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| Recherche causale-comparative multivariée× | Recherche causale-comparative× | |
|---|---|---|
| Domaine | Conception de la recherche | Conception de la recherche |
| Famille | Process / pipeline | Process / pipeline |
| Année d'origine≠ | Mid-20th century onward; multivariate extension systematized 1970s–1990s | 1964 |
| Auteur d'origine≠ | Extension of causal-comparative tradition (cf. Chapin, 1947; Gay, Mills & Airasian) | Fred N. Kerlinger |
| Type≠ | Quantitative non-experimental comparative design | Non-experimental quantitative research design |
| Source fondatrice≠ | Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to Design and Evaluate Research in Education (10th ed.). McGraw-Hill. ISBN: 978-1260085594 | Kerlinger, F. N. (1964). Foundations of Behavioral Research. Holt, Rinehart and Winston. link ↗ |
| Alias | multivariate causal-comparative design, MANOVA causal-comparative study, multi-outcome ex post facto research, multivariate ex post facto design | ex post facto research, causal-comparative design, retrospective causal study, CCR |
| Apparentées≠ | 6 | 3 |
| Résumé≠ | Multivariate causal-comparative research is a quantitative, non-experimental design that investigates whether pre-existing group differences (defined by a naturally occurring categorical variable) are associated with differences across multiple outcome variables considered simultaneously. By extending the classic causal-comparative framework to several dependent variables at once, it reduces Type I error inflation and captures the correlated structure of outcomes that univariate comparisons would miss. | Causal-comparative research is a non-experimental quantitative design in which the researcher compares two or more groups that already differ on an independent variable — one that was not manipulated — to investigate possible causes or consequences of that difference. Because group membership is pre-existing rather than randomly assigned, the design can suggest causal relationships but cannot establish them with the certainty of a true experiment. It is widely used in education, psychology, and social sciences when experimental manipulation is impractical or unethical. |
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