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| Longitudinális ok-összehasonlító kutatás× | Kauzális-komparatív kutatás× | |
|---|---|---|
| Tudományterület | Kutatástervezés | Kutatástervezés |
| Módszercsalád | Process / pipeline | Process / pipeline |
| Keletkezés éve≠ | 1970s–1980s (as an established combined design in educational and social research) | 1964 |
| Megalkotó≠ | Synthesized from causal-comparative tradition (Kerlinger, 1973) and longitudinal design frameworks (Goldstein, 1979) | Fred N. Kerlinger |
| Típus | Non-experimental quantitative research design | Non-experimental quantitative research design |
| Alapmű≠ | Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2009). How to Design and Evaluate Research in Education (7th ed.). McGraw-Hill. ISBN: 978-0073525532 | Kerlinger, F. N. (1964). Foundations of Behavioral Research. Holt, Rinehart and Winston. link ↗ |
| Alternatív nevek | longitudinal ex post facto design, longitudinal causal-comparative design, repeated-measures causal-comparative research, prospective causal-comparative study | ex post facto research, causal-comparative design, retrospective causal study, CCR |
| Kapcsolódó≠ | 4 | 3 |
| Összefoglaló≠ | Longitudinal causal-comparative research is a non-experimental quantitative design that compares pre-existing groups on one or more dependent variables across multiple measurement points over time. Unlike true experiments, the researcher does not manipulate the independent variable; instead, naturally occurring group differences (e.g., gender, socioeconomic status, diagnostic category) are examined to explore their relationship to outcomes as they evolve longitudinally. | 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. |
| ScholarGateAdatkészlet ↗ |
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