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The referenced article employs two types of research designation, which emphasize the development of the full-covered question examination. Specifically, the authors use a descriptive design, in the first part, with the aim of examining the statistical data on the use of helmets by schoolchildren. This step concerns the provision for the topic background and makes an initial claim, according to which wearing helmets changes with the age of schoolchildren. Further, the authors employed experimentation to certify the claim with the practical evidence, which extends from the sixth level of evidence. Thus, the survey interrogation was sustained, due to which 80 % of kids stop wearing helmets when they are 12. The independent variables, in the article, include parenting styles, academic environments, etc. The dependent variable embraces wearing a helmet while the mediating variables refer to social attitudes and psychological influence on child development. The analysis of the variables helped the authors to design the questions for interrogation surveys. The article considers a range of risks and recommendations, which embrace school and parental influence, safety precautions, and psychological factors (Berg & Westerling, 2001).
The primary aim of the study is to deduce the frequency of helmet use, in the group of schoolchildren, as well as differentiate the factors, which affect helmet wearing. The sample size, which was selected by the authors, embraced 1485 participants. Specifically, the study aimed at the interrogation of the schoolchildren, who are aged 12-15 years. The participants’ gender did not influence the study design. The study could have been sustained with the use of qualitative design by employing a literature review on helmet use or exclusively a descriptive design in isolation.
The research question, which is addressed in the developed work, embraces the issue of parental influence on children’s behavior. The issue stems from the claim, according to which the decision-making, in the group of kids, is affected by the selection of parental styles (Murphy, 2014). The sample size would be chosen, according to the assumption that children’s decision-making is shaped at the age of 13-16. It is important to select the participants of the research from diverse schools so that to disclose a multi-sided fundament of child development. Ensuring the inclusion of both external and internal validity of the study interrogation, it is critical to include the questions on personal psychological development and temperament type of a child as well as the reference of such external factors as social surrounding and parents’ impacts (Huitt, Hummel, & Kaeck, 2001).
The developed research question may be elaborated in qualitative research as well. The selected design for the study is a literature review, which extends from the fact that the examination of professional data on the issue may provide a deep insight into the theories of child development as well as the research of parental styles. It is critical ensuring that the conclusions, which are made, in the study, are trustworthy. Research trustworthiness is distinctive from study reliability and validity since it signifies that the context, in which the data is employed, is verifiable and may be applied in multiple conditions (Lincoln and Guba’s evaluative criteria, 2014). In contrast to it, validity and reliability show the correctness of the user information (Exploring reliability in academic assessment, 2013). In this study, ensuring study trustworthiness may be sustained through applying the results to different domains of child development such as academic environment, peer communication, etc.
References
Berg, P., & Westerling, R. (2001). Bicycle helmet use among schoolchildren – the influence of parental involvement and children’s attitudes. Injury Prevention, 7(3), 218-222.
Exploring reliability in academic assessment. (2013). Web.
Huitt, W., Hummel, J., & Kaeck, D. (2001). Internal and external validity.
Lincoln and Guba’s evaluative criteria. (2014).
Murphy, A. (2014). Parental influence on the emotional development of children. Web.
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