As per Price and Jhangiani (2018), ideas peculiar to informal observations include researchers’ direct observations and secondhand notes from non-academic sources, for instance, newspapers or books. It is my assumption that self-absorbed people automatically assume that their preferences in music are rare and that their peers prefer something more mainstream. It would fit this category due to being related to a series of conversations that I have encountered. When being explored, that observation could involve egocentricity and perceived uniqueness of one’s tastes in music as variables.
The hypothesis would refer to a positive correlation between the variables, and observations or the survey method could be used to further assess the hypothesis. Also, I hypothesize that individuals participating in sports contests try less hard after learning about their key competitor’s failure, and it fits the category by being subject to study through observation. This idea could involve performance and witnessing the competitor’s failure as the variables. A true experiment or observations could be applicable research methods, and a negative relationship between the variables would be the hypothesis.
Practical problems are another source of inspiration when it comes to research. This category includes research ideas that stem from practice issues associated with knowledge gaps. One example can be inspired by Barney et al. (2017), who describe the use of new forms of cognitive-behavioral therapy in pediatric patients with obsessive-compulsive disorder as a research problem. The hypothesis would sound as follows: acceptance and commitment therapy is more effective than traditional CBT interventions for OCD in children with this diagnosis.
The type of therapy and the severity of symptoms would be the variables, and a true experiment with an intervention and a comparison group could be an applicable method. Another example is inspired by Chang et al. (2018) – the researchers explore school students’ average screen time and how its role on their eye care is reduced due to parental efficacy. The following hypothesis could be used: in school-age students, unsupervised screen time is associated with eye disease. It would involve eye health and the degree of control over screen time as variables and could be explored with the help of questionnaires and correlational research.
References
Barney, J. Y., Field, C. E., Morrison, K. L., & Twohig, M. P. (2017). Treatment of pediatric obsessive compulsive disorder utilizing parent-facilitated acceptance and commitment therapy. Psychology in the Schools, 54(1), 88-100. Web.
Chang, F. C., Chiu, C. H., Chen, P. H., Miao, N. F., Chiang, J. T., & Chuang, H. Y. (2018). Computer/mobile device screen time of children and their eye care behavior: The roles of risk perception and parenting. Cyberpsychology, Behavior, and Social Networking, 21(3), 179-186. Web.
Price, P. C., & Jhangiani, R. S. (2018). Research methods in psychology – New Zealand edition. Saylor Foundation.