based on existing theories and knowledge may be needed to answer a research question. Developing ethical research questions and hypotheses creates a research design that has logical relationships among variables. These relationships serve as a solid foundation for the conduct of the study. 4 , 11 Haphazardly constructed research questions can result in poorly formulated hypotheses and improper study designs, leading to unreliable results. Thus, the formulations of relevant research questions and verifiable hypotheses are crucial when beginning research. 12

CHARACTERISTICS OF GOOD RESEARCH QUESTIONS AND HYPOTHESES

Excellent research questions are specific and focused. These integrate collective data and observations to confirm or refute the subsequent hypotheses. Well-constructed hypotheses are based on previous reports and verify the research context. These are realistic, in-depth, sufficiently complex, and reproducible. More importantly, these hypotheses can be addressed and tested. 13

There are several characteristics of well-developed hypotheses. Good hypotheses are 1) empirically testable 7 , 10 , 11 , 13 ; 2) backed by preliminary evidence 9 ; 3) testable by ethical research 7 , 9 ; 4) based on original ideas 9 ; 5) have evidenced-based logical reasoning 10 ; and 6) can be predicted. 11 Good hypotheses can infer ethical and positive implications, indicating the presence of a relationship or effect relevant to the research theme. 7 , 11 These are initially developed from a general theory and branch into specific hypotheses by deductive reasoning. In the absence of a theory to base the hypotheses, inductive reasoning based on specific observations or findings form more general hypotheses. 10

TYPES OF RESEARCH QUESTIONS AND HYPOTHESES

Research questions and hypotheses are developed according to the type of research, which can be broadly classified into quantitative and qualitative research. We provide a summary of the types of research questions and hypotheses under quantitative and qualitative research categories in Table 1 .

Research questions in quantitative research

In quantitative research, research questions inquire about the relationships among variables being investigated and are usually framed at the start of the study. These are precise and typically linked to the subject population, dependent and independent variables, and research design. 1 Research questions may also attempt to describe the behavior of a population in relation to one or more variables, or describe the characteristics of variables to be measured ( descriptive research questions ). 1 , 5 , 14 These questions may also aim to discover differences between groups within the context of an outcome variable ( comparative research questions ), 1 , 5 , 14 or elucidate trends and interactions among variables ( relationship research questions ). 1 , 5 We provide examples of descriptive, comparative, and relationship research questions in quantitative research in Table 2 .

Hypotheses in quantitative research

In quantitative research, hypotheses predict the expected relationships among variables. 15 Relationships among variables that can be predicted include 1) between a single dependent variable and a single independent variable ( simple hypothesis ) or 2) between two or more independent and dependent variables ( complex hypothesis ). 4 , 11 Hypotheses may also specify the expected direction to be followed and imply an intellectual commitment to a particular outcome ( directional hypothesis ) 4 . On the other hand, hypotheses may not predict the exact direction and are used in the absence of a theory, or when findings contradict previous studies ( non-directional hypothesis ). 4 In addition, hypotheses can 1) define interdependency between variables ( associative hypothesis ), 4 2) propose an effect on the dependent variable from manipulation of the independent variable ( causal hypothesis ), 4 3) state a negative relationship between two variables ( null hypothesis ), 4 , 11 , 15 4) replace the working hypothesis if rejected ( alternative hypothesis ), 15 explain the relationship of phenomena to possibly generate a theory ( working hypothesis ), 11 5) involve quantifiable variables that can be tested statistically ( statistical hypothesis ), 11 6) or express a relationship whose interlinks can be verified logically ( logical hypothesis ). 11 We provide examples of simple, complex, directional, non-directional, associative, causal, null, alternative, working, statistical, and logical hypotheses in quantitative research, as well as the definition of quantitative hypothesis-testing research in Table 3 .

Research questions in qualitative research

Unlike research questions in quantitative research, research questions in qualitative research are usually continuously reviewed and reformulated. The central question and associated subquestions are stated more than the hypotheses. 15 The central question broadly explores a complex set of factors surrounding the central phenomenon, aiming to present the varied perspectives of participants. 15

There are varied goals for which qualitative research questions are developed. These questions can function in several ways, such as to 1) identify and describe existing conditions ( contextual research question s); 2) describe a phenomenon ( descriptive research questions ); 3) assess the effectiveness of existing methods, protocols, theories, or procedures ( evaluation research questions ); 4) examine a phenomenon or analyze the reasons or relationships between subjects or phenomena ( explanatory research questions ); or 5) focus on unknown aspects of a particular topic ( exploratory research questions ). 5 In addition, some qualitative research questions provide new ideas for the development of theories and actions ( generative research questions ) or advance specific ideologies of a position ( ideological research questions ). 1 Other qualitative research questions may build on a body of existing literature and become working guidelines ( ethnographic research questions ). Research questions may also be broadly stated without specific reference to the existing literature or a typology of questions ( phenomenological research questions ), may be directed towards generating a theory of some process ( grounded theory questions ), or may address a description of the case and the emerging themes ( qualitative case study questions ). 15 We provide examples of contextual, descriptive, evaluation, explanatory, exploratory, generative, ideological, ethnographic, phenomenological, grounded theory, and qualitative case study research questions in qualitative research in Table 4 , and the definition of qualitative hypothesis-generating research in Table 5 .

Qualitative studies usually pose at least one central research question and several subquestions starting with How or What . These research questions use exploratory verbs such as explore or describe . These also focus on one central phenomenon of interest, and may mention the participants and research site. 15

Hypotheses in qualitative research

Hypotheses in qualitative research are stated in the form of a clear statement concerning the problem to be investigated. Unlike in quantitative research where hypotheses are usually developed to be tested, qualitative research can lead to both hypothesis-testing and hypothesis-generating outcomes. 2 When studies require both quantitative and qualitative research questions, this suggests an integrative process between both research methods wherein a single mixed-methods research question can be developed. 1

FRAMEWORKS FOR DEVELOPING RESEARCH QUESTIONS AND HYPOTHESES

Research questions followed by hypotheses should be developed before the start of the study. 1 , 12 , 14 It is crucial to develop feasible research questions on a topic that is interesting to both the researcher and the scientific community. This can be achieved by a meticulous review of previous and current studies to establish a novel topic. Specific areas are subsequently focused on to generate ethical research questions. The relevance of the research questions is evaluated in terms of clarity of the resulting data, specificity of the methodology, objectivity of the outcome, depth of the research, and impact of the study. 1 , 5 These aspects constitute the FINER criteria (i.e., Feasible, Interesting, Novel, Ethical, and Relevant). 1 Clarity and effectiveness are achieved if research questions meet the FINER criteria. In addition to the FINER criteria, Ratan et al. described focus, complexity, novelty, feasibility, and measurability for evaluating the effectiveness of research questions. 14

The PICOT and PEO frameworks are also used when developing research questions. 1 The following elements are addressed in these frameworks, PICOT: P-population/patients/problem, I-intervention or indicator being studied, C-comparison group, O-outcome of interest, and T-timeframe of the study; PEO: P-population being studied, E-exposure to preexisting conditions, and O-outcome of interest. 1 Research questions are also considered good if these meet the “FINERMAPS” framework: Feasible, Interesting, Novel, Ethical, Relevant, Manageable, Appropriate, Potential value/publishable, and Systematic. 14

As we indicated earlier, research questions and hypotheses that are not carefully formulated result in unethical studies or poor outcomes. To illustrate this, we provide some examples of ambiguous research question and hypotheses that result in unclear and weak research objectives in quantitative research ( Table 6 ) 16 and qualitative research ( Table 7 ) 17 , and how to transform these ambiguous research question(s) and hypothesis(es) into clear and good statements.

a These statements were composed for comparison and illustrative purposes only.

b These statements are direct quotes from Higashihara and Horiuchi. 16

a This statement is a direct quote from Shimoda et al. 17

The other statements were composed for comparison and illustrative purposes only.

CONSTRUCTING RESEARCH QUESTIONS AND HYPOTHESES

To construct effective research questions and hypotheses, it is very important to 1) clarify the background and 2) identify the research problem at the outset of the research, within a specific timeframe. 9 Then, 3) review or conduct preliminary research to collect all available knowledge about the possible research questions by studying theories and previous studies. 18 Afterwards, 4) construct research questions to investigate the research problem. Identify variables to be accessed from the research questions 4 and make operational definitions of constructs from the research problem and questions. Thereafter, 5) construct specific deductive or inductive predictions in the form of hypotheses. 4 Finally, 6) state the study aims . This general flow for constructing effective research questions and hypotheses prior to conducting research is shown in Fig. 1 .

Research questions are used more frequently in qualitative research than objectives or hypotheses. 3 These questions seek to discover, understand, explore or describe experiences by asking “What” or “How.” The questions are open-ended to elicit a description rather than to relate variables or compare groups. The questions are continually reviewed, reformulated, and changed during the qualitative study. 3 Research questions are also used more frequently in survey projects than hypotheses in experiments in quantitative research to compare variables and their relationships.

Hypotheses are constructed based on the variables identified and as an if-then statement, following the template, ‘If a specific action is taken, then a certain outcome is expected.’ At this stage, some ideas regarding expectations from the research to be conducted must be drawn. 18 Then, the variables to be manipulated (independent) and influenced (dependent) are defined. 4 Thereafter, the hypothesis is stated and refined, and reproducible data tailored to the hypothesis are identified, collected, and analyzed. 4 The hypotheses must be testable and specific, 18 and should describe the variables and their relationships, the specific group being studied, and the predicted research outcome. 18 Hypotheses construction involves a testable proposition to be deduced from theory, and independent and dependent variables to be separated and measured separately. 3 Therefore, good hypotheses must be based on good research questions constructed at the start of a study or trial. 12

In summary, research questions are constructed after establishing the background of the study. Hypotheses are then developed based on the research questions. Thus, it is crucial to have excellent research questions to generate superior hypotheses. In turn, these would determine the research objectives and the design of the study, and ultimately, the outcome of the research. 12 Algorithms for building research questions and hypotheses are shown in Fig. 2 for quantitative research and in Fig. 3 for qualitative research.

EXAMPLES OF RESEARCH QUESTIONS FROM PUBLISHED ARTICLES

• EXAMPLE 1. Descriptive research question (quantitative research)
• - Presents research variables to be assessed (distinct phenotypes and subphenotypes)
• “BACKGROUND: Since COVID-19 was identified, its clinical and biological heterogeneity has been recognized. Identifying COVID-19 phenotypes might help guide basic, clinical, and translational research efforts.
• RESEARCH QUESTION: Does the clinical spectrum of patients with COVID-19 contain distinct phenotypes and subphenotypes? ” 19
• EXAMPLE 2. Relationship research question (quantitative research)
• - Shows interactions between dependent variable (static postural control) and independent variable (peripheral visual field loss)
• “Background: Integration of visual, vestibular, and proprioceptive sensations contributes to postural control. People with peripheral visual field loss have serious postural instability. However, the directional specificity of postural stability and sensory reweighting caused by gradual peripheral visual field loss remain unclear.
• Research question: What are the effects of peripheral visual field loss on static postural control ?” 20
• EXAMPLE 3. Comparative research question (quantitative research)
• - Clarifies the difference among groups with an outcome variable (patients enrolled in COMPERA with moderate PH or severe PH in COPD) and another group without the outcome variable (patients with idiopathic pulmonary arterial hypertension (IPAH))
• “BACKGROUND: Pulmonary hypertension (PH) in COPD is a poorly investigated clinical condition.
• RESEARCH QUESTION: Which factors determine the outcome of PH in COPD?
• STUDY DESIGN AND METHODS: We analyzed the characteristics and outcome of patients enrolled in the Comparative, Prospective Registry of Newly Initiated Therapies for Pulmonary Hypertension (COMPERA) with moderate or severe PH in COPD as defined during the 6th PH World Symposium who received medical therapy for PH and compared them with patients with idiopathic pulmonary arterial hypertension (IPAH) .” 21
• EXAMPLE 4. Exploratory research question (qualitative research)
• - Explores areas that have not been fully investigated (perspectives of families and children who receive care in clinic-based child obesity treatment) to have a deeper understanding of the research problem
• “Problem: Interventions for children with obesity lead to only modest improvements in BMI and long-term outcomes, and data are limited on the perspectives of families of children with obesity in clinic-based treatment. This scoping review seeks to answer the question: What is known about the perspectives of families and children who receive care in clinic-based child obesity treatment? This review aims to explore the scope of perspectives reported by families of children with obesity who have received individualized outpatient clinic-based obesity treatment.” 22
• EXAMPLE 5. Relationship research question (quantitative research)
• - Defines interactions between dependent variable (use of ankle strategies) and independent variable (changes in muscle tone)
• “Background: To maintain an upright standing posture against external disturbances, the human body mainly employs two types of postural control strategies: “ankle strategy” and “hip strategy.” While it has been reported that the magnitude of the disturbance alters the use of postural control strategies, it has not been elucidated how the level of muscle tone, one of the crucial parameters of bodily function, determines the use of each strategy. We have previously confirmed using forward dynamics simulations of human musculoskeletal models that an increased muscle tone promotes the use of ankle strategies. The objective of the present study was to experimentally evaluate a hypothesis: an increased muscle tone promotes the use of ankle strategies. Research question: Do changes in the muscle tone affect the use of ankle strategies ?” 23

EXAMPLES OF HYPOTHESES IN PUBLISHED ARTICLES

• EXAMPLE 1. Working hypothesis (quantitative research)
• - A hypothesis that is initially accepted for further research to produce a feasible theory
• “As fever may have benefit in shortening the duration of viral illness, it is plausible to hypothesize that the antipyretic efficacy of ibuprofen may be hindering the benefits of a fever response when taken during the early stages of COVID-19 illness .” 24
• “In conclusion, it is plausible to hypothesize that the antipyretic efficacy of ibuprofen may be hindering the benefits of a fever response . The difference in perceived safety of these agents in COVID-19 illness could be related to the more potent efficacy to reduce fever with ibuprofen compared to acetaminophen. Compelling data on the benefit of fever warrant further research and review to determine when to treat or withhold ibuprofen for early stage fever for COVID-19 and other related viral illnesses .” 24
• EXAMPLE 2. Exploratory hypothesis (qualitative research)
• - Explores particular areas deeper to clarify subjective experience and develop a formal hypothesis potentially testable in a future quantitative approach
• “We hypothesized that when thinking about a past experience of help-seeking, a self distancing prompt would cause increased help-seeking intentions and more favorable help-seeking outcome expectations .” 25
• “Conclusion
• Although a priori hypotheses were not supported, further research is warranted as results indicate the potential for using self-distancing approaches to increasing help-seeking among some people with depressive symptomatology.” 25
• EXAMPLE 3. Hypothesis-generating research to establish a framework for hypothesis testing (qualitative research)
• “We hypothesize that compassionate care is beneficial for patients (better outcomes), healthcare systems and payers (lower costs), and healthcare providers (lower burnout). ” 26
• Compassionomics is the branch of knowledge and scientific study of the effects of compassionate healthcare. Our main hypotheses are that compassionate healthcare is beneficial for (1) patients, by improving clinical outcomes, (2) healthcare systems and payers, by supporting financial sustainability, and (3) HCPs, by lowering burnout and promoting resilience and well-being. The purpose of this paper is to establish a scientific framework for testing the hypotheses above . If these hypotheses are confirmed through rigorous research, compassionomics will belong in the science of evidence-based medicine, with major implications for all healthcare domains.” 26
• EXAMPLE 4. Statistical hypothesis (quantitative research)
• - An assumption is made about the relationship among several population characteristics ( gender differences in sociodemographic and clinical characteristics of adults with ADHD ). Validity is tested by statistical experiment or analysis ( chi-square test, Students t-test, and logistic regression analysis)
• “Our research investigated gender differences in sociodemographic and clinical characteristics of adults with ADHD in a Japanese clinical sample. Due to unique Japanese cultural ideals and expectations of women's behavior that are in opposition to ADHD symptoms, we hypothesized that women with ADHD experience more difficulties and present more dysfunctions than men . We tested the following hypotheses: first, women with ADHD have more comorbidities than men with ADHD; second, women with ADHD experience more social hardships than men, such as having less full-time employment and being more likely to be divorced.” 27
• “Statistical Analysis
• ( text omitted ) Between-gender comparisons were made using the chi-squared test for categorical variables and Students t-test for continuous variables…( text omitted ). A logistic regression analysis was performed for employment status, marital status, and comorbidity to evaluate the independent effects of gender on these dependent variables.” 27

EXAMPLES OF HYPOTHESIS AS WRITTEN IN PUBLISHED ARTICLES IN RELATION TO OTHER PARTS

• EXAMPLE 1. Background, hypotheses, and aims are provided
• “Pregnant women need skilled care during pregnancy and childbirth, but that skilled care is often delayed in some countries …( text omitted ). The focused antenatal care (FANC) model of WHO recommends that nurses provide information or counseling to all pregnant women …( text omitted ). Job aids are visual support materials that provide the right kind of information using graphics and words in a simple and yet effective manner. When nurses are not highly trained or have many work details to attend to, these job aids can serve as a content reminder for the nurses and can be used for educating their patients (Jennings, Yebadokpo, Affo, & Agbogbe, 2010) ( text omitted ). Importantly, additional evidence is needed to confirm how job aids can further improve the quality of ANC counseling by health workers in maternal care …( text omitted )” 28
• “ This has led us to hypothesize that the quality of ANC counseling would be better if supported by job aids. Consequently, a better quality of ANC counseling is expected to produce higher levels of awareness concerning the danger signs of pregnancy and a more favorable impression of the caring behavior of nurses .” 28
• “This study aimed to examine the differences in the responses of pregnant women to a job aid-supported intervention during ANC visit in terms of 1) their understanding of the danger signs of pregnancy and 2) their impression of the caring behaviors of nurses to pregnant women in rural Tanzania.” 28
• EXAMPLE 2. Background, hypotheses, and aims are provided
• “We conducted a two-arm randomized controlled trial (RCT) to evaluate and compare changes in salivary cortisol and oxytocin levels of first-time pregnant women between experimental and control groups. The women in the experimental group touched and held an infant for 30 min (experimental intervention protocol), whereas those in the control group watched a DVD movie of an infant (control intervention protocol). The primary outcome was salivary cortisol level and the secondary outcome was salivary oxytocin level.” 29
• “ We hypothesize that at 30 min after touching and holding an infant, the salivary cortisol level will significantly decrease and the salivary oxytocin level will increase in the experimental group compared with the control group .” 29
• EXAMPLE 3. Background, aim, and hypothesis are provided
• “In countries where the maternal mortality ratio remains high, antenatal education to increase Birth Preparedness and Complication Readiness (BPCR) is considered one of the top priorities [1]. BPCR includes birth plans during the antenatal period, such as the birthplace, birth attendant, transportation, health facility for complications, expenses, and birth materials, as well as family coordination to achieve such birth plans. In Tanzania, although increasing, only about half of all pregnant women attend an antenatal clinic more than four times [4]. Moreover, the information provided during antenatal care (ANC) is insufficient. In the resource-poor settings, antenatal group education is a potential approach because of the limited time for individual counseling at antenatal clinics.” 30
• “This study aimed to evaluate an antenatal group education program among pregnant women and their families with respect to birth-preparedness and maternal and infant outcomes in rural villages of Tanzania.” 30
• “ The study hypothesis was if Tanzanian pregnant women and their families received a family-oriented antenatal group education, they would (1) have a higher level of BPCR, (2) attend antenatal clinic four or more times, (3) give birth in a health facility, (4) have less complications of women at birth, and (5) have less complications and deaths of infants than those who did not receive the education .” 30

Research questions and hypotheses are crucial components to any type of research, whether quantitative or qualitative. These questions should be developed at the very beginning of the study. Excellent research questions lead to superior hypotheses, which, like a compass, set the direction of research, and can often determine the successful conduct of the study. Many research studies have floundered because the development of research questions and subsequent hypotheses was not given the thought and meticulous attention needed. The development of research questions and hypotheses is an iterative process based on extensive knowledge of the literature and insightful grasp of the knowledge gap. Focused, concise, and specific research questions provide a strong foundation for constructing hypotheses which serve as formal predictions about the research outcomes. Research questions and hypotheses are crucial elements of research that should not be overlooked. They should be carefully thought of and constructed when planning research. This avoids unethical studies and poor outcomes by defining well-founded objectives that determine the design, course, and outcome of the study.

Disclosure: The authors have no potential conflicts of interest to disclose.

Author Contributions:

• Conceptualization: Barroga E, Matanguihan GJ.
• Methodology: Barroga E, Matanguihan GJ.
• Writing - original draft: Barroga E, Matanguihan GJ.
• Writing - review & editing: Barroga E, Matanguihan GJ.

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What the data says about crime in the U.S.

A growing share of Americans say reducing crime should be a top priority for the president and Congress to address this year. Around six-in-ten U.S. adults (58%) hold that view today, up from 47% at the beginning of Joe Biden’s presidency in 2021.

We conducted this analysis to learn more about U.S. crime patterns and how those patterns have changed over time.

The analysis relies on statistics published by the FBI, which we accessed through the Crime Data Explorer , and the Bureau of Justice Statistics (BJS), which we accessed through the  National Crime Victimization Survey data analysis tool .

To measure public attitudes about crime in the U.S., we relied on survey data from Pew Research Center and Gallup.

Additional details about each data source, including survey methodologies, are available by following the links in the text of this analysis.

With the issue likely to come up in this year’s presidential election, here’s what we know about crime in the United States, based on the latest available data from the federal government and other sources.

How much crime is there in the U.S.?

It’s difficult to say for certain. The  two primary sources of government crime statistics  – the Federal Bureau of Investigation (FBI) and the Bureau of Justice Statistics (BJS) – paint an incomplete picture.

The FBI publishes  annual data  on crimes that have been reported to law enforcement, but not crimes that haven’t been reported. Historically, the FBI has also only published statistics about a handful of specific violent and property crimes, but not many other types of crime, such as drug crime. And while the FBI’s data is based on information from thousands of federal, state, county, city and other police departments, not all law enforcement agencies participate every year. In 2022, the most recent full year with available statistics, the FBI received data from 83% of participating agencies .

BJS, for its part, tracks crime by fielding a  large annual survey of Americans ages 12 and older and asking them whether they were the victim of certain types of crime in the past six months. One advantage of this approach is that it captures both reported and unreported crimes. But the BJS survey has limitations of its own. Like the FBI, it focuses mainly on a handful of violent and property crimes. And since the BJS data is based on after-the-fact interviews with crime victims, it cannot provide information about one especially high-profile type of offense: murder.

All those caveats aside, looking at the FBI and BJS statistics side-by-side  does  give researchers a good picture of U.S. violent and property crime rates and how they have changed over time. In addition, the FBI is transitioning to a new data collection system – known as the National Incident-Based Reporting System – that eventually will provide national information on a much larger set of crimes , as well as details such as the time and place they occur and the types of weapons involved, if applicable.

Which kinds of crime are most and least common?

Property crime in the U.S. is much more common than violent crime. In 2022, the FBI reported a total of 1,954.4 property crimes per 100,000 people, compared with 380.7 violent crimes per 100,000 people.  

By far the most common form of property crime in 2022 was larceny/theft, followed by motor vehicle theft and burglary. Among violent crimes, aggravated assault was the most common offense, followed by robbery, rape, and murder/nonnegligent manslaughter.

BJS tracks a slightly different set of offenses from the FBI, but it finds the same overall patterns, with theft the most common form of property crime in 2022 and assault the most common form of violent crime.

How have crime rates in the U.S. changed over time?

Both the FBI and BJS data show dramatic declines in U.S. violent and property crime rates since the early 1990s, when crime spiked across much of the nation.

Using the FBI data, the violent crime rate fell 49% between 1993 and 2022, with large decreases in the rates of robbery (-74%), aggravated assault (-39%) and murder/nonnegligent manslaughter (-34%). It’s not possible to calculate the change in the rape rate during this period because the FBI  revised its definition of the offense in 2013 .

The FBI data also shows a 59% reduction in the U.S. property crime rate between 1993 and 2022, with big declines in the rates of burglary (-75%), larceny/theft (-54%) and motor vehicle theft (-53%).

Using the BJS statistics, the declines in the violent and property crime rates are even steeper than those captured in the FBI data. Per BJS, the U.S. violent and property crime rates each fell 71% between 1993 and 2022.

While crime rates have fallen sharply over the long term, the decline hasn’t always been steady. There have been notable increases in certain kinds of crime in some years, including recently.

In 2020, for example, the U.S. murder rate saw its largest single-year increase on record – and by 2022, it remained considerably higher than before the coronavirus pandemic. Preliminary data for 2023, however, suggests that the murder rate fell substantially last year .

How do Americans perceive crime in their country?

Americans tend to believe crime is up, even when official data shows it is down.

In 23 of 27 Gallup surveys conducted since 1993 , at least 60% of U.S. adults have said there is more crime nationally than there was the year before, despite the downward trend in crime rates during most of that period.

While perceptions of rising crime at the national level are common, fewer Americans believe crime is up in their own communities. In every Gallup crime survey since the 1990s, Americans have been much less likely to say crime is up in their area than to say the same about crime nationally.

Public attitudes about crime differ widely by Americans’ party affiliation, race and ethnicity, and other factors . For example, Republicans and Republican-leaning independents are much more likely than Democrats and Democratic leaners to say reducing crime should be a top priority for the president and Congress this year (68% vs. 47%), according to a recent Pew Research Center survey.

How does crime in the U.S. differ by demographic characteristics?

Some groups of Americans are more likely than others to be victims of crime. In the  2022 BJS survey , for example, younger people and those with lower incomes were far more likely to report being the victim of a violent crime than older and higher-income people.

There were no major differences in violent crime victimization rates between male and female respondents or between those who identified as White, Black or Hispanic. But the victimization rate among Asian Americans (a category that includes Native Hawaiians and other Pacific Islanders) was substantially lower than among other racial and ethnic groups.

The same BJS survey asks victims about the demographic characteristics of the offenders in the incidents they experienced.

In 2022, those who are male, younger people and those who are Black accounted for considerably larger shares of perceived offenders in violent incidents than their respective shares of the U.S. population. Men, for instance, accounted for 79% of perceived offenders in violent incidents, compared with 49% of the nation’s 12-and-older population that year. Black Americans accounted for 25% of perceived offenders in violent incidents, about twice their share of the 12-and-older population (12%).

As with all surveys, however, there are several potential sources of error, including the possibility that crime victims’ perceptions about offenders are incorrect.

How does crime in the U.S. differ geographically?

There are big geographic differences in violent and property crime rates.

For example, in 2022, there were more than 700 violent crimes per 100,000 residents in New Mexico and Alaska. That compares with fewer than 200 per 100,000 people in Rhode Island, Connecticut, New Hampshire and Maine, according to the FBI.

The FBI notes that various factors might influence an area’s crime rate, including its population density and economic conditions.

What percentage of crimes are reported to police? What percentage are solved?

Most violent and property crimes in the U.S. are not reported to police, and most of the crimes that  are  reported are not solved.

In its annual survey, BJS asks crime victims whether they reported their crime to police. It found that in 2022, only 41.5% of violent crimes and 31.8% of household property crimes were reported to authorities. BJS notes that there are many reasons why crime might not be reported, including fear of reprisal or of “getting the offender in trouble,” a feeling that police “would not or could not do anything to help,” or a belief that the crime is “a personal issue or too trivial to report.”

Most of the crimes that are reported to police, meanwhile,  are not solved , at least based on an FBI measure known as the clearance rate . That’s the share of cases each year that are closed, or “cleared,” through the arrest, charging and referral of a suspect for prosecution, or due to “exceptional” circumstances such as the death of a suspect or a victim’s refusal to cooperate with a prosecution. In 2022, police nationwide cleared 36.7% of violent crimes that were reported to them and 12.1% of the property crimes that came to their attention.

Which crimes are most likely to be reported to police? Which are most likely to be solved?

Around eight-in-ten motor vehicle thefts (80.9%) were reported to police in 2022, making them by far the most commonly reported property crime tracked by BJS. Household burglaries and trespassing offenses were reported to police at much lower rates (44.9% and 41.2%, respectively), while personal theft/larceny and other types of theft were only reported around a quarter of the time.

Among violent crimes – excluding homicide, which BJS doesn’t track – robbery was the most likely to be reported to law enforcement in 2022 (64.0%). It was followed by aggravated assault (49.9%), simple assault (36.8%) and rape/sexual assault (21.4%).

The list of crimes  cleared  by police in 2022 looks different from the list of crimes reported. Law enforcement officers were generally much more likely to solve violent crimes than property crimes, according to the FBI.

The most frequently solved violent crime tends to be homicide. Police cleared around half of murders and nonnegligent manslaughters (52.3%) in 2022. The clearance rates were lower for aggravated assault (41.4%), rape (26.1%) and robbery (23.2%).

When it comes to property crime, law enforcement agencies cleared 13.0% of burglaries, 12.4% of larcenies/thefts and 9.3% of motor vehicle thefts in 2022.

Are police solving more or fewer crimes than they used to?

Nationwide clearance rates for both violent and property crime are at their lowest levels since at least 1993, the FBI data shows.

Police cleared a little over a third (36.7%) of the violent crimes that came to their attention in 2022, down from nearly half (48.1%) as recently as 2013. During the same period, there were decreases for each of the four types of violent crime the FBI tracks:

• Police cleared 52.3% of reported murders and nonnegligent homicides in 2022, down from 64.1% in 2013.
• They cleared 41.4% of aggravated assaults, down from 57.7%.
• They cleared 26.1% of rapes, down from 40.6%.
• They cleared 23.2% of robberies, down from 29.4%.

The pattern is less pronounced for property crime. Overall, law enforcement agencies cleared 12.1% of reported property crimes in 2022, down from 19.7% in 2013. The clearance rate for burglary didn’t change much, but it fell for larceny/theft (to 12.4% in 2022 from 22.4% in 2013) and motor vehicle theft (to 9.3% from 14.2%).

Note: This is an update of a post originally published on Nov. 20, 2020.

• Criminal Justice

John Gramlich is an associate director at Pew Research Center

8 facts about Black Lives Matter

#blacklivesmatter turns 10, support for the black lives matter movement has dropped considerably from its peak in 2020, fewer than 1% of federal criminal defendants were acquitted in 2022, before release of video showing tyre nichols’ beating, public views of police conduct had improved modestly, most popular.

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This paper is in the following e-collection/theme issue:

Published on 25.4.2024 in Vol 26 (2024)

Effect of Prosocial Behaviors on e-Consultations in a Web-Based Health Care Community: Panel Data Analysis

Authors of this article:

Original Paper

• Xiaoxiao Liu 1, 2 , PhD   ; 
• Huijing Guo 3 , PhD   ; 
• Le Wang 4 , PhD   ; 
• Mingye Hu 5 , PhD   ; 
• Yichan Wei 1 , BBM   ; 
• Fei Liu 6 , PhD   ; 
• Xifu Wang 7 , MCM  

1 School of Management, Xi’an Jiaotong University, Xi'an, China

2 China Institute of Hospital Development and Reform, Xi'an Jiaotong University, Xi'an, China

3 School of Economics and Management, China University of Mining and Technology, Xuzhou, China

4 College of Business, City University of Hong Kong, Hong Kong, China (Hong Kong)

5 School of Economics and Management, Xi’an University of Technology, Xi'an, China

6 School of Management, Harbin Engineering University, Harbin, China

7 Healthcare Simulation Center, Guangzhou First People’s Hospital, Guangzhou, China

Corresponding Author:

Xifu Wang, MCM

Healthcare Simulation Center

Guangzhou First People’s Hospital

1 Pan Fu Road

Yuexiu District

Guangzhou, 510180

Phone: 86 13560055951

Email: [email protected]

Background: Patients using web-based health care communities for e-consultation services have the option to choose their service providers from an extensive digital market. To stand out in this crowded field, doctors in web-based health care communities often engage in prosocial behaviors, such as proactive and reactive actions, to attract more users. However, the effect of these behaviors on the volume of e-consultations remains unclear and warrants further exploration.

Objective: This study investigates the impact of various prosocial behaviors on doctors’ e-consultation volume in web-based health care communities and the moderating effects of doctors’ digital and offline reputations.

Methods: A panel data set containing information on 2880 doctors over a 22-month period was obtained from one of the largest web-based health care communities in China. Data analysis was conducted using a 2-way fixed effects model with robust clustered SEs. A series of robustness checks were also performed, including alternative measurements of independent variables and estimation methods.

Results: Results indicated that both types of doctors’ prosocial behaviors, namely, proactive and reactive actions, positively impacted their e-consultation volume. In terms of the moderating effects of external reputation, doctors’ offline professional titles were found to negatively moderate the relationship between their proactive behaviors and their e-consultation volume. However, these titles did not significantly affect the relationship between doctors’ reactive behaviors and their e-consultation volume ( P =.45). Additionally, doctors’ digital recommendations from patients negatively moderated both the relationship between doctors’ proactive behaviors and e-consultation volume and the relationship between doctors’ reactive behaviors and e-consultation volume.

Conclusions: Drawing upon functional motives theory and social exchange theory, this study categorizes doctors’ prosocial behaviors into proactive and reactive actions. It provides empirical evidence that prosocial behaviors can lead to an increase in e-consultation volume. This study also illuminates the moderating roles doctors’ digital and offline reputations play in the relationships between prosocial behaviors and e-consultation volume.

Introduction

e-Consultations, offered through web-based health care communities [ 1 ], are increasingly becoming vital complements to traditional hospital services [ 2 - 4 ]. In hospital consultations, patients can only passively accept treatment [ 5 ] from a limited pool of medical resources within a geographical radius. However, when engaging with web-based health care communities, patients can search for primary care solutions [ 6 ] from an extensive digital market in a relatively short time [ 7 ]. Given that the diagnostic accuracy of e-consultations matches that of hospital consultations [ 8 - 10 ], e-consultations are becoming increasingly attractive to patients [ 3 , 11 ].

Doctors are also showing a growing interest in e-consultations, motivated by economic and social benefits. First, doctors can achieve economic gains by participating in e-consultations [ 7 , 12 ]. Web-based consultation platforms facilitate an efficient reputation system, enabling patients to easily provide feedback about doctors. Consequently, doctors can use e-consultation to strengthen their relationship with patients [ 13 , 14 ] and foster positive word-of-mouth [ 15 ]. More e-consultations can benefit doctors by retaining current patients, attracting new ones, and boosting in-person hospital visits [ 16 , 17 ]. Second, doctors could also receive social returns from engaging in e-consultation [ 7 ]. Active participation in e-consultations allows doctors to demonstrate their skills, attitude, and experience, aiding in accumulating professional capital [ 7 ], building their reputation [ 18 ], and increasing their social influence [ 19 ]. Given these tangible and intangible benefits, it is essential for doctors to diligently provide the desired e-consultations and make additional efforts to highlight their service attributes to stand out [ 6 , 20 , 21 ]. This involves engaging in prosocial behaviors in web-based health care communities, which is the primary research focus of this study.

Prior studies have examined the effects of prosocial behaviors on financial outcomes, such as actions reflecting social responsibility in the workplace [ 22 ]. In the health care sector, previous research has explored doctors’ prosocial behaviors within traditional, offline medical services. Doctors, working in established medical institutes and serving patients with limited choices of clinical service providers, often aim for self-satisfaction and patient satisfaction with their offline prosocial behaviors. For example, research indicates that doctors may act prosocially to regulate their self-oriented feelings [ 23 ] and foster a caring and understanding attitude toward patients [ 24 , 25 ]. Additionally, doctors who demonstrate more empathy and care can elicit positive emotions in patients and improve the doctor-patient relationship [ 26 , 27 ].

Compared to the offline context, doctors’ prosocial behaviors in a digital context may differ in 2 aspects. First, the internet allows patients to choose from a broader, more diverse range of doctors without the constraints of time and space [ 7 ]. However, the uncertainty inherent in the digital environment creates a more pronounced information asymmetry between patients and doctors [ 28 ], consequently making it more challenging for patients to establish trust. Therefore, doctors’ prosocial behaviors are crucial in building their self-image, establishing patients’ trust, and assisting patients in identifying suitable doctors [ 29 , 30 ]. Second, unlike offline environments, web-based medical platforms offer a range of functions, including asynchronous activities such as publishing articles, as well as real-time interactional actions such as answering questions during live streams. This array of functions facilitates the adoption of more diverse prosocial behaviors by doctors.

Although these differences underscore the importance of studying doctors’ prosocial behavior, there has been limited research focusing on the impact of such behaviors in the digital context. One previous study has scrutinized the impact of prosocial behaviors, such as answering patients’ questions freely, on patient engagement within web-based health care communities [ 31 ]. An aspect that requires further exploration is how doctors’ motivations and patients’ involvement vary in doctors’ helping behaviors. Consequently, studies on web-based health care communities should differentiate between diverse prosocial actions to understand their effects on doctors’ web-based service outcomes. This study aims to contribute new knowledge regarding the full breadth of doctors’ prosocial behaviors.

Unlike the previous study that exclusively investigated doctors’ asynchronous behaviors in web-based health care communities [ 31 ], this study also explores the role of synchronous reactive actions in achieving optimal doctors’ e-consultation volume. Recently, web-based health care communities have developed and released live-streaming functions to assist doctors in providing voluntary interactions with patients. The effect of doctors’ engagement in medical live streaming on e-consultation services remains unexplored. While these behaviors could demonstrate doctors’ ethical traits and ability to fulfill an e-consultation workflow, a potential trade-off with e-consultations may exist when doctors engage in prosocial behaviors.

In summary, this study examines the effects of doctors’ proactive and reactive prosocial behaviors, considering their digital and offline reputations as potential moderating factors. First, drawing from functional motives theory (FMT), we explore the impact of doctors’ web-based proactive actions on their e-consultation volume. Proactive behaviors are actions in which individuals exceed their assigned work, focusing on long-term goals to prevent future problems [ 32 , 33 ]. According to FMT, these behaviors reflect helping actions that satisfy personal needs [ 34 ], driven by self-focused motivations [ 35 ], such as impression management and the realization of self-worth goals. For example, knowledge-based proactive behaviors, such as disseminating expertise to preempt future issues, are self-initiated and not reactions to immediate requests [ 36 ]. This study categorizes doctors’ sharing of professional articles as a form of proactive behavior that creates a professional image for their patient audience. This is because these actions aim to assist patients with future health concerns rather than directly responding to patients’ immediate needs.

Second, this study explores the role of doctors’ reactive prosocial behaviors in increasing e-consultations, guided by social exchange theory (SET). Unlike proactive behaviors, reactive behaviors are characterized by instances of individuals engaging in helping activities [ 35 ], typically in response to others’ needs [ 34 ]. SET posits that individuals incurring additional social costs in relationships may anticipate reciprocal value [ 37 , 38 ]. Reactive prosocial behaviors, per SET, are initiated by the motivation to satisfy others’ desires, leading to the development of cooperative social values. In our context, medical live streams facilitate real-time, synchronized interactions, enabling patients to ask questions and doctors to provide immediate responses. Patients’ health questions during these streams indicate their immediate needs. Thus, a higher frequency of live streams within a certain period suggests doctors are increasingly responding to patients’ needs during that time. Therefore, this study uses the number of medical live-streaming sessions conducted by doctors as a measure for their synchronous reactive behaviors.

Finally, considering that doctors’ reputations play a crucial role in their workflow on web-based health care communities [ 39 , 40 ], we test the moderating roles of digital and offline reputation—measured by doctors’ offline professional titles and patients’ recommendations in the digital context, respectively—on the main effects.

Based on previous studies and practices within web-based health care communities, we aim to extend the literature by testing the impact of 2 types of web-based prosocial behaviors by doctors: proactive and synchronous reactive actions on e-consultation volume. We then explore the moderating roles of doctors’ offline and digital reputations on these main effects.

Research Framework and Hypothesis Development

We have developed a research framework, shown in Figure 1 , to identify effective prosocial strategies used by doctors within web-based health care communities to achieve a preferred e-consultation volume from the supply side.

Primarily, we explore the relationships between doctors’ prosocial behaviors and e-consultation volume, drawing on FMT and SET. These theories are widely adopted for measuring and classifying the outcomes of prosocial behaviors from 2 fundamental perspectives based on human nature [ 34 ]. While doctors’ offline prosocial behaviors may help satisfy patients [ 24 , 25 ], who are already service acceptors, the outcomes of doctors’ web-based prosocial behaviors still need careful distinction. It is essential to clearly differentiate between various types of doctors’ prosocial behaviors to identify their nature. In this study, following the leads of FMT and SET, we test 2 kinds of prosocial behavior: proactive (posting professional articles to achieve self-worth) and reactive (conducting medical live streaming to create cooperative social values).

Subsequently, we examine how doctors’ external reputation moderates the impacts of doctors’ proactive and reactive prosocial behaviors. This examination is conducted from the perspectives of reducing uncertainty and building trust, respectively.

Doctors’ Proactive Behaviors and e-Consultation Volume

FMT places emphasis on the primary motivations behind individuals’ behaviors, adopting an atheoretical stance [ 41 ]. Through the exploratory process, previous studies have provided examples to identify the functional motivations behind prosocial behaviors [ 42 ], such as expressing important personal values. In web-based health care communities, doctors have the opportunity to demonstrate personal traits through proactive behaviors. According to FMT, these proactive behaviors stem from the actors’ active efforts to satisfy their own needs and achieve self-worth [ 34 , 35 ].

Doctors might post professional articles, such as clinical notes and scientific papers, on web-based health care communities to help patient readers handle future health problems. These proactive prosocial behaviors are primarily driven by a desire to showcase personal medical competence, a crucial characteristic of a professional image [ 43 ], in medical consultations. By posting professional articles, doctors can display their medical knowledge, care delivery capability, and service quality, thereby enhancing their professional image. We hypothesize that this effort will lead to an increase in the e-consultation volume. Therefore, we propose the following hypothesis:

• Hypothesis 1: The posting of professional articles by doctors positively impacts their e-consultation volume on web-based health care communities.

Doctors’ Reactive Behaviors and e-Consultation Volume

Considering the social environment in the working context, SET suggests that reactive prosocial behaviors stem from responding to others’ needs [ 34 ]. Engaging in such behaviors can foster positive perceptions among the audience and build cooperative social values [ 44 ] through reactive social exchange. People with a high orientation toward cooperative social values act to maximize mutual interests [ 45 ], a trait highly valued in the medical field.

We use medical live streaming as a measure of doctors’ reactive behaviors on web-based health care communities. Volunteering to provide interactional live streaming, a typical reactive behavior that may generate cooperative social value, gives the patient audience the impression that the doctors will prioritize demand-side interests during e-consultation services. Additionally, engaging in medical live streaming allows doctors to present themselves as authentic and recognized experts. This enhances their social presence [ 46 ], potentially leading to increased service use [ 47 ] and greater popularity [ 48 ]. Consequently, patients are more likely to perceive doctors who participate in medical live streaming as trustworthy for consultations. Given that e-consultations are closely related to the health conditions of the demand side, a credible doctor is likely to attract more e-consultations. Therefore, we propose the following hypothesis:

• Hypothesis 2: The conduct of medical live streaming by doctors positively impacts their e-consultation volume on web-based health care communities.

Moderating Roles of Offline and Digital Reputation

As doctors’ proactive and reactive behaviors potentially affect their consultation performance, based on 2 distinct theoretical foundations of human nature, there exists a discrepancy in how doctors’ reputations influence the relationship between various prosocial behaviors and e-consultation.

We formulate hypotheses regarding the moderating effects within the context of digital health care, by taking into account the inherent information asymmetry and the significance of establishing patient trust. Specifically, our hypotheses explore the influence of reputation on the relationship between doctors’ proactive behaviors and e-consultation volume, with a focus on reducing uncertainty. Additionally, we examine how reputation moderates the impact of doctors’ reactive behaviors, emphasizing the perspective of trust building.

First, in the marketing literature, service providers’ reputations, which can reduce information asymmetry and purchase uncertainty [ 49 ], are key factors influencing purchasing behavior and sales performance in the digital context [ 50 - 52 ]. Similarly, for doctors, reputations are related to the experiences and beliefs of other stakeholders [ 53 ]. As health care services are credence goods [ 54 ]—whose quality patients cannot discern even after experiencing the services—and given the nature of web-based platforms (eg, the absence of face-to-face meetings), there is a significant information asymmetry [ 51 ]. This increases patients’ uncertainty regarding the quality of doctors. Consequently, doctors’ reputations play crucial roles in patients’ decision-making processes [ 18 , 39 ]. We use doctors’ professional titles and patients’ recommendations on web-based health care communities to measure doctors’ offline and digital reputations.

Proactive behaviors by low-reputation doctors can create deeper professional impressions [ 34 , 35 ] to reduce uncertainty in e-consultations than high-reputation doctors, who are less uncertain in medical services. Then, doctors’ reputations—measured by offline professional titles and digital patients’ recommendations on web-based health care communities—will negatively moderate the relationship between proactive behavior and e-consultation volume. Thus, we propose the following hypotheses:

• Hypothesis 3a: Doctors’ offline professional titles negatively moderate the relationship between the posting of professional articles and e-consultation volume on web-based health care communities.
• Hypothesis 3b: Doctors’ digital recommendations from patients negatively moderate the relationship between the posting of professional articles and e-consultation volume on web-based health care communities.

Second, one of the central elements of SET is the concept of trust between actors in the exchange process [ 55 - 58 ]. In the context of digital health, patient’s trust in doctors is important to establish in order to refine the doctor-patient relationship. Doctors’ reputations can reflect their personality traits [ 39 ] and promote trust from patients [ 53 ]. Conducting medical live streaming, a form of reactive prosocial behavior, includes doctors’ cooperative social value orientations that are preferred in e-consultations. For low-reputation doctors, such as those with relatively junior professional titles and few digital patient recommendations, conducting medical live streaming will build patients’ confidence in e-consultations to a greater extent than doctors with high reputations, who are usually already highly trusted. Then, offline and digital reputation may negatively moderate the relationship between engaging in medical live streaming and e-consultation volume. Thus, we propose the final hypotheses:

• Hypothesis 4a: Doctors’ offline professional titles will negatively moderate the relationship between conducting medical live streaming and e-consultation volume on web-based health care communities.
• Hypothesis 4b: Doctors’ digital recommendations from patients will negatively moderate the relationship between conducting medical live streaming and e-consultation volume on web-based health care communities.

Research Context and Data Collection

Our research context is one of the largest web-based health care communities in China. This platform, established in 2006, offers e-consultation services to patients. As of July 2023, it boasts over 260,000 active doctors from 10,000 hospitals nationwide and has provided web-based medical services to 79 million patients.

The platform allows doctors to create home pages where they can display relevant information such as offline professional titles, experiences shared by other patients, and personal introductions. Patients can select doctors for e-consultation by browsing this information. Besides e-consultation, doctors can engage in prosocial behavior primarily focused on knowledge sharing. This includes posting professional articles in various formats (text, voice, and short videos) and conducting medical live streams for real-time interaction with patients.

We collected data over a 22-month period, from January 2021 to October 2022, focusing on common diseases such as diabetes, depression, infertility, skin diseases, and gynecological diseases. To ensure that our findings are generalizable to a typical and active doctor on the platform, we included doctors who had posted at least 1 article and conducted at least 1 live stream before the end of the study period in our analysis [ 59 - 61 ]. Our sample consists of 2880 doctors and includes the following information for each doctor: professional title, patient recommendations, records of experiences shared by the doctor’s patients, records of professional articles posted, records of live streams conducted, and records of the doctor’s e-consultations.

Variable Operationalization

Our unit of analysis is each doctor. We investigate how doctors’ prosocial behaviors, including proactive behaviors (posting professional articles) and reactive behaviors (conducting medical live streams), influence their e-consultation volume.

Dependent Variable

Our dependent variable is the doctors’ e-consultation volume, denoted as Consultation it , which is measured by the number of e-consultations of doctor i in month t .

Independent Variables

Our independent variables are doctors’ proactive behaviors and reactive behaviors. Doctors’ proactive behavior is operationalized as the posting of professional articles. Specifically, we denote proactive behavior as Articles it , which is measured by the number of professional articles posted by doctor i in month t . Doctors’ reactive behavior is operationalized as medical live streaming. This variable is denoted as LiveStreaming it , which is calculated as the number of medical live streams conducted by doctor i in month t .

Moderating Variables

We are also interested in how doctors’ external reputation, including their offline professional titles and digital recommendations from patients, influences the relationship between prosocial behaviors and e-consultation volume. A doctor’s offline professional title is denoted as Title i , which is a dummy variable indicating whether doctor i is a chief doctor ( Title i =1 indicates the doctor is a chief doctor, and Title i =0 indicates the doctor has a lower-ranked title). Digital recommendations are captured by Recommendations i , which is the digital recommendation level of doctor i as calculated by the platform based on the recommendations provided by their past patients.

Control Variables

We incorporated several control variables to account for factors that may influence patient’s choices of doctors in the digital context. The shared experiences of patients regarding a doctor’s treatment [ 39 ], as well as the number of patients who have previously consulted with the doctors [ 17 , 62 ], can indicate the doctor’s overall popularity. This, in turn, may affect patient choice. Therefore, we controlled for (1) the total number of patients who consulted with doctor i in the digital context before month t ( TotalPatients it ) and (2) the total number of patient-shared experiences about offline treatment by doctor i before month t ( TotalExperiences it ). Furthermore, doctors’ past behaviors, including article publishing and live streaming, can influence their current practices in posting articles and conducting live streams. Simultaneously, these factors may also act as signals affecting patients’ judgments and selection of doctors [ 12 ]. To account for these influences, we also controlled for (1) the total number of articles posted by doctor i before month t ( TotalArticles it ) and (2) the total number of medical live streams conducted by doctor i before month t ( TotalLiveStreaming it ).

To control for both observed and unobserved doctor-specific factors that do not change over time, individual-fixed effects were added. Additionally, time-fixed effects were introduced into our analysis to account for both observed and unobserved factors that vary over time but remain constant across doctors. Table 1 shows the variables and their definitions.

Estimation Model

To estimate the direct impact of doctors’ proactive behaviors and reactive behaviors on their e-consultation volume, the following 2-way fixed effects regression model was used:

Consultation it = β 0 + β 1 Articles it + β 2 LiveStreaming it + β 3 TotalPatients it + β 4 TotalExperiences it + β 5 TotalArticles it + β 6 TotalLiveStreaming it + α i + δ t + μ it (1)

where i denotes doctor, t denotes month, α i is doctor-fixed effects, δ t is month-fixed effects, Consultation it is the number of e-consultations of doctor i in month t , Articles it is the number of professional articles posted by doctor i in month t , LiveStreaming it is the number of medical live streams conducted by doctor i in month t , TotalPatients it is the total number of patients who consulted doctor i in the digital context before month t , TotalExperiences it is the total number of patient-shared experiences about offline treatment by doctor i before month t , TotalArticles it is the total number of articles posted by doctor i before month t , TotalLiveStreaming it is the total number of medical live streams doctor i conducted before month t , β is the coefficient, and μ it is the error term. We took the log transformation for our continuous variables in the model to reduce the skewness of the variables [ 63 ].

Next, the moderating effects of doctors’ offline professional titles and digital recommendations by patients were investigated based on the following specification:

Consultation it = β 0 + β 1 Articles it + β 2 LiveStreaming it + β 3 Articles it × Title i + β 4 LiveStreaming it × Title i + β 5 Articles it × Recommendation i + β 6 LiveStreaming it × Recommendation i + β 7 TotalPatients it + β 8 TotalExperiences it + β 9 TotalArticles it + β 10 TotalLiveStreaming it + α i + δ t + μ it (2)

where Title i indicates whether doctor i is a chief doctor ( Title i =1 indicates the doctor is a chief doctor, and Title i =0 indicates the doctor has a lower-ranked title). Recommendations i is the digital recommendation level of doctor i by other patients.

Ethical Considerations

This study used secondary publicly available data obtained from a website and did not involve the collection of original data pertaining to human participants. As such, there is no evidence of unethical behavior in the study. Consequently, ethics approval by an ethics committee or institutional review board was not deemed necessary.

In this section, we present our empirical results. The descriptive statistics are shown in Table 2 , and the correlation matrix is shown in Table 3 .

Empirical Results

Results for direct effects.

The analysis was conducted progressively. We first estimated the equation without control variables (model 1) and then added control variables in model 2. The estimated results are shown in Table 4 . From the results, we can see that the coefficient of Articles is significant and positive in model 2 (β=.093; P <.001), indicating that doctors’ proactive behaviors (ie, posting professional articles) can help them obtain more e-consultations. Thus, hypothesis 1 is supported. Regarding doctors’ engagement in medical live streaming, the results show that the coefficient of LiveStreaming is significantly positive (β=.214; P <.001), which suggests that doctors’ reactive behaviors (ie, conducting medical live streaming) can increase their e-consultation volume. This supports hypothesis 2.

a All models include doctor-fixed effects and month-fixed effects; robust SEs clustered by doctors are reported; the number of doctors is 2880, and the number of observations is 63,360.

b R 2 =0.843; F 2,2879 =175.98; P <.001.

c R 2 =0.851; F 6,2879 =119.72; P <.001.

d N/A: not applicable.

Results for Moderating Effects

The results for moderating effects are shown in Table 5 . In model 1, interaction terms were initially introduced between Title and Articles , as well as between Title and LiveStreaming , to estimate the moderating effect of doctors’ offline professional titles. The interaction terms were then added between Recommendations and Articles , as well as between Recommendations and LiveStreaming , to estimate the moderating effect of doctors’ digital recommendations in model 2. Finally, a full model was estimated by incorporating all interaction terms. We find that the results are consistent across all models. Wald tests and likelihood ratio were used to compare the fit among nested models [ 64 , 65 ], and the results show that the inclusion of moderating variables significantly enhances the model’s fit.

Regarding the moderating effect of doctors’ offline professional titles, we find that the coefficient of Articles × Title in model 1 of Table 5 is significantly negative (β=–.058; P <.001), which supports hypothesis 3a that doctors’ offline professional titles have a negative moderating effect on the relationship between doctors’ proactive behaviors and e-consultation volume. However, the coefficient of LiveStreaming × Title is insignificant (β=–.024; P =.45), which suggests that doctors’ offline professional titles have no moderating effect on the relationship between doctors’ reactive behaviors and e-consultation volume. Thus, hypothesis 4a is not supported.

b R 2 =0.851; F 8,2879 =89.98; P <.001; Wald test: P <.001; likelihood ratio: P <.001.

c R 2 =0.851; F 8,2879 =89.13; P <.001; Wald test: P <.001; likelihood ratio: P <.001.

d R 2 =0.852; F 10,2879 =71.44; P <.001; Wald test: P <.001; likelihood ratio: P <.001.

e N/A: not applicable.

For the moderating effect of digital patient recommendations, we find that both of the coefficients of Articles​ × Recommendations and LiveStreaming × Recommendations are negative and significant (β=–.055; P <.001 and β=–.100; P <.001, respectively, in model 2 of Table 5 ). This indicates that digital recommendations from patients have negative moderating effects on the relationship between doctors’ proactive behaviors and e-consultation volume as well as on the relationship between doctors’ reactive behaviors and e-consultation volume; this finding supports hypotheses 3b and 4b.

Robustness Check

First, additional analysis was performed to check whether our findings are robust to different measures of doctors’ reactive behaviors. In the main analysis, we used the number of medical live streams to construct doctors’ reactive behaviors. In the robustness check, doctors’ reactive behaviors were measured using the following measures: (1) the length of time spent in medical live streaming ( LSDuration it ), which is calculated as the total duration of all medical live streams conducted by doctor i in month t ; and (2) the number of doctor-patient interactions in the medical live streams ( LSInteractions it ), which is calculated as the total number of interactions between doctor i and patients in medical live streams in month t . This measure is likely to more effectively capture the reactive element of the behavior. The estimated results are shown in Table 6 , and we can see that the results are consistent with the main results.

Second, in the above analysis, the total number of articles posted by the doctors was used to measure doctors’ proactive behaviors. As doctors can post articles that are either their own original work or reposts from others, we further used the number of original articles ( OriArticles it ) to measure doctors’ proactive prosocial behaviors. Specifically, the number of articles was replaced with the number of original articles posted by doctor i in month t ( OriArticles it ). Models 1 and 2 in Table 7 show the results. We can see that using this alternative measure of proactive behavior does not materially change the results.

Third, as our dependent variable takes nonnegative values, negative binomial regression was further used to re-estimate our models. We find that the results (models 3 and 4 in Table 7 ) are similar to the main results.

Fourth, to further enhance the robustness and validity of our findings, article quality was used as a measure of doctors’ proactive behaviors. This approach is based on the premise that article quality more accurately reflects the effort and time invested by doctors in content creation. Specifically, we assessed article quality based on either the length of each article or the number of likes it received and then re-estimated our model. As indicated in Table 8 , the results remain consistent with our main findings, thereby further reinforcing the validity of our conclusions.

b R 2 =0.851; F 6,2879 =131.71; P <.001.

c R 2 =0.851; F 10,2879 =79.29; P <.001; Wald test: P <.001; likelihood ratio: P <.001.

d R 2 =0.850; F 6,2879 =112.52; P <.001.

e R 2 =0.851; F 10,2879 =68.43; P <.001; Wald test: P <.001; likelihood ratio: P <.001.

f N/A: not applicable.

a All models include doctor-fixed effects and month-fixed effects; robust SEs clustered by doctors are reported in models 1 and 2; bootstrap SEs in models 3 and 4.

b R 2 =0.851; F 6,2879 =118.99; P <.001.

c R 2 =0.852; F 10,2879 =71.04; P <.001; Wald test: P <.001; likelihood ratio: P <.001.

d Log likelihood=–150,015.36.

e Log likelihood=–149,888.24.

b R 2 =0.851; F 6,2879 =127.75; P <.001.

c R 2 =0.851; F 10,2879 =89.97; P <.001; Wald test: P <.001; likelihood ratio: P <.001.

d R 2 =0.851; F 6 , 2879 =133.39; P <.001.

e R 2 =0.852; F 10 , 2879 =84.94; P <.001; Wald test: P <.001; likelihood ratio: P <.001.

Analysis of Results

Web-based medical platforms offer a variety of functions to support doctors’ engagement in different types of prosocial behaviors. However, few studies have investigated the effects of these behaviors. Drawing on FMT and SET, this study categorized doctors’ prosocial practices in web-based health care communities into proactive and reactive actions and examined their effects on e-consultation volume. Briefly, prosocial behaviors positively impact on e-consultation, and a doctor’s digital and offline reputation moderates the relationship between prosocial behavior and e-consultation, albeit with some nuances.

First, we expanded upon existing literature on proactive prosocial behaviors, concluding that these actions can help doctors create professional images [ 43 ] in the medical consultation context. Our panel data analysis reveals that doctors’ posting of professional articles, which contribute to their professional image in the digital context, attracts more e-consultations. This finding aligns with the prior study [ 31 ], which observed that a health professional’s previous asynchronous prosocial behavior positively influences their future economic performance.

Second, drawing from SET, we analyzed the impact of synchronous reactive prosocial behaviors, a less explored area in prior literature. Our findings confirm that engaging in medical live streaming, a form of reactive prosocial behavior, leads to higher e-consultation volumes. Interestingly, we found that the positive impact of conducting a live stream exceeds that of posting an article.

Third, we expanded our research by testing the moderating roles of digital and offline reputations, measured by doctors’ offline professional titles and patients’ recommendations on web-based health care communities. We found that digital reputations significantly moderate the relationships between both types of prosocial behaviors and e-consultation volume. Specifically, doctors who post professional articles or conduct medical live streams attract more e-consultations when they have fewer patient recommendations compared to those with higher recommendations. Regarding offline professional titles, our results indicate a significant moderating effect on the relationship between proactive prosocial behaviors and e-consultation volume. Notably, junior doctors should focus more on posting articles in web-based health care communities to compensate for limitations associated with their titles [ 66 ]. However, the moderating effect of offline titles on the impact of reactive prosocial behaviors was found to be insignificant. We attribute this to the unique dynamics of trust conversion in Chinese health care settings. As doctors’ offline titles are granted by medical institutions, these titles could enhance patients’ trust in doctors only if there is a conversion of trust from the organization to the individual doctor, which represents different types of trust [ 67 ]. Consequently, doctors with the same offline titles from different hospitals may be perceived differently. For example, a senior doctor from a 3-A hospital is usually seen as highly professional in their clinical field, while a doctor with the same title in a 1-A hospital might typically handle primary diseases. Due to this trust conversion phenomenon, patients may not uniformly trust doctors from different hospitals with the same offline titles, leading to the insignificant moderating effect of offline titles on the impact of reactive prosocial behaviors.

In summary, this study underscores the importance of prosocial behaviors and reputation in shaping doctors’ e-consultation volumes on web-based health care communities, offering valuable insights for health care professionals aiming to increase their consultation outreach.

Implications

This study makes several theoretical implications. First, this study contributes to web-based health care community literature by offering a nuanced understanding of how doctors’ prosocial behaviors enhance e-consultation volume. While a limited number of studies have examined the effects of doctors’ freely provided behaviors in the digital context [ 31 ], the specific impact of different types of prosocial behaviors on e-consultation volume remains largely unexplored. This study addresses this knowledge gap by theoretically categorizing doctors’ prosocial behaviors in web-based health care communities into proactive and reactive types and exploring their impacts on e-consultations.

Second, this study enriches web-based health care communities and live streaming literature by validating the role of medical live streaming in web-based health services. Prior research on live streaming has mainly concentrated on e-commerce [ 68 ], web-based gaming [ 69 ], and web-based learning [ 70 ]. Our study extends this research to the health care context, highlighting the importance of live streaming on web-based health care platforms. Specifically, this study delves into how doctors’ synchronous, reactive volunteer interactions via live streaming influence patient decision-making.

Finally, this study advances FMT and SET by highlighting the importance of context in theory development and providing guidance for context-specific theorizing on web-based health platforms. It also sheds light on how the impact of different prosocial behaviors on e-consultation volume varies depending on a doctor’s offline and digital reputations. Notably, this study validates that proactive behaviors work more effectively in promoting e-consultations for doctors with lower titles or fewer digital recommendations, while reactive behaviors are more effective for doctors with fewer digital recommendations.

This study offers several practical implications for doctors and platform managers. First, the beneficial effects of prosocial behaviors suggest that doctors should adapt their engagement activities when participating in web-based health care platforms. Nowadays, an increasing number of doctors are joining web-based health care communities and focusing on e-consultations, attracted by the economic and social benefits. Based on our results, posting professional articles can help doctors establish a professional image, potentially leading to more e-consultations. Additionally, conducting medical live streams can bolster e-consultations by fostering cooperative social value for doctors and enhancing their credibility among patient audiences. Therefore, doctors may prefer engaging in both proactive and reactive prosocial activities in web-based health care communities to attract more patients to their e-consultation services.

Second, the boundary conditions of the effects of prosocial behaviors imply that doctors should strategically leverage the beneficial effect of proactive and reactive behaviors according to their offline and digital reputations. Doctors with fewer digital recommendations should focus more on prosocial behavior to attract patients to e-consultations. Meanwhile, doctors with lower titles should devote their efforts to proactive behaviors to demonstrate their capability in fulfilling the e-consultations, thereby reducing information asymmetry between patients and themselves.

Third, our findings offer implications for web-based health care platform managers in designing effective functions. An increasing number of platforms are launching various features to better serve doctors and patients, meeting the needs of both groups more effectively. Our empirical findings suggest that doctors’ proactive and reactive prosocial behaviors, such as posting professional articles and conducting medical live streams, can help them establish professional image and enhance patient trust, leading to improved performance. Importantly, these behaviors also benefit patients by enhancing their health knowledge and literacy. Thus, platform managers could introduce functions (eg, article posting, live streaming, and doctor-driven communities) to encourage more prosocial behaviors by doctors. Additionally, platform managers might consider incorporating guidelines or incentive mechanisms for prosocial behaviors into their platforms. For example, it is recommended that platforms collect and analyze doctors’ proactive and reactive prosocial behaviors and guide them on how to effectively use these functions and engage in different types of activities.

Limitations

Despite its contributions, this study also presents several limitations that future research should consider. First, various classifications of prosocial behavior are available; for instance, Richaud et al [ 71 ] classified such behavior as altruistic, compliant, emotional, public, anonymous, or dire actions. Given the intricacy of web-based medical services, future studies would benefit from further exploring the roles of these other types of prosocial behavior exhibited by doctors on web-based health care communities. Second, our research model was constructed primarily from the doctor’s perspective and thus did not investigate the influence of doctors’ prosocial behaviors on patients’ satisfaction and well-being. Future research should delve into these relationships to obtain a more comprehensive understanding of the impacts of doctors’ prosocial behaviors. Finally, this study focused only on the quantity of medical live-streaming sessions, overlooking the quality aspect, which could be a crucial factor influencing e-consultation volume. Future research will concentrate on exploring this aspect.

Conclusions

Building upon prior studies on doctors’ prosocial behaviors on web-based health care communities, this study further delineates doctors’ beneficial actions into proactive and synchronous reactive behaviors. This distinction is based on the divergence in doctors’ motives for engaging and patients’ levels of involvement. Drawing from FMT and SET, this study offers insights that could aid doctors in increasing their e-consultation volume by adopting these beneficial behaviors. Concurrently, this research augments our understanding of the roles a doctor’s reputation plays in the relationships between various prosocial behaviors—specifically, proactive and reactive actions—and their e-consultation volume. This study may inspire doctors with comparatively lower offline professional titles and digital popularity to achieve their desired e-consultation volume.

Acknowledgments

This work was supported by the National Natural Science Foundation of China (72001170 and 72102179), the Fundamental Research Funds for the Central Universities (SK2024028), the Ministry of Education in China Project of Humanities and Social Sciences (21XJC630003), the China Postdoctoral Science Foundation (2022T150515, 2023M742818, and 2020M673432), the National Natural Science Foundation of China (72004042), and the Heilongjiang Natural Science Foundation (YQ2023G003), and the grants from City University of Hong Kong (projects 7005959, 7006152, and 7200725).

Conflicts of Interest

None declared.

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Abbreviations

Edited by G Eysenbach; submitted 11.09.23; peer-reviewed by P Luo, Y Zhu, C Fu; comments to author 05.10.23; revised version received 30.12.23; accepted 09.03.24; published 25.04.24.

©Xiaoxiao Liu, Huijing Guo, Le Wang, Mingye Hu, Yichan Wei, Fei Liu, Xifu Wang. Originally published in the Journal of Medical Internet Research (https://www.jmir.org), 25.04.2024.

This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in the Journal of Medical Internet Research, is properly cited. The complete bibliographic information, a link to the original publication on https://www.jmir.org/, as well as this copyright and license information must be included.

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Michigan State University

College of osteopathic medicine, msu omm clinic continues to serve, expand 40 years later.

MSU Health Care Osteopathic Manipulative Medicine comes from humble beginnings, but has grown to accommodate a hefty caseload. What started during the 1980s in the basement of Lansing General Hospital’s professional building eventually expanded to the third floor of the hospital. It later moved to MSU’s Clinical Center before settling at its current location at 4660 S. Hagadorn Road, Suite 500.

“The numbers are daunting,” said Reddog Sina, D.O., assistant professor of Osteopathic Manipulative Medicine at the MSU College of Osteopathic Medicine, who is board-certified in Neuromusculoskeletal Medicine and Osteopathic Manipulative Medicine (NMM/OMM), and sees patients daily at MSU Health Care OMM. These are busy days at the clinic. In 2023 alone, the clinic had 33,550 appointments. Patients range from newborns to centenarians seeking non-surgical treatment for a wide range of arthrodial and neuromuscular conditions including feeding issues, torticollis, neck pain, back pain, joint and muscle pain, headaches and temporomandibular joint dysfunction (commonly referred to as TMJ).

Through it all, MSU Health Care OMM has stayed true to its mission “to maintain a model of osteopathic medical practice, provide leadership in the transformation and promotion of osteopathic principles, and contribute to osteopathic philosophy’s biological, behavioral and clinical science foundation.”

Medical Practice

After being referred by their primary care providers, patients with wide-ranging conditions seek treatment at MSU Health Care OMM. “Our patients are already under the care of a primary care provider, and we are consulted for our expertise in neuromusculoskeletal medicine,” said J’Aimee Lippert, D.O., who is one of the clinic’s physicians, as well as the interim chair and an associate professor for the MSU College of Osteopathic Medicine’s Department of Osteopathic Manipulative Medicine. “We emphasize to patients that maintaining good contact with their primary care provider is important – we value that relationship! When a patient is referred to OMM, it is because of our expertise in the optimal function of the neuromusculoskeletal system.”

Once referred, patients at MSU Health Care OMM receive care that considers more than their signs and symptoms. “Learning OMM teaches trainees to palpate (examine through touch), and osteopathic physicians are the doctors that palpate. Touch is incredibly sensitive, and can be trained to differentiate very different tissue conditions that aren’t obvious by only using observation,” Dr. Sina explained. “We learn to look at our patients through the physical, spiritual and mental approaches to their lives. Our practice helps to integrate those things.”

Educational Outreach

At MSU Health Care OMM, outreach comes in the form of medical education. In addition to undergraduate and D.O. students from MSU, the clinic hosts high school students, visiting undergraduate and medical students and visiting residents. These opportunities demonstrate how osteopathic manipulative medicine works in real patient care. Dr. Lippert noted this experience is especially valuable for students.

“Those students who come to shadow us or do rotations in the clinic really get to see the power – the clinical impact of using our hands. They also have critical opportunities to apply their knowledge in clinical environments during primary care preclerkship courses, throughout clerkship rotations and during extracurricular and cocurricular experiences, such as Student OMM Clinic, Street Medicine and Sports OMT.”

Clinical Research

Doctors at MSU Health Care OMM often publish case studies that contribute to broader research efforts. In a recently published study , for example, Dr. Sina detailed how, in one adult patient experiencing sudden-onset hearing loss from no discernible cause, he used manipulative medicine to open up the patient’s eustachian tube, which connects the ear to the nasopharynx.

In addition to clinical studies, MSU Health Care OMM also produces original projects and quality improvement studies. Of special note is MSU’s Center for Neuromusculoskeletal Clinical Research (CNCR). This lab houses a special treadmill equipped with motion-capture technology to conduct gait research, as well as equipment for concussion research. The CNCR assists researchers in evaluating skeletal motion gait in individuals, which can then be compared to larger populations, such as people with chronic back pain. The lab’s state-of-the-art equipment also makes it a strong candidate for facilitating research partnerships.

Looking Ahead

MSU Health Care OMM is reputed to be the largest OMM clinic in the world. While it carries an impressive caseload, the clinic’s size also measures the fact that the osteopathic neuromusculoskeletal specialty – the doctors who focus on OMM – is among the smallest osteopathic specialties.

“We have the biggest clinic in the country, but as a specialty across the nation, we’re very small,” Dr. Lippert explained. “For many patients, this is all quite novel, and understanding how their body functions can be a new concept.”

Dr. Lippert explained that during an appointment, osteopathic doctors evaluate how a patient’s body moves, identify areas that are moving well and those that are not and connect that information to the patient’s work, hobbies and past experiences. Osteopathic physicians can then use osteopathic manipulative treatment to address areas of concern.

“The very idea that we can use our hands to improve function and mobility, which can help them breathe, circulate, think and perform better, is often a revelation,” said Dr. Lippert. “This message needs to be widely shared. We have a very real opportunity to share what osteopathic medicine contributes to the health of all communities, and we take that obligation and responsibility very seriously.”

The osteopathic medical field is growing. According to the American Osteopathic Association, nearly 149,000 osteopathic physicians were in practice in 2023 , which measured a 30 percent increase since 2018. Today, more than 11 percent of physicians are osteopathic doctors, and 25 percent of all medical students in the U.S. study osteopathic medicine.

Open for enrollment: MSU’s current osteopathic manipulative medicine/treatment (OMM/OMT) clinical studies

• Prospective participants: please contact [email protected]  
• Prospective participants: please contact [email protected]  
• Prospective participants: please contact [email protected]  
• Prospective participants: please contact [email protected]

By E. LaClear

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