Create A Research Hypothesis In Your Area Of Study 071640

Create A Research Hypothesis In Your Area Of Study That Would Be Answe

Create a research hypothesis in your area of study that would be answered using either a correlation/regression. Please list the question and then provide your answer right below each question. Include the following: 1. Introduction: Brief description of the study including the purpose and importance of the research question being asked. 2. What is the null hypothesis? What is the research hypothesis? 3. Participants/Sampling Method: Describe your sampling method. What is your sample size? Who is your population of interest? How representative is the sample of the population under study? 4. Data Analysis: Describe the statistical analysis. What are the requirements of a correlation/regression? (HINT: This should either be a correlation/regression depending on your research question). What is your IV(s)? What is your DV? What level of measurement are your IV(s) and DV? What is your alpha level? 5. Results & Discussion: Did you reject the null hypothesis? What information did you use to lead you to your conclusion? Was your observed p value greater than or less than your alpha? How do you interpret the findings? NOTE: You can just make up numbers, but include your made-up p value.

Paper For Above instruction

Introduction: This study aims to investigate the relationship between daily physical activity levels and overall mental well-being among college students. The purpose of this research is to understand whether increased physical activity correlates with improved mental health, which is crucial for developing effective health promotion strategies on campuses. Given the rising concerns about mental health issues among young adults, identifying modifiable factors such as physical activity can inform interventions to enhance student well-being.

Hypotheses: The null hypothesis (H0) states that there is no significant correlation between physical activity levels and mental well-being among college students. Conversely, the research hypothesis (H1) posits that higher levels of physical activity are positively correlated with better mental health outcomes.

Participants and Sampling Method: The sample consists of 200 college students recruited through stratified random sampling across multiple universities. The population of interest includes all undergraduate students aged 18-24 enrolled in these institutions. The sampling method ensures that participants are representative of the wider student population, accounting for variables such as gender, academic discipline, and year of study. The sample size of 200 provides sufficient power to detect moderate correlations, adhering to standard statistical guidelines.

Data Analysis: The study employs Pearson’s correlation coefficient to examine the relationship between physical activity (measured by the International Physical Activity Questionnaire, IPAQ) and mental well-being (assessed via the Warwick-Edinburgh Mental Well-being Scale, WEMWBS). The independent variable (IV) is physical activity level (interval/ratio level), and the dependent variable (DV) is mental well-being score (interval/ratio level). The analysis assumes normal distribution of variables. The significance level (alpha) is set at 0.05. The data analysis will verify assumptions of normality and linearity necessary for correlation.

Results and Discussion: The calculated Pearson correlation coefficient (r) was 0.45, indicating a moderate positive relationship between physical activity and mental well-being. The associated p-value was 0.002, which is less than the alpha level of 0.05. Therefore, the null hypothesis was rejected. These findings suggest that increased physical activity is significantly associated with higher mental health scores among college students. This aligns with existing literature indicating that physical activity can enhance mood, reduce stress, and improve overall mental health (e.g., Penedo & Dahn, 2005; Rebar et al., 2015). The moderate strength of the correlation underscores the importance of promoting physical activity as a component of mental health interventions on university campuses.

References

  • Penedo, F. J., & Dahn, J. R. (2005). Exercise and well-being: A review of mental health benefits associated with physical activity. Current Opinion in Psychiatry, 18(2), 189-193.
  • Rebar, A. L., Stanton, R., Geard, D., Short, C., Duncan, M. J., & Vandelanotte, C. (2015). A meta-analysis of the effect of physical exercise on depression and anxiety in non-clinical adult populations. Health Psychology Review, 9(3), 366-378.
  • World Health Organization. (2010). Global recommendations on physical activity for health. WHO Press.
  • Goodman, E., & Whitaker, R. C. (2002). A prospective study of the role of depression in the development and persistence of adolescent obesity. Pediatrics, 110(3), 497-504.
  • Smith, A. L., & McNeill, J. (2019). Physical activity and mental health: A review. Journal of Public Health, 41(2), 357-363.
  • Brosse, A. L., Sheets, E. S., Lett, H. S., & Nolan, S. L. (2002). Exercise and the treatment of depression: a review of the literature and implications for practice. Sports Medicine, 32(12), 741-760.
  • Bauman, A., et al. (2012). Correlates of physical activity: why are some people physically active and others not? The Lancet, 380(9838), 258-271.
  • Kujala, U. M., et al. (2000). Physical activity and mental health among adolescents. Journal of Adolescent Health, 27(5), 347-352.
  • Troiano, R. P., et al. (2008). Physical activity in the United States measured by accelerometer. Medicine & Science in Sports & Exercise, 40(1), 181-188.
  • Schuch, F. B., et al. (2016). Physical activity and incident depression: A meta-analysis of prospective cohort studies. American Journal of Psychiatry, 173(7), 711-720.

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