Home » What is a Hypothesis – Types, Examples and Writing Guide
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Definition:
Hypothesis is an educated guess or proposed explanation for a phenomenon, based on some initial observations or data. It is a tentative statement that can be tested and potentially proven or disproven through further investigation and experimentation.
Hypothesis is often used in scientific research to guide the design of experiments and the collection and analysis of data. It is an essential element of the scientific method, as it allows researchers to make predictions about the outcome of their experiments and to test those predictions to determine their accuracy.
Types of Hypothesis are as follows:
A research hypothesis is a statement that predicts a relationship between variables. It is usually formulated as a specific statement that can be tested through research, and it is often used in scientific research to guide the design of experiments.
The null hypothesis is a statement that assumes there is no significant difference or relationship between variables. It is often used as a starting point for testing the research hypothesis, and if the results of the study reject the null hypothesis, it suggests that there is a significant difference or relationship between variables.
An alternative hypothesis is a statement that assumes there is a significant difference or relationship between variables. It is often used as an alternative to the null hypothesis and is tested against the null hypothesis to determine which statement is more accurate.
A directional hypothesis is a statement that predicts the direction of the relationship between variables. For example, a researcher might predict that increasing the amount of exercise will result in a decrease in body weight.
A non-directional hypothesis is a statement that predicts the relationship between variables but does not specify the direction. For example, a researcher might predict that there is a relationship between the amount of exercise and body weight, but they do not specify whether increasing or decreasing exercise will affect body weight.
A statistical hypothesis is a statement that assumes a particular statistical model or distribution for the data. It is often used in statistical analysis to test the significance of a particular result.
A composite hypothesis is a statement that assumes more than one condition or outcome. It can be divided into several sub-hypotheses, each of which represents a different possible outcome.
An empirical hypothesis is a statement that is based on observed phenomena or data. It is often used in scientific research to develop theories or models that explain the observed phenomena.
A simple hypothesis is a statement that assumes only one outcome or condition. It is often used in scientific research to test a single variable or factor.
A complex hypothesis is a statement that assumes multiple outcomes or conditions. It is often used in scientific research to test the effects of multiple variables or factors on a particular outcome.
Hypotheses are used in various fields to guide research and make predictions about the outcomes of experiments or observations. Here are some examples of how hypotheses are applied in different fields:
Here are the steps to follow when writing a hypothesis:
The first step is to identify the research question that you want to answer through your study. This question should be clear, specific, and focused. It should be something that can be investigated empirically and that has some relevance or significance in the field.
Before writing your hypothesis, it’s essential to conduct a thorough literature review to understand what is already known about the topic. This will help you to identify the research gap and formulate a hypothesis that builds on existing knowledge.
The next step is to identify the variables involved in the research question. A variable is any characteristic or factor that can vary or change. There are two types of variables: independent and dependent. The independent variable is the one that is manipulated or changed by the researcher, while the dependent variable is the one that is measured or observed as a result of the independent variable.
Based on the research question and the variables involved, you can now formulate your hypothesis. A hypothesis should be a clear and concise statement that predicts the relationship between the variables. It should be testable through empirical research and based on existing theory or evidence.
The null hypothesis is the opposite of the alternative hypothesis, which is the hypothesis that you are testing. The null hypothesis states that there is no significant difference or relationship between the variables. It is important to write the null hypothesis because it allows you to compare your results with what would be expected by chance.
After formulating the hypothesis, it’s important to refine it and make it more precise. This may involve clarifying the variables, specifying the direction of the relationship, or making the hypothesis more testable.
Here are a few examples of hypotheses in different fields:
The purpose of a hypothesis is to provide a testable explanation for an observed phenomenon or a prediction of a future outcome based on existing knowledge or theories. A hypothesis is an essential part of the scientific method and helps to guide the research process by providing a clear focus for investigation. It enables scientists to design experiments or studies to gather evidence and data that can support or refute the proposed explanation or prediction.
The formulation of a hypothesis is based on existing knowledge, observations, and theories, and it should be specific, testable, and falsifiable. A specific hypothesis helps to define the research question, which is important in the research process as it guides the selection of an appropriate research design and methodology. Testability of the hypothesis means that it can be proven or disproven through empirical data collection and analysis. Falsifiability means that the hypothesis should be formulated in such a way that it can be proven wrong if it is incorrect.
In addition to guiding the research process, the testing of hypotheses can lead to new discoveries and advancements in scientific knowledge. When a hypothesis is supported by the data, it can be used to develop new theories or models to explain the observed phenomenon. When a hypothesis is not supported by the data, it can help to refine existing theories or prompt the development of new hypotheses to explain the phenomenon.
Here are some common situations in which hypotheses are used:
Here are some common characteristics of a hypothesis:
Hypotheses have several advantages in scientific research and experimentation:
Some Limitations of the Hypothesis are as follows:
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Durga prasanna misra.
1 Department of Clinical Immunology and Rheumatology, Sanjay Gandhi Postgraduate Institute of Medical Sciences, Lucknow, India.
2 Departments of Rheumatology and Research and Development, Dudley Group NHS Foundation Trust (Teaching Trust of the University of Birmingham, UK), Russells Hall Hospital, Dudley, UK.
3 Department of Internal Medicine #2, Danylo Halytsky Lviv National Medical University, Lviv, Ukraine.
4 Department of Biology and Biochemistry, South Kazakhstan Medical Academy, Shymkent, Kazakhstan.
George d. kitas.
5 Centre for Epidemiology versus Arthritis, University of Manchester, Manchester, UK.
Generating a testable working hypothesis is the first step towards conducting original research. Such research may prove or disprove the proposed hypothesis. Case reports, case series, online surveys and other observational studies, clinical trials, and narrative reviews help to generate hypotheses. Observational and interventional studies help to test hypotheses. A good hypothesis is usually based on previous evidence-based reports. Hypotheses without evidence-based justification and a priori ideas are not received favourably by the scientific community. Original research to test a hypothesis should be carefully planned to ensure appropriate methodology and adequate statistical power. While hypotheses can challenge conventional thinking and may be controversial, they should not be destructive. A hypothesis should be tested by ethically sound experiments with meaningful ethical and clinical implications. The coronavirus disease 2019 pandemic has brought into sharp focus numerous hypotheses, some of which were proven (e.g. effectiveness of corticosteroids in those with hypoxia) while others were disproven (e.g. ineffectiveness of hydroxychloroquine and ivermectin).
Science is the systematized description of natural truths and facts. Routine observations of existing life phenomena lead to the creative thinking and generation of ideas about mechanisms of such phenomena and related human interventions. Such ideas presented in a structured format can be viewed as hypotheses. After generating a hypothesis, it is necessary to test it to prove its validity. Thus, hypothesis can be defined as a proposed mechanism of a naturally occurring event or a proposed outcome of an intervention. 1 , 2
Hypothesis testing requires choosing the most appropriate methodology and adequately powering statistically the study to be able to “prove” or “disprove” it within predetermined and widely accepted levels of certainty. This entails sample size calculation that often takes into account previously published observations and pilot studies. 2 , 3 In the era of digitization, hypothesis generation and testing may benefit from the availability of numerous platforms for data dissemination, social networking, and expert validation. Related expert evaluations may reveal strengths and limitations of proposed ideas at early stages of post-publication promotion, preventing the implementation of unsupported controversial points. 4
Thus, hypothesis generation is an important initial step in the research workflow, reflecting accumulating evidence and experts' stance. In this article, we overview the genesis and importance of scientific hypotheses and their relevance in the era of the coronavirus disease 2019 (COVID-19) pandemic.
Broadly, research can be categorized as primary or secondary. In the context of medicine, primary research may include real-life observations of disease presentations and outcomes. Single case descriptions, which often lead to new ideas and hypotheses, serve as important starting points or justifications for case series and cohort studies. The importance of case descriptions is particularly evident in the context of the COVID-19 pandemic when unique, educational case reports have heralded a new era in clinical medicine. 5
Case series serve similar purpose to single case reports, but are based on a slightly larger quantum of information. Observational studies, including online surveys, describe the existing phenomena at a larger scale, often involving various control groups. Observational studies include variable-scale epidemiological investigations at different time points. Interventional studies detail the results of therapeutic interventions.
Secondary research is based on already published literature and does not directly involve human or animal subjects. Review articles are generated by secondary research. These could be systematic reviews which follow methods akin to primary research but with the unit of study being published papers rather than humans or animals. Systematic reviews have a rigid structure with a mandatory search strategy encompassing multiple databases, systematic screening of search results against pre-defined inclusion and exclusion criteria, critical appraisal of study quality and an optional component of collating results across studies quantitatively to derive summary estimates (meta-analysis). 6 Narrative reviews, on the other hand, have a more flexible structure. Systematic literature searches to minimise bias in selection of articles are highly recommended but not mandatory. 7 Narrative reviews are influenced by the authors' viewpoint who may preferentially analyse selected sets of articles. 8
In relation to primary research, case studies and case series are generally not driven by a working hypothesis. Rather, they serve as a basis to generate a hypothesis. Observational or interventional studies should have a hypothesis for choosing research design and sample size. The results of observational and interventional studies further lead to the generation of new hypotheses, testing of which forms the basis of future studies. Review articles, on the other hand, may not be hypothesis-driven, but form fertile ground to generate future hypotheses for evaluation. Fig. 1 summarizes which type of studies are hypothesis-driven and which lead on to hypothesis generation.
A review of the published literature did not enable the identification of clearly defined standards for working and scientific hypotheses. It is essential to distinguish influential versus not influential hypotheses, evidence-based hypotheses versus a priori statements and ideas, ethical versus unethical, or potentially harmful ideas. The following points are proposed for consideration while generating working and scientific hypotheses. 1 , 2 Table 1 summarizes these points.
Points to be considered while evaluating the validity of hypotheses |
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Backed by evidence-based data |
Testable by relevant study designs |
Supported by preliminary (pilot) studies |
Testable by ethical studies |
Maintaining a balance between scientific temper and controversy |
A scientific hypothesis should have a sound basis on previously published literature as well as the scientist's observations. Randomly generated (a priori) hypotheses are unlikely to be proven. A thorough literature search should form the basis of a hypothesis based on published evidence. 7
Unless a scientific hypothesis can be tested, it can neither be proven nor be disproven. Therefore, a scientific hypothesis should be amenable to testing with the available technologies and the present understanding of science.
If a hypothesis is based purely on a novel observation by the scientist in question, it should be grounded on some preliminary studies to support it. For example, if a drug that targets a specific cell population is hypothesized to be useful in a particular disease setting, then there must be some preliminary evidence that the specific cell population plays a role in driving that disease process.
The hypothesis should be testable by experiments that are ethically acceptable. 9 For example, a hypothesis that parachutes reduce mortality from falls from an airplane cannot be tested using a randomized controlled trial. 10 This is because it is obvious that all those jumping from a flying plane without a parachute would likely die. Similarly, the hypothesis that smoking tobacco causes lung cancer cannot be tested by a clinical trial that makes people take up smoking (since there is considerable evidence for the health hazards associated with smoking). Instead, long-term observational studies comparing outcomes in those who smoke and those who do not, as was performed in the landmark epidemiological case control study by Doll and Hill, 11 are more ethical and practical.
Novel findings, including novel hypotheses, particularly those that challenge established norms, are bound to face resistance for their wider acceptance. Such resistance is inevitable until the time such findings are proven with appropriate scientific rigor. However, hypotheses that generate controversy are generally unwelcome. For example, at the time the pandemic of human immunodeficiency virus (HIV) and AIDS was taking foot, there were numerous deniers that refused to believe that HIV caused AIDS. 12 , 13 Similarly, at a time when climate change is causing catastrophic changes to weather patterns worldwide, denial that climate change is occurring and consequent attempts to block climate change are certainly unwelcome. 14 The denialism and misinformation during the COVID-19 pandemic, including unfortunate examples of vaccine hesitancy, are more recent examples of controversial hypotheses not backed by science. 15 , 16 An example of a controversial hypothesis that was a revolutionary scientific breakthrough was the hypothesis put forth by Warren and Marshall that Helicobacter pylori causes peptic ulcers. Initially, the hypothesis that a microorganism could cause gastritis and gastric ulcers faced immense resistance. When the scientists that proposed the hypothesis themselves ingested H. pylori to induce gastritis in themselves, only then could they convince the wider world about their hypothesis. Such was the impact of the hypothesis was that Barry Marshall and Robin Warren were awarded the Nobel Prize in Physiology or Medicine in 2005 for this discovery. 17 , 18
Influential hypotheses are those that have stood the test of time. An archetype of an influential hypothesis is that proposed by Edward Jenner in the eighteenth century that cowpox infection protects against smallpox. While this observation had been reported for nearly a century before this time, it had not been suitably tested and publicised until Jenner conducted his experiments on a young boy by demonstrating protection against smallpox after inoculation with cowpox. 19 These experiments were the basis for widespread smallpox immunization strategies worldwide in the 20th century which resulted in the elimination of smallpox as a human disease today. 20
Other influential hypotheses are those which have been read and cited widely. An example of this is the hygiene hypothesis proposing an inverse relationship between infections in early life and allergies or autoimmunity in adulthood. An analysis reported that this hypothesis had been cited more than 3,000 times on Scopus. 1
The COVID-19 pandemic devastated the world like no other in recent memory. During this period, various hypotheses emerged, understandably so considering the public health emergency situation with innumerable deaths and suffering for humanity. Within weeks of the first reports of COVID-19, aberrant immune system activation was identified as a key driver of organ dysfunction and mortality in this disease. 21 Consequently, numerous drugs that suppress the immune system or abrogate the activation of the immune system were hypothesized to have a role in COVID-19. 22 One of the earliest drugs hypothesized to have a benefit was hydroxychloroquine. Hydroxychloroquine was proposed to interfere with Toll-like receptor activation and consequently ameliorate the aberrant immune system activation leading to pathology in COVID-19. 22 The drug was also hypothesized to have a prophylactic role in preventing infection or disease severity in COVID-19. It was also touted as a wonder drug for the disease by many prominent international figures. However, later studies which were well-designed randomized controlled trials failed to demonstrate any benefit of hydroxychloroquine in COVID-19. 23 , 24 , 25 , 26 Subsequently, azithromycin 27 , 28 and ivermectin 29 were hypothesized as potential therapies for COVID-19, but were not supported by evidence from randomized controlled trials. The role of vitamin D in preventing disease severity was also proposed, but has not been proven definitively until now. 30 , 31 On the other hand, randomized controlled trials identified the evidence supporting dexamethasone 32 and interleukin-6 pathway blockade with tocilizumab as effective therapies for COVID-19 in specific situations such as at the onset of hypoxia. 33 , 34 Clues towards the apparent effectiveness of various drugs against severe acute respiratory syndrome coronavirus 2 in vitro but their ineffectiveness in vivo have recently been identified. Many of these drugs are weak, lipophilic bases and some others induce phospholipidosis which results in apparent in vitro effectiveness due to non-specific off-target effects that are not replicated inside living systems. 35 , 36
Another hypothesis proposed was the association of the routine policy of vaccination with Bacillus Calmette-Guerin (BCG) with lower deaths due to COVID-19. This hypothesis emerged in the middle of 2020 when COVID-19 was still taking foot in many parts of the world. 37 , 38 Subsequently, many countries which had lower deaths at that time point went on to have higher numbers of mortality, comparable to other areas of the world. Furthermore, the hypothesis that BCG vaccination reduced COVID-19 mortality was a classic example of ecological fallacy. Associations between population level events (ecological studies; in this case, BCG vaccination and COVID-19 mortality) cannot be directly extrapolated to the individual level. Furthermore, such associations cannot per se be attributed as causal in nature, and can only serve to generate hypotheses that need to be tested at the individual level. 39
Traditionally, publication after peer review has been considered the gold standard before any new idea finds acceptability amongst the scientific community. Getting a work (including a working or scientific hypothesis) reviewed by experts in the field before experiments are conducted to prove or disprove it helps to refine the idea further as well as improve the experiments planned to test the hypothesis. 40 A route towards this has been the emergence of journals dedicated to publishing hypotheses such as the Central Asian Journal of Medical Hypotheses and Ethics. 41 Another means of publishing hypotheses is through registered research protocols detailing the background, hypothesis, and methodology of a particular study. If such protocols are published after peer review, then the journal commits to publishing the completed study irrespective of whether the study hypothesis is proven or disproven. 42 In the post-pandemic world, online research methods such as online surveys powered via social media channels such as Twitter and Instagram might serve as critical tools to generate as well as to preliminarily test the appropriateness of hypotheses for further evaluation. 43 , 44
Some radical hypotheses might be difficult to publish after traditional peer review. These hypotheses might only be acceptable by the scientific community after they are tested in research studies. Preprints might be a way to disseminate such controversial and ground-breaking hypotheses. 45 However, scientists might prefer to keep their hypotheses confidential for the fear of plagiarism of ideas, avoiding online posting and publishing until they have tested the hypotheses.
Publication of hypotheses is important, however, a balance is required between scientific temper and controversy. Journal editors and reviewers might keep in mind these specific points, summarized in Table 2 and detailed hereafter, while judging the merit of hypotheses for publication. Keeping in mind the ethical principle of primum non nocere, a hypothesis should be published only if it is testable in a manner that is ethically appropriate. 46 Such hypotheses should be grounded in reality and lend themselves to further testing to either prove or disprove them. It must be considered that subsequent experiments to prove or disprove a hypothesis have an equal chance of failing or succeeding, akin to tossing a coin. A pre-conceived belief that a hypothesis is unlikely to be proven correct should not form the basis of rejection of such a hypothesis for publication. In this context, hypotheses generated after a thorough literature search to identify knowledge gaps or based on concrete clinical observations on a considerable number of patients (as opposed to random observations on a few patients) are more likely to be acceptable for publication by peer-reviewed journals. Also, hypotheses should be considered for publication or rejection based on their implications for science at large rather than whether the subsequent experiments to test them end up with results in favour of or against the original hypothesis.
Points to be considered before a hypothesis is acceptable for publication |
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Experiments required to test hypotheses should be ethically acceptable as per the World Medical Association declaration on ethics and related statements |
Pilot studies support hypotheses |
Single clinical observations and expert opinion surveys may support hypotheses |
Testing hypotheses requires robust methodology and statistical power |
Hypotheses that challenge established views and concepts require proper evidence-based justification |
Hypotheses form an important part of the scientific literature. The COVID-19 pandemic has reiterated the importance and relevance of hypotheses for dealing with public health emergencies and highlighted the need for evidence-based and ethical hypotheses. A good hypothesis is testable in a relevant study design, backed by preliminary evidence, and has positive ethical and clinical implications. General medical journals might consider publishing hypotheses as a specific article type to enable more rapid advancement of science.
Disclosure: The authors have no potential conflicts of interest to disclose.
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Rajiv S. Jhangiani; I-Chant A. Chiang; Carrie Cuttler; and Dana C. Leighton
Before describing how to develop a hypothesis, it is important to distinguish between a theory and a hypothesis. A theory is a coherent explanation or interpretation of one or more phenomena. Although theories can take a variety of forms, one thing they have in common is that they go beyond the phenomena they explain by including variables, structures, processes, functions, or organizing principles that have not been observed directly. Consider, for example, Zajonc’s theory of social facilitation and social inhibition (1965) [1] . He proposed that being watched by others while performing a task creates a general state of physiological arousal, which increases the likelihood of the dominant (most likely) response. So for highly practiced tasks, being watched increases the tendency to make correct responses, but for relatively unpracticed tasks, being watched increases the tendency to make incorrect responses. Notice that this theory—which has come to be called drive theory—provides an explanation of both social facilitation and social inhibition that goes beyond the phenomena themselves by including concepts such as “arousal” and “dominant response,” along with processes such as the effect of arousal on the dominant response.
Outside of science, referring to an idea as a theory often implies that it is untested—perhaps no more than a wild guess. In science, however, the term theory has no such implication. A theory is simply an explanation or interpretation of a set of phenomena. It can be untested, but it can also be extensively tested, well supported, and accepted as an accurate description of the world by the scientific community. The theory of evolution by natural selection, for example, is a theory because it is an explanation of the diversity of life on earth—not because it is untested or unsupported by scientific research. On the contrary, the evidence for this theory is overwhelmingly positive and nearly all scientists accept its basic assumptions as accurate. Similarly, the “germ theory” of disease is a theory because it is an explanation of the origin of various diseases, not because there is any doubt that many diseases are caused by microorganisms that infect the body.
A hypothesis , on the other hand, is a specific prediction about a new phenomenon that should be observed if a particular theory is accurate. It is an explanation that relies on just a few key concepts. Hypotheses are often specific predictions about what will happen in a particular study. They are developed by considering existing evidence and using reasoning to infer what will happen in the specific context of interest. Hypotheses are often but not always derived from theories. So a hypothesis is often a prediction based on a theory but some hypotheses are a-theoretical and only after a set of observations have been made, is a theory developed. This is because theories are broad in nature and they explain larger bodies of data. So if our research question is really original then we may need to collect some data and make some observations before we can develop a broader theory.
Theories and hypotheses always have this if-then relationship. “ If drive theory is correct, then cockroaches should run through a straight runway faster, and a branching runway more slowly, when other cockroaches are present.” Although hypotheses are usually expressed as statements, they can always be rephrased as questions. “Do cockroaches run through a straight runway faster when other cockroaches are present?” Thus deriving hypotheses from theories is an excellent way of generating interesting research questions.
But how do researchers derive hypotheses from theories? One way is to generate a research question using the techniques discussed in this chapter and then ask whether any theory implies an answer to that question. For example, you might wonder whether expressive writing about positive experiences improves health as much as expressive writing about traumatic experiences. Although this question is an interesting one on its own, you might then ask whether the habituation theory—the idea that expressive writing causes people to habituate to negative thoughts and feelings—implies an answer. In this case, it seems clear that if the habituation theory is correct, then expressive writing about positive experiences should not be effective because it would not cause people to habituate to negative thoughts and feelings. A second way to derive hypotheses from theories is to focus on some component of the theory that has not yet been directly observed. For example, a researcher could focus on the process of habituation—perhaps hypothesizing that people should show fewer signs of emotional distress with each new writing session.
Among the very best hypotheses are those that distinguish between competing theories. For example, Norbert Schwarz and his colleagues considered two theories of how people make judgments about themselves, such as how assertive they are (Schwarz et al., 1991) [2] . Both theories held that such judgments are based on relevant examples that people bring to mind. However, one theory was that people base their judgments on the number of examples they bring to mind and the other was that people base their judgments on how easily they bring those examples to mind. To test these theories, the researchers asked people to recall either six times when they were assertive (which is easy for most people) or 12 times (which is difficult for most people). Then they asked them to judge their own assertiveness. Note that the number-of-examples theory implies that people who recalled 12 examples should judge themselves to be more assertive because they recalled more examples, but the ease-of-examples theory implies that participants who recalled six examples should judge themselves as more assertive because recalling the examples was easier. Thus the two theories made opposite predictions so that only one of the predictions could be confirmed. The surprising result was that participants who recalled fewer examples judged themselves to be more assertive—providing particularly convincing evidence in favor of the ease-of-retrieval theory over the number-of-examples theory.
The primary way that scientific researchers use theories is sometimes called the hypothetico-deductive method (although this term is much more likely to be used by philosophers of science than by scientists themselves). Researchers begin with a set of phenomena and either construct a theory to explain or interpret them or choose an existing theory to work with. They then make a prediction about some new phenomenon that should be observed if the theory is correct. Again, this prediction is called a hypothesis. The researchers then conduct an empirical study to test the hypothesis. Finally, they reevaluate the theory in light of the new results and revise it if necessary. This process is usually conceptualized as a cycle because the researchers can then derive a new hypothesis from the revised theory, conduct a new empirical study to test the hypothesis, and so on. As Figure 2.3 shows, this approach meshes nicely with the model of scientific research in psychology presented earlier in the textbook—creating a more detailed model of “theoretically motivated” or “theory-driven” research.
As an example, let us consider Zajonc’s research on social facilitation and inhibition. He started with a somewhat contradictory pattern of results from the research literature. He then constructed his drive theory, according to which being watched by others while performing a task causes physiological arousal, which increases an organism’s tendency to make the dominant response. This theory predicts social facilitation for well-learned tasks and social inhibition for poorly learned tasks. He now had a theory that organized previous results in a meaningful way—but he still needed to test it. He hypothesized that if his theory was correct, he should observe that the presence of others improves performance in a simple laboratory task but inhibits performance in a difficult version of the very same laboratory task. To test this hypothesis, one of the studies he conducted used cockroaches as subjects (Zajonc, Heingartner, & Herman, 1969) [3] . The cockroaches ran either down a straight runway (an easy task for a cockroach) or through a cross-shaped maze (a difficult task for a cockroach) to escape into a dark chamber when a light was shined on them. They did this either while alone or in the presence of other cockroaches in clear plastic “audience boxes.” Zajonc found that cockroaches in the straight runway reached their goal more quickly in the presence of other cockroaches, but cockroaches in the cross-shaped maze reached their goal more slowly when they were in the presence of other cockroaches. Thus he confirmed his hypothesis and provided support for his drive theory. (Zajonc also showed that drive theory existed in humans [Zajonc & Sales, 1966] [4] in many other studies afterward).
When you write your research report or plan your presentation, be aware that there are two basic ways that researchers usually include theory. The first is to raise a research question, answer that question by conducting a new study, and then offer one or more theories (usually more) to explain or interpret the results. This format works well for applied research questions and for research questions that existing theories do not address. The second way is to describe one or more existing theories, derive a hypothesis from one of those theories, test the hypothesis in a new study, and finally reevaluate the theory. This format works well when there is an existing theory that addresses the research question—especially if the resulting hypothesis is surprising or conflicts with a hypothesis derived from a different theory.
To use theories in your research will not only give you guidance in coming up with experiment ideas and possible projects, but it lends legitimacy to your work. Psychologists have been interested in a variety of human behaviors and have developed many theories along the way. Using established theories will help you break new ground as a researcher, not limit you from developing your own ideas.
There are three general characteristics of a good hypothesis. First, a good hypothesis must be testable and falsifiable . We must be able to test the hypothesis using the methods of science and if you’ll recall Popper’s falsifiability criterion, it must be possible to gather evidence that will disconfirm the hypothesis if it is indeed false. Second, a good hypothesis must be logical. As described above, hypotheses are more than just a random guess. Hypotheses should be informed by previous theories or observations and logical reasoning. Typically, we begin with a broad and general theory and use deductive reasoning to generate a more specific hypothesis to test based on that theory. Occasionally, however, when there is no theory to inform our hypothesis, we use inductive reasoning which involves using specific observations or research findings to form a more general hypothesis. Finally, the hypothesis should be positive. That is, the hypothesis should make a positive statement about the existence of a relationship or effect, rather than a statement that a relationship or effect does not exist. As scientists, we don’t set out to show that relationships do not exist or that effects do not occur so our hypotheses should not be worded in a way to suggest that an effect or relationship does not exist. The nature of science is to assume that something does not exist and then seek to find evidence to prove this wrong, to show that it really does exist. That may seem backward to you but that is the nature of the scientific method. The underlying reason for this is beyond the scope of this chapter but it has to do with statistical theory.
A coherent explanation or interpretation of one or more phenomena.
A specific prediction about a new phenomenon that should be observed if a particular theory is accurate.
A cyclical process of theory development, starting with an observed phenomenon, then developing or using a theory to make a specific prediction of what should happen if that theory is correct, testing that prediction, refining the theory in light of the findings, and using that refined theory to develop new hypotheses, and so on.
The ability to test the hypothesis using the methods of science and the possibility to gather evidence that will disconfirm the hypothesis if it is indeed false.
Developing a Hypothesis Copyright © by Rajiv S. Jhangiani; I-Chant A. Chiang; Carrie Cuttler; and Dana C. Leighton is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.
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A research study starts with a question. Researchers worldwide ask questions and create research hypotheses. The effectiveness of research relies on developing a good research hypothesis. Examples of research hypotheses can guide researchers in writing effective ones.
In this blog, we’ll learn what a research hypothesis is, why it’s important in research, and the different types used in science. We’ll also guide you through creating your research hypothesis and discussing ways to test and evaluate it.
A hypothesis is like a guess or idea that you suggest to check if it’s true. A research hypothesis is a statement that brings up a question and predicts what might happen.
It’s really important in the scientific method and is used in experiments to figure things out. Essentially, it’s an educated guess about how things are connected in the research.
A research hypothesis usually includes pointing out the independent variable (the thing they’re changing or studying) and the dependent variable (the result they’re measuring or watching). It helps plan how to gather and analyze data to see if there’s evidence to support or deny the expected connection between these variables.
Hypotheses are really important in research. They help design studies, allow for practical testing, and add to our scientific knowledge. Their main role is to organize research projects, making them purposeful, focused, and valuable to the scientific community. Let’s look at some key reasons why they matter:
A hypothesis plays a pivotal role in the scientific method by providing a basis for testing existing theories. For example, a hypothesis might test the predictive power of a psychological theory on human behavior.
It serves as a launching pad for investigation activities, which offers researchers a clear starting point. A research hypothesis can explore the relationship between exercise and stress reduction.
A well-formulated hypothesis guides the entire research process. It ensures that the study remains focused and purposeful. For instance, a hypothesis about the impact of social media on interpersonal relationships provides clear guidance for a study.
In some cases, a hypothesis can suggest new theories or modifications to existing ones. For example, a hypothesis testing the effectiveness of a new drug might prompt a reconsideration of current medical theories.
A hypothesis clarifies the data requirements for a study, ensuring that researchers collect the necessary information—a hypothesis guiding the collection of demographic data to analyze the influence of age on a particular phenomenon.
Hypotheses are instrumental in explaining complex social phenomena. For instance, a hypothesis might explore the relationship between economic factors and crime rates in a given community.
Hypotheses establish clear relationships between phenomena, paving the way for empirical testing. An example could be a hypothesis exploring the correlation between sleep patterns and academic performance.
A hypothesis guides researchers in selecting the most appropriate analysis techniques for their data. For example, a hypothesis focusing on the effectiveness of a teaching method may lead to the choice of statistical analyses best suited for educational research.
A hypothesis is a specific idea that you can test in a study. It often comes from looking at past research and theories. A good hypothesis usually starts with a research question that you can explore through background research. For it to be effective, consider these key characteristics:
When you use these characteristics as a checklist, it can help you create a good research hypothesis. It’ll guide improving and strengthening the hypothesis, identifying any weaknesses, and making necessary changes. Crafting a hypothesis with these features helps you conduct a thorough and insightful research study.
The research hypothesis comes in various types, each serving a specific purpose in guiding the scientific investigation. Knowing the differences will make it easier for you to create your own hypothesis. Here’s an overview of the common types:
The null hypothesis states that there is no connection between two considered variables or that two groups are unrelated. As discussed earlier, a hypothesis is an unproven assumption lacking sufficient supporting data. It serves as the statement researchers aim to disprove. It is testable, verifiable, and can be rejected.
For example, if you’re studying the relationship between Project A and Project B, assuming both projects are of equal standard is your null hypothesis. It needs to be specific for your study.
The alternative hypothesis is basically another option to the null hypothesis. It involves looking for a significant change or alternative that could lead you to reject the null hypothesis. It’s a different idea compared to the null hypothesis.
When you create a null hypothesis, you’re making an educated guess about whether something is true or if there’s a connection between that thing and another variable. If the null view suggests something is correct, the alternative hypothesis says it’s incorrect.
For instance, if your null hypothesis is “I’m going to be $1000 richer,” the alternative hypothesis would be “I’m not going to get $1000 or be richer.”
The directional hypothesis predicts the direction of the relationship between independent and dependent variables. They specify whether the effect will be positive or negative.
If you increase your study hours, you will experience a positive association with your exam scores. This hypothesis suggests that as you increase the independent variable (study hours), there will also be an increase in the dependent variable (exam scores).
The non-directional hypothesis predicts the existence of a relationship between variables but does not specify the direction of the effect. It suggests that there will be a significant difference or relationship, but it does not predict the nature of that difference.
For example, you will find no notable difference in test scores between students who receive the educational intervention and those who do not. However, once you compare the test scores of the two groups, you will notice an important difference.
A simple hypothesis predicts a relationship between one dependent variable and one independent variable without specifying the nature of that relationship. It’s simple and usually used when we don’t know much about how the two things are connected.
For example, if you adopt effective study habits, you will achieve higher exam scores than those with poor study habits.
A complex hypothesis is an idea that specifies a relationship between multiple independent and dependent variables. It is a more detailed idea than a simple hypothesis.
While a simple view suggests a straightforward cause-and-effect relationship between two things, a complex hypothesis involves many factors and how they’re connected to each other.
For example, when you increase your study time, you tend to achieve higher exam scores. The connection between your study time and exam performance is affected by various factors, including the quality of your sleep, your motivation levels, and the effectiveness of your study techniques.
If you sleep well, stay highly motivated, and use effective study strategies, you may observe a more robust positive correlation between the time you spend studying and your exam scores, unlike those who may lack these factors.
An associative hypothesis proposes a connection between two things without saying that one causes the other. Basically, it suggests that when one thing changes, the other changes too, but it doesn’t claim that one thing is causing the change in the other.
For example, you will likely notice higher exam scores when you increase your study time. You can recognize an association between your study time and exam scores in this scenario.
Your hypothesis acknowledges a relationship between the two variables—your study time and exam scores—without asserting that increased study time directly causes higher exam scores. You need to consider that other factors, like motivation or learning style, could affect the observed association.
A causal hypothesis proposes a cause-and-effect relationship between two variables. It suggests that changes in one variable directly cause changes in another variable.
For example, when you increase your study time, you experience higher exam scores. This hypothesis suggests a direct cause-and-effect relationship, indicating that the more time you spend studying, the higher your exam scores. It assumes that changes in your study time directly influence changes in your exam performance.
An empirical hypothesis is a statement based on things we can see and measure. It comes from direct observation or experiments and can be tested with real-world evidence. If an experiment proves a theory, it supports the idea and shows it’s not just a guess. This makes the statement more reliable than a wild guess.
For example, if you increase the dosage of a certain medication, you might observe a quicker recovery time for patients. Imagine you’re in charge of a clinical trial. In this trial, patients are given varying dosages of the medication, and you measure and compare their recovery times. This allows you to directly see the effects of different dosages on how fast patients recover.
This way, you can create a research hypothesis: “Increasing the dosage of a certain medication will lead to a faster recovery time for patients.”
A statistical hypothesis is a statement or assumption about a population parameter that is the subject of an investigation. It serves as the basis for statistical analysis and testing. It is often tested using statistical methods to draw inferences about the larger population.
In a hypothesis test, statistical evidence is collected to either reject the null hypothesis in favor of the alternative hypothesis or fail to reject the null hypothesis due to insufficient evidence.
For example, let’s say you’re testing a new medicine. Your hypothesis could be that the medicine doesn’t really help patients get better. So, you collect data and use statistics to see if your guess is right or if the medicine actually makes a difference.
If the data strongly shows that the medicine does help, you say your guess was wrong, and the medicine does make a difference. But if the proof isn’t strong enough, you can stick with your original guess because you didn’t get enough evidence to change your mind.
Step 1: identify your research problem or topic..
Define the area of interest or the problem you want to investigate. Make sure it’s clear and well-defined.
Start by asking a question about your chosen topic. Consider the limitations of your research and create a straightforward problem related to your topic. Once you’ve done that, you can develop and test a hypothesis with evidence.
Review existing literature related to your research problem. This will help you understand the current state of knowledge in the field, identify gaps, and build a foundation for your hypothesis. Consider the following questions:
Based on your literature review, create a specific and concise research question that addresses your identified problem. Your research question should be clear, focused, and relevant to your field of study.
Determine the key variables involved in your research question. Variables are the factors or phenomena that you will study and manipulate to test your hypothesis.
The null hypothesis is a statement that there is no significant difference or effect. It serves as a baseline for comparison with the alternative hypothesis.
Choose research methods that align with your study objectives, such as experiments, surveys, or observational studies. The selected methods enable you to test your research hypothesis effectively.
Creating a research hypothesis usually takes more than one try. Expect to make changes as you collect data. It’s normal to test and say no to a few hypotheses before you find the right answer to your research question.
Testing hypotheses is a really important part of research. It’s like the practical side of things. Here, real-world evidence will help you determine how different things are connected. Let’s explore the main steps in hypothesis testing:
Before testing, clearly articulate your research hypothesis. This involves framing both a null hypothesis, suggesting no significant effect or relationship, and an alternative hypothesis, proposing the expected outcome.
Plan how you will gather information in a way that fits your study. Make sure your data collection method matches the things you’re studying.
Whether through surveys, observations, or experiments, this step demands precision and adherence to the established methodology. The quality of data collected directly influences the credibility of study outcomes.
Choose a statistical test that aligns with the nature of your data and the hypotheses being tested. Whether it’s a t-test, chi-square test, ANOVA, or regression analysis, selecting the right statistical tool is paramount for accurate and reliable results.
Following the statistical analysis, evaluate the results in the context of your null hypothesis. You need to decide if you should reject your null hypothesis or not.
When discussing what you found in your research, be clear and organized. Say whether your idea was supported or not, and talk about what your results mean. Also, mention any limits to your study and suggest ideas for future research.
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A research hypothesis is like a guide for researchers in science. It’s a well-thought-out idea that has been thoroughly tested. This idea is crucial as researchers can explore different fields, such as medicine, social sciences, and natural sciences. The research hypothesis links theories to real-world evidence and gives researchers a clear path to explore and make discoveries.
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scientific hypothesis , an idea that proposes a tentative explanation about a phenomenon or a narrow set of phenomena observed in the natural world. The two primary features of a scientific hypothesis are falsifiability and testability, which are reflected in an “If…then” statement summarizing the idea and in the ability to be supported or refuted through observation and experimentation. The notion of the scientific hypothesis as both falsifiable and testable was advanced in the mid-20th century by Austrian-born British philosopher Karl Popper .
The formulation and testing of a hypothesis is part of the scientific method , the approach scientists use when attempting to understand and test ideas about natural phenomena. The generation of a hypothesis frequently is described as a creative process and is based on existing scientific knowledge, intuition , or experience. Therefore, although scientific hypotheses commonly are described as educated guesses, they actually are more informed than a guess. In addition, scientists generally strive to develop simple hypotheses, since these are easier to test relative to hypotheses that involve many different variables and potential outcomes. Such complex hypotheses may be developed as scientific models ( see scientific modeling ).
Depending on the results of scientific evaluation, a hypothesis typically is either rejected as false or accepted as true. However, because a hypothesis inherently is falsifiable, even hypotheses supported by scientific evidence and accepted as true are susceptible to rejection later, when new evidence has become available. In some instances, rather than rejecting a hypothesis because it has been falsified by new evidence, scientists simply adapt the existing idea to accommodate the new information. In this sense a hypothesis is never incorrect but only incomplete.
The investigation of scientific hypotheses is an important component in the development of scientific theory . Hence, hypotheses differ fundamentally from theories; whereas the former is a specific tentative explanation and serves as the main tool by which scientists gather data, the latter is a broad general explanation that incorporates data from many different scientific investigations undertaken to explore hypotheses.
Countless hypotheses have been developed and tested throughout the history of science . Several examples include the idea that living organisms develop from nonliving matter, which formed the basis of spontaneous generation , a hypothesis that ultimately was disproved (first in 1668, with the experiments of Italian physician Francesco Redi , and later in 1859, with the experiments of French chemist and microbiologist Louis Pasteur ); the concept proposed in the late 19th century that microorganisms cause certain diseases (now known as germ theory ); and the notion that oceanic crust forms along submarine mountain zones and spreads laterally away from them ( seafloor spreading hypothesis ).
Learning objectives.
Before describing how to develop a hypothesis it is imporant to distinguish betwee a theory and a hypothesis. A theory is a coherent explanation or interpretation of one or more phenomena. Although theories can take a variety of forms, one thing they have in common is that they go beyond the phenomena they explain by including variables, structures, processes, functions, or organizing principles that have not been observed directly. Consider, for example, Zajonc’s theory of social facilitation and social inhibition. He proposed that being watched by others while performing a task creates a general state of physiological arousal, which increases the likelihood of the dominant (most likely) response. So for highly practiced tasks, being watched increases the tendency to make correct responses, but for relatively unpracticed tasks, being watched increases the tendency to make incorrect responses. Notice that this theory—which has come to be called drive theory—provides an explanation of both social facilitation and social inhibition that goes beyond the phenomena themselves by including concepts such as “arousal” and “dominant response,” along with processes such as the effect of arousal on the dominant response.
Outside of science, referring to an idea as a theory often implies that it is untested—perhaps no more than a wild guess. In science, however, the term theory has no such implication. A theory is simply an explanation or interpretation of a set of phenomena. It can be untested, but it can also be extensively tested, well supported, and accepted as an accurate description of the world by the scientific community. The theory of evolution by natural selection, for example, is a theory because it is an explanation of the diversity of life on earth—not because it is untested or unsupported by scientific research. On the contrary, the evidence for this theory is overwhelmingly positive and nearly all scientists accept its basic assumptions as accurate. Similarly, the “germ theory” of disease is a theory because it is an explanation of the origin of various diseases, not because there is any doubt that many diseases are caused by microorganisms that infect the body.
A hypothesis , on the other hand, is a specific prediction about a new phenomenon that should be observed if a particular theory is accurate. It is an explanation that relies on just a few key concepts. Hypotheses are often specific predictions about what will happen in a particular study. They are developed by considering existing evidence and using reasoning to infer what will happen in the specific context of interest. Hypotheses are often but not always derived from theories. So a hypothesis is often a prediction based on a theory but some hypotheses are a-theoretical and only after a set of observations have been made, is a theory developed. This is because theories are broad in nature and they explain larger bodies of data. So if our research question is really original then we may need to collect some data and make some observation before we can develop a broader theory.
Theories and hypotheses always have this if-then relationship. “ If drive theory is correct, then cockroaches should run through a straight runway faster, and a branching runway more slowly, when other cockroaches are present.” Although hypotheses are usually expressed as statements, they can always be rephrased as questions. “Do cockroaches run through a straight runway faster when other cockroaches are present?” Thus deriving hypotheses from theories is an excellent way of generating interesting research questions.
But how do researchers derive hypotheses from theories? One way is to generate a research question using the techniques discussed in this chapter and then ask whether any theory implies an answer to that question. For example, you might wonder whether expressive writing about positive experiences improves health as much as expressive writing about traumatic experiences. Although this question is an interesting one on its own, you might then ask whether the habituation theory—the idea that expressive writing causes people to habituate to negative thoughts and feelings—implies an answer. In this case, it seems clear that if the habituation theory is correct, then expressive writing about positive experiences should not be effective because it would not cause people to habituate to negative thoughts and feelings. A second way to derive hypotheses from theories is to focus on some component of the theory that has not yet been directly observed. For example, a researcher could focus on the process of habituation—perhaps hypothesizing that people should show fewer signs of emotional distress with each new writing session.
Among the very best hypotheses are those that distinguish between competing theories. For example, Norbert Schwarz and his colleagues considered two theories of how people make judgments about themselves, such as how assertive they are (Schwarz et al., 1991) [1] . Both theories held that such judgments are based on relevant examples that people bring to mind. However, one theory was that people base their judgments on the number of examples they bring to mind and the other was that people base their judgments on how easily they bring those examples to mind. To test these theories, the researchers asked people to recall either six times when they were assertive (which is easy for most people) or 12 times (which is difficult for most people). Then they asked them to judge their own assertiveness. Note that the number-of-examples theory implies that people who recalled 12 examples should judge themselves to be more assertive because they recalled more examples, but the ease-of-examples theory implies that participants who recalled six examples should judge themselves as more assertive because recalling the examples was easier. Thus the two theories made opposite predictions so that only one of the predictions could be confirmed. The surprising result was that participants who recalled fewer examples judged themselves to be more assertive—providing particularly convincing evidence in favor of the ease-of-retrieval theory over the number-of-examples theory.
The primary way that scientific researchers use theories is sometimes called the hypothetico-deductive method (although this term is much more likely to be used by philosophers of science than by scientists themselves). A researcher begins with a set of phenomena and either constructs a theory to explain or interpret them or chooses an existing theory to work with. He or she then makes a prediction about some new phenomenon that should be observed if the theory is correct. Again, this prediction is called a hypothesis. The researcher then conducts an empirical study to test the hypothesis. Finally, he or she reevaluates the theory in light of the new results and revises it if necessary. This process is usually conceptualized as a cycle because the researcher can then derive a new hypothesis from the revised theory, conduct a new empirical study to test the hypothesis, and so on. As Figure 2.2 shows, this approach meshes nicely with the model of scientific research in psychology presented earlier in the textbook—creating a more detailed model of “theoretically motivated” or “theory-driven” research.
Figure 2.2 Hypothetico-Deductive Method Combined With the General Model of Scientific Research in Psychology Together they form a model of theoretically motivated research.
As an example, let us consider Zajonc’s research on social facilitation and inhibition. He started with a somewhat contradictory pattern of results from the research literature. He then constructed his drive theory, according to which being watched by others while performing a task causes physiological arousal, which increases an organism’s tendency to make the dominant response. This theory predicts social facilitation for well-learned tasks and social inhibition for poorly learned tasks. He now had a theory that organized previous results in a meaningful way—but he still needed to test it. He hypothesized that if his theory was correct, he should observe that the presence of others improves performance in a simple laboratory task but inhibits performance in a difficult version of the very same laboratory task. To test this hypothesis, one of the studies he conducted used cockroaches as subjects (Zajonc, Heingartner, & Herman, 1969) [2] . The cockroaches ran either down a straight runway (an easy task for a cockroach) or through a cross-shaped maze (a difficult task for a cockroach) to escape into a dark chamber when a light was shined on them. They did this either while alone or in the presence of other cockroaches in clear plastic “audience boxes.” Zajonc found that cockroaches in the straight runway reached their goal more quickly in the presence of other cockroaches, but cockroaches in the cross-shaped maze reached their goal more slowly when they were in the presence of other cockroaches. Thus he confirmed his hypothesis and provided support for his drive theory. (Zajonc also showed that drive theory existed in humans (Zajonc & Sales, 1966) [3] in many other studies afterward).
When you write your research report or plan your presentation, be aware that there are two basic ways that researchers usually include theory. The first is to raise a research question, answer that question by conducting a new study, and then offer one or more theories (usually more) to explain or interpret the results. This format works well for applied research questions and for research questions that existing theories do not address. The second way is to describe one or more existing theories, derive a hypothesis from one of those theories, test the hypothesis in a new study, and finally reevaluate the theory. This format works well when there is an existing theory that addresses the research question—especially if the resulting hypothesis is surprising or conflicts with a hypothesis derived from a different theory.
To use theories in your research will not only give you guidance in coming up with experiment ideas and possible projects, but it lends legitimacy to your work. Psychologists have been interested in a variety of human behaviors and have developed many theories along the way. Using established theories will help you break new ground as a researcher, not limit you from developing your own ideas.
There are three general characteristics of a good hypothesis. First, a good hypothesis must be testable and falsifiable . We must be able to test the hypothesis using the methods of science and if you’ll recall Popper’s falsifiability criterion, it must be possible to gather evidence that will disconfirm the hypothesis if it is indeed false. Second, a good hypothesis must be logical. As described above, hypotheses are more than just a random guess. Hypotheses should be informed by previous theories or observations and logical reasoning. Typically, we begin with a broad and general theory and use deductive reasoning to generate a more specific hypothesis to test based on that theory. Occasionally, however, when there is no theory to inform our hypothesis, we use inductive reasoning which involves using specific observations or research findings to form a more general hypothesis. Finally, the hypothesis should be positive. That is, the hypothesis should make a positive statement about the existence of a relationship or effect, rather than a statement that a relationship or effect does not exist. As scientists, we don’t set out to show that relationships do not exist or that effects do not occur so our hypotheses should not be worded in a way to suggest that an effect or relationship does not exist. The nature of science is to assume that something does not exist and then seek to find evidence to prove this wrong, to show that really it does exist. That may seem backward to you but that is the nature of the scientific method. The underlying reason for this is beyond the scope of this chapter but it has to do with statistical theory.
Defining the hypothesis, the role of a hypothesis in the scientific method, types of hypotheses, hypothesis formulation, hypotheses and variables.
In sociology, as in other scientific disciplines, the hypothesis serves as a crucial building block for research. It is a central element that directs the inquiry and provides a framework for testing the relationships between social phenomena. This article will explore what a hypothesis is, how it is formulated, and its role within the broader scientific method. By understanding the hypothesis, students of sociology can grasp how sociologists construct and test theories about the social world.
A hypothesis is a specific, testable statement about the relationship between two or more variables. It acts as a proposed explanation or prediction based on limited evidence, which researchers then test through empirical investigation. In essence, it is a statement that can be supported or refuted by data gathered from observation, experimentation, or other forms of systematic inquiry. The hypothesis typically takes the form of an “if-then” statement: if one variable changes, then another will change in response.
In sociological research, a hypothesis helps to focus the investigation by offering a clear proposition that can be tested. For instance, a sociologist might hypothesize that an increase in education levels leads to a decrease in crime rates. This hypothesis gives the researcher a direction, guiding them to collect data on education and crime, and analyze the relationship between the two variables. By doing so, the hypothesis serves as a tool for making sense of complex social phenomena.
The hypothesis is a key component of the scientific method, which is the systematic process by which sociologists and other scientists investigate the world. The scientific method begins with an observation of the world, followed by the formulation of a question or problem. Based on prior knowledge, theory, or preliminary observations, researchers then develop a hypothesis, which predicts an outcome or proposes a relationship between variables.
Once a hypothesis is established, researchers gather data to test it. If the data supports the hypothesis, it may be used to build a broader theory or to further refine the understanding of the social phenomenon in question. If the data contradicts the hypothesis, researchers may revise their hypothesis or abandon it altogether, depending on the strength of the evidence. In either case, the hypothesis helps to organize the research process, ensuring that it remains focused and methodologically sound.
In sociology, this method is particularly important because the social world is highly complex. Researchers must navigate a vast range of variables—age, gender, class, race, education, and countless others—that interact in unpredictable ways. A well-constructed hypothesis allows sociologists to narrow their focus to a manageable set of variables, making the investigation more precise and efficient.
Sociologists use different types of hypotheses, depending on the nature of their research question and the methods they plan to use. Broadly speaking, hypotheses can be classified into two main types: null hypotheses and alternative (or research) hypotheses.
The null hypothesis, denoted as H0, states that there is no relationship between the variables being studied. It is a default assumption that any observed differences or relationships are due to random chance rather than a real underlying cause. In research, the null hypothesis serves as a point of comparison. Researchers collect data to see if the results allow them to reject the null hypothesis in favor of an alternative explanation.
For example, a sociologist studying the relationship between income and political participation might propose a null hypothesis that income has no effect on political participation. The goal of the research would then be to determine whether this null hypothesis can be rejected based on the data. If the data shows a significant correlation between income and political participation, the null hypothesis would be rejected.
The alternative hypothesis, denoted as H1 or Ha, proposes that there is a significant relationship between the variables. This is the hypothesis that researchers aim to support with their data. In contrast to the null hypothesis, the alternative hypothesis predicts a specific direction or effect. For example, a researcher might hypothesize that higher levels of education lead to greater political engagement. In this case, the alternative hypothesis is proposing a positive correlation between the two variables.
The alternative hypothesis is the one that guides the research design, as it directs the researcher toward gathering evidence that will either support or refute the predicted relationship. The research process is structured around testing this hypothesis and determining whether the evidence is strong enough to reject the null hypothesis.
The process of formulating a hypothesis is both an art and a science. It requires a deep understanding of the social phenomena under investigation, as well as a clear sense of what is possible to observe and measure. Hypothesis formulation is closely linked to the theoretical framework that guides the research. Sociologists draw on existing theories to generate hypotheses, ensuring that their predictions are grounded in established knowledge.
To formulate a good hypothesis, a researcher must identify the key variables and determine how they are expected to relate to one another. Variables are the factors or characteristics that are being measured in a study. In sociology, these variables often include social attributes such as class, race, gender, age, education, and income, as well as behavioral variables like voting, criminal activity, or social participation.
For example, a sociologist studying the effects of social media on self-esteem might propose the following hypothesis: “Increased time spent on social media leads to lower levels of self-esteem among adolescents.” Here, the independent variable is the time spent on social media, and the dependent variable is the level of self-esteem. The hypothesis predicts a negative relationship between the two variables: as time spent on social media increases, self-esteem decreases.
A strong hypothesis has several key characteristics. It should be clear and specific, meaning that it unambiguously states the relationship between the variables. It should also be testable, meaning that it can be supported or refuted through empirical investigation. Finally, it should be grounded in theory, meaning that it is based on existing knowledge about the social phenomenon in question.
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Formulating a good hypothesis is the backbone of the scientific method.
A hypothesis is a precise and testable statement of what a researcher predicts will be the outcome of a study. This usually involves proposing a relationship between two or more variables.
Verifying a hypothesis, also sometimes referred to as a working statement , requires using the scientific method , usually by designing an experiment.
For instance, one common adage is ‘an apple a day keeps the doctor away’. If we use this aphorism as our hypothesis then we can make a prediction that consuming at least one apple per day should result in fewer visits to the doctor than the general population that eats apples sparingly or never.
In 2015 , researchers at Dartmouth College, the University of Michigan School of Nursing, and the Veteran Affairs Medical Center in White River actually investigated this hypothesis. They combed national nutrition data collected from nearly 8,400 men and women — 753 of whom ate an apple a day. The study found that “evidence does not support that an apple a day keeps the doctor away; however, the small fraction of US adults who eat an apple a day do appear to use fewer prescription medications.”
So perhaps there’s a glimmer of truth to this hypothesis, but not necessarily because apples are some miracle foods. It could be that people who eat apples every day also consume other fresh produce and less processed foods than the general population, a diet that helps to prevent obesity, a huge risk factor for a myriad of illnesses such as hypertension and diabetes that require prescription medication. This is why hypotheses need to be defined as precisely and as narrowly as possible in order to isolate confounding effects.
The ‘apple a day’ study is an example of an alternative hypothesis , which states that there is a relationship between two variables being studied, the daily apple consumption and visits to the GP. One variable, called the independent variable , has an effect on the other, known as the dependent variable . The independent variable is what you change and the dependent variable is what you measure. For example, if I am measuring how a plant grows with different fertilizers, the fertilizers are what I can change freely (independent) while the plant’s growth would be dependent on what it is given. In order for an alternative hypothesis to be validated, the results have to have statistical significance in order to rule out chance.
Examples of alternative hypotheses:
Another common type of hypothesis used in science is the null hypothesis , which states that there is no relationship between two variables. This means that controlling one variable has no effect on the other. Any results are due to chance and thus pursuing a cause-effect relationship between the two variables is futile.
The null hypothesis is the polar opposite of the alternative hypothesis since they contain opposing viewpoints. In fact, the latter is called this way because it is an alternative to the null hypothesis. An apple a day doesn’t keep the doctor away, you could propose if you were designing a null hypothesis experiment.
Examples of null hypotheses:
The acceptance of the alternative hypothesis, often denoted by H 1 , depends on the rejection of the null hypothesis (H 0 ). A null hypothesis can never be proven, it can only be rejected. To test a null hypothesis and determine whether the observed data is not due to change or the manipulation of data, scientists employ a significance test.
Rejecting the null hypothesis does not necessarily imply that a study did not produce the required results. Instead, it sets the stage for further experimentation to see if a relationship between the two variables truly exists.
For instance, say a scientist proposes a null hypothesis stating that “the rate of plant growth is not affected by sunlight.” One way to investigate this conjecture would be to monitor a random sample of plants grown with or without sunlight. You then measure the average mass of each group of plants and if there’s a statistically significant difference in the observed change, then the null hypothesis is rejected. Consequently, the alternate hypothesis that “plant growth is affected by sunlight” is accepted, then scientists can perform further research into the effects of different wavelengths of light or intensities of light on plant growth.
At this point, you might be wondering why we need the null hypothesis. Why not propose and test an alternate hypothesis and see if it is true? One explanation is that science cannot provide absolute proofs, but rather approximations. The scientific method cannot explicitly “prove” propositions. We can never prove an alternative hypothesis with 100% confidence. What we can do instead is reject the null hypothesis, supporting the alternative hypothesis.
It just so happens that it is easier to disprove a hypothesis than to positively prove one. But the supposition that the null hypothesis is incorrect allows for a stable foundation on which scientists can build. You can view it this way: the results from testing the null hypothesis lay the groundwork for the alternate hypothesis, which explores multiple ideas that may or may not be correct.
The alternative and null hypotheses are the two main types you’ll encounter in studies. But the alternative hypothesis can be further broken down into two categories: directional and nondirectional alternative hypotheses.
The directional alternative hypothesis predicts that the independent variable will have an effect on the dependent variable and the direction in which the change will take place. The nondirectional alternative hypothesis predicts the independent variable will have an effect but its direction is not specific, without stating the magnitude of the difference.
For instance, a non-directional hypothesis could be “there will be a difference in how many words children and adults can recall,” while the directional hypothesis could predict that “adults will recall more words than children.”
Hypotheses can be simple or complex. A simple hypothesis predicts a relationship between a single dependent variable and a single independent variable while a complex one predicts a relationship between two or more independent and dependent variables. An example of a complex hypothesis could be “Do age and weight affect the chances of getting diabetes and heart diseases?” There are two independent and two dependent variables in this statement whose relationship we seek to verify.
The way you formulate a hypothesis can make or break your research because the validity of an experiment and its results rely heavily on a robust testable hypothesis. A good research hypothesis typically involves more effort than a simple guess or assumption.
Generally, a good hypothesis:
An example of a testable good hypothesis is a conjecture such as “Students recall more information during the afternoon than during the morning.” The independent variable is the time of the lecture and the dependent variable is the recall of the information presented in the lecture, which can be verified with standardized tests.
A bad hypothesis could be something like “Goldfish make better pets than cats.” Right off the bat, you can see a couple of problems with this statement. What constitutes a good pet? Is a good pet fluffy and interactive or one that is low maintenance? Can I predict whether a cat or goldfish will make for a good pet? This is more a matter of opinion that doesn’t provide any meaningful results.
Often, the best hypotheses start from observation. For instance, everybody has witnessed that objects that are thrown into the air will fall toward the ground. Sir Isaac Newton formulated a hypothesis in the 17th-century that explains this observation, stating that ‘objects with mass attract each other through a gravitational field.’
But despite Newton’s hypothesis being very well written, in the sense that it is testable, simple, clear, and universal, we now know it was wrong. In the 20th-century, Albert Einstein showed that a hypothesis that more precisely explains the observed phenomenon is that ‘objects with mass cause space to bend.’ The lesson here is that all hypotheses are temporary and partial, they’re never permanent and irrefutable. This is also a good example of why the null hypothesis is so paramount.
Hypothesis formulation and testing through statistical methods are integral parts of the scientific method, the systematic approach to assessing whether a statement is true or false. All the best stories in science start with a good hypothesis.
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What exactly is a hypothesis.
A hypothesis is a conclusion reached after considering the evidence. This is the first step in any investigation, where the research questions are translated into a prediction. Variables, population, and the relationship between the variables are all included. A research hypothesis is a hypothesis that is tested to see if two or more variables have a relationship. Now let’s have a look at the characteristics of a good hypothesis.
A good hypothesis has the following characteristics.
Closest to things that can be seen, testability, relevant to the issue, techniques that are applicable, new discoveries have been made as a result of this ., harmony & consistency.
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A good hypothesis possesses the following certain attributes.
One of the valuable attribute of a good hypothesis is to predict for future. It not only clears the present problematic situation but also predict for the future that what would be happened in the coming time. So, hypothesis is a best guide of research activity due to power of prediction.
A hypothesis must have close contact with observable things. It does not believe on air castles but it is based on observation. Those things and objects which we cannot observe, for that hypothesis cannot be formulated. The verification of a hypothesis is based on observable things.
A hypothesis should be so dabble to every layman, P.V young says, “A hypothesis wo0uld be simple, if a researcher has more in sight towards the problem”. W-ocean stated that, “A hypothesis should be as sharp as razor’s blade”. So, a good hypothesis must be simple and have no complexity.
A hypothesis must be conceptually clear. It should be clear from ambiguous information’s. The terminology used in it must be clear and acceptable to everyone.
A good hypothesis should be tested empirically. It should be stated and formulated after verification and deep observation. Thus testability is the primary feature of a good hypothesis.
If a hypothesis is relevant to a particular problem, it would be considered as good one. A hypothesis is guidance for the identification and solution of the problem, so it must be accordance to the problem.
It should be formulated for a particular and specific problem. It should not include generalization. If generalization exists, then a hypothesis cannot reach to the correct conclusions.
Hypothesis must be relevant to the techniques which is available for testing. A researcher must know about the workable techniques before formulating a hypothesis.
It should be able to provide new suggestions and ways of knowledge. It must create new discoveries of knowledge J.S. Mill, one of the eminent researcher says that “Hypothesis is the best source of new knowledge it creates new ways of discoveries”.
Internal harmony and consistency is a major characteristic of good hypothesis. It should be out of contradictions and conflicts. There must be a close relationship between variables which one is dependent on other.
We have heard of many hypotheses which have led to great inventions in science. Assumptions that are made on the basis of some evidence are known as hypotheses. In this article, let us learn in detail about the hypothesis and the type of hypothesis with examples.
A hypothesis is an assumption that is made based on some evidence. This is the initial point of any investigation that translates the research questions into predictions. It includes components like variables, population and the relation between the variables. A research hypothesis is a hypothesis that is used to test the relationship between two or more variables.
Following are the characteristics of the hypothesis:
Following are the sources of hypothesis:
There are six forms of hypothesis and they are:
It shows a relationship between one dependent variable and a single independent variable. For example – If you eat more vegetables, you will lose weight faster. Here, eating more vegetables is an independent variable, while losing weight is the dependent variable.
It shows the relationship between two or more dependent variables and two or more independent variables. Eating more vegetables and fruits leads to weight loss, glowing skin, and reduces the risk of many diseases such as heart disease.
It shows how a researcher is intellectual and committed to a particular outcome. The relationship between the variables can also predict its nature. For example- children aged four years eating proper food over a five-year period are having higher IQ levels than children not having a proper meal. This shows the effect and direction of the effect.
It is used when there is no theory involved. It is a statement that a relationship exists between two variables, without predicting the exact nature (direction) of the relationship.
It provides a statement which is contrary to the hypothesis. It’s a negative statement, and there is no relationship between independent and dependent variables. The symbol is denoted by “H O ”.
Associative hypothesis occurs when there is a change in one variable resulting in a change in the other variable. Whereas, the causal hypothesis proposes a cause and effect interaction between two or more variables.
Following are the examples of hypotheses based on their types:
Following are the functions performed by the hypothesis:
Researchers use hypotheses to put down their thoughts directing how the experiment would take place. Following are the steps that are involved in the scientific method:
What is hypothesis.
A hypothesis is an assumption made based on some evidence.
What are the types of hypothesis.
Types of hypothesis are:
Define complex hypothesis..
A complex hypothesis shows the relationship between two or more dependent variables and two or more independent variables.
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Hypothesis is a hypothesis is fundamental concept in the world of research and statistics. It is a testable statement that explains what is happening or observed. It proposes the relation between the various participating variables.
Hypothesis is also called Theory, Thesis, Guess, Assumption, or Suggestion . Hypothesis creates a structure that guides the search for knowledge.
In this article, we will learn what hypothesis is, its characteristics, types, and examples. We will also learn how hypothesis helps in scientific research.
Table of Content
Characteristics of hypothesis, sources of hypothesis, types of hypothesis, functions of hypothesis, how hypothesis help in scientific research.
Hypothesis is a suggested idea or an educated guess or a proposed explanation made based on limited evidence, serving as a starting point for further study. They are meant to lead to more investigation.
It’s mainly a smart guess or suggested answer to a problem that can be checked through study and trial. In science work, we make guesses called hypotheses to try and figure out what will happen in tests or watching. These are not sure things but rather ideas that can be proved or disproved based on real-life proofs. A good theory is clear and can be tested and found wrong if the proof doesn’t support it.
A hypothesis is a proposed statement that is testable and is given for something that happens or observed.
Here are some key characteristics of a hypothesis:
Hypotheses can come from different places based on what you’re studying and the kind of research. Here are some common sources from which hypotheses may originate:
Here are some common types of hypotheses:
Complex hypothesis, directional hypothesis.
Alternative hypothesis (h1 or ha), statistical hypothesis, research hypothesis, associative hypothesis, causal hypothesis.
Simple Hypothesis guesses a connection between two things. It says that there is a connection or difference between variables, but it doesn’t tell us which way the relationship goes. Example: Studying more can help you do better on tests. Getting more sun makes people have higher amounts of vitamin D.
Complex Hypothesis tells us what will happen when more than two things are connected. It looks at how different things interact and may be linked together. Example: How rich you are, how easy it is to get education and healthcare greatly affects the number of years people live. A new medicine’s success relies on the amount used, how old a person is who takes it and their genes.
Directional Hypothesis says how one thing is related to another. For example, it guesses that one thing will help or hurt another thing. Example: Drinking more sweet drinks is linked to a higher body weight score. Too much stress makes people less productive at work.
Non-Directional Hypothesis are the one that don’t say how the relationship between things will be. They just say that there is a connection, without telling which way it goes. Example: Drinking caffeine can affect how well you sleep. People often like different kinds of music based on their gender.
Null hypothesis is a statement that says there’s no connection or difference between different things. It implies that any seen impacts are because of luck or random changes in the information. Example: The average test scores of Group A and Group B are not much different. There is no connection between using a certain fertilizer and how much it helps crops grow.
Alternative Hypothesis is different from the null hypothesis and shows that there’s a big connection or gap between variables. Scientists want to say no to the null hypothesis and choose the alternative one. Example: Patients on Diet A have much different cholesterol levels than those following Diet B. Exposure to a certain type of light can change how plants grow compared to normal sunlight.
Statistical Hypothesis are used in math testing and include making ideas about what groups or bits of them look like. You aim to get information or test certain things using these top-level, common words only. Example: The average smarts score of kids in a certain school area is 100. The usual time it takes to finish a job using Method A is the same as with Method B.
Research Hypothesis comes from the research question and tells what link is expected between things or factors. It leads the study and chooses where to look more closely. Example: Having more kids go to early learning classes helps them do better in school when they get older. Using specific ways of talking affects how much customers get involved in marketing activities.
Associative Hypothesis guesses that there is a link or connection between things without really saying it caused them. It means that when one thing changes, it is connected to another thing changing. Example: Regular exercise helps to lower the chances of heart disease. Going to school more can help people make more money.
Causal Hypothesis are different from other ideas because they say that one thing causes another. This means there’s a cause and effect relationship between variables involved in the situation. They say that when one thing changes, it directly makes another thing change. Example: Playing violent video games makes teens more likely to act aggressively. Less clean air directly impacts breathing health in city populations.
Hypotheses have many important jobs in the process of scientific research. Here are the key functions of hypotheses:
Researchers use hypotheses to put down their thoughts directing how the experiment would take place. Following are the steps that are involved in the scientific method:
Mathematics Maths Formulas Branches of Mathematics
Hypothesis is a testable statement serving as an initial explanation for phenomena, based on observations, theories, or existing knowledge . It acts as a guiding light for scientific research, proposing potential relationships between variables that can be empirically tested through experiments and observations.
The hypothesis must be specific, testable, falsifiable, and grounded in prior research or observation, laying out a predictive, if-then scenario that details a cause-and-effect relationship. It originates from various sources including existing theories, observations, previous research, and even personal curiosity, leading to different types, such as simple, complex, directional, non-directional, null, and alternative hypotheses, each serving distinct roles in research methodology .
The hypothesis not only guides the research process by shaping objectives and designing experiments but also facilitates objective analysis and interpretation of data , ultimately driving scientific progress through a cycle of testing, validation, and refinement.
What is a hypothesis.
A guess is a possible explanation or forecast that can be checked by doing research and experiments.
The components of a Hypothesis are Independent Variable, Dependent Variable, Relationship between Variables, Directionality etc.
Testability, Falsifiability, Clarity and Precision, Relevance are some parameters that makes a Good Hypothesis
You cannot prove conclusively that most hypotheses are true because it’s generally impossible to examine all possible cases for exceptions that would disprove them.
Hypothesis testing is used to assess the plausibility of a hypothesis by using sample data
Yes, you can change or improve your ideas based on new information discovered during the research process.
Hypotheses are used to support scientific research and bring about advancements in knowledge.
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By Tracey Cox For Mailonline
Published: 08:13 BST, 18 September 2024 | Updated: 08:19 BST, 18 September 2024
View comments
What makes someone sexy?
Good question! After all, what's sexy to one person is 'Are you kidding?' to another.
But all of us have a subconscious 'sexy' radar which automatically tunes in to people who've got 'it'.
Our looks radar sets off first – instantly scanning for the best-looking person in the crowd – then the sexy radar clicks in, looking for more subtle (and surer) indicators that someone's worth talking to.
Ultimately, sex appeal is less about looks and all about attitude and aura: being happy with what you've got and who you are.
Which is why the top thing that makes someone sexy is this…
According to sex and relationships expert Tracey Cox, sex appeal is less about looks and all about attitude and aura: being happy with what you've got and who you are (stock image)
1. They like sex
If you love sex and love people, you're probably sexy.
People who enjoy sex are on a permanent subconscious (and conscious) alert - on the lookout for sexy people and sexy things wherever they are.
When you see someone who fits the bill, your eyes let them know you find them attractive – even if the wedding ring on your finger stops you acting on it.
Being noticed and admired gets people's attention fast – and even if they aren't physically attracted to the person giving it, they'll take a second look to see if there's something they're missing.
A high sex drive is often the secret behind 'ugly sexy' appeal. The reason why some people, who don't fit society's expectation of good-looking, still get lots of attention.
The hunger and appreciation that's evident in their eyes is the magic ingredient that doesn't rely on physical appearance.
2. They're enthusiastic
It's infectious – you can't help but smile and respond to someone who's full of life.
It doesn't really matter what it is you're passionate about, so long as you're throwing your arms around and getting excited about something.
As one guy put it, 'The girl in the corner whose facial expression doesn't change and talks in a monotone isn't appealing, even if she is discussing how to give a great BJ.
'It's the girl who's gesturing madly and talking a million miles an hour who you want. Even if she's discussing what colour to paint her bathroom.'
Tracey Cox (pictured) believes that people who love sex and love people are almost always sexy
3. Both sides of them match
The more symmetrical your face and body, the more sexually attractive you are, and the more attention you get.
It's not brainwashing by society either – even babies go ga-ga for symmetry.
Far more manipulative than social media is Mother Nature: she consistently protects the health of the species by making sure that those from the strongest gene pool (like the symmetrical) are seen as the most attractive.
While no body is ever truly symmetrical, appearing 'matched' helps immeasurably.
Female bodies are programmed to appear 30 per cent more symmetrical on the magical high-conception day after ovulation.
People with symmetrical bodies usually lose their virginity much younger and have more sexual partners than their lopsided friends.
4. They're comfortable with their body
If you don't feel sexy, you're certainly not going to ooze sex appeal to anyone else.
People who don't like their body do their best to hide as much of it as possible. Their shoulders hunch forward, their head drops down, their arms cross to hide their stomach. Sounds attractive, right? Not.
No-one is totally happy with their body but people who embrace their good bits and don't get too paranoid about the bad, exude self-assurance. Their body language is relaxed, open and inviting and self-acceptance sends out a sexy vibe.
5. They make you feel like you're the only person in the room
The ability to focus exclusively on the person you're with, without glancing behind them, checking your phone or getting distracted in any way is a dying skill.
This is why, when someone's eyes don't move from your face, the recipient feels intoxicated by the laser-sharp attention. The person who looks you directly in the eye, really listens, calls you by your name and focuses on what you're saying wins every time.
Master this and you'll beat the better-looking competition hands down.
When it comes to our bodies, those who embrace their good bits and don't get too paranoid about the bad, exude self-assurance - which is sexy (stock image)
6. They've got a big mouth
Sex obsessed creatures which we are, anything which reminds us of sex usually gets us going.
A woman with full, glossy, red lips is a turn-on because her lips mimic what (he fantasises anyway) is hopefully happening elsewhere: the vagina also 'plumps', moistens and darkens in colour when aroused.
7. They're authentic
They know who they are and are proud of it. A person who isn't scared to express an opinion even if it's the opposite to everyone else's, might be called opinionated, arrogant or even rude, but there's one thing they'll never be branded – boring.
Stick up for your beliefs and believe in yourself. We all respect and admire people who hold their head up and fight their own battles.
According to Tracey Cox, a woman with full, glossy, red lips is a turn-on because her lips mimic what (he fantasises anyway) is hopefully happening elsewhere: the vagina also 'plumps', moistens and darkens in colour when aroused
8. They're flexible
Ever seen someone get up from sitting for a while and walking away with stiff legs? Not exactly a turn-on is it?
It's not something you instantly think about when questioning what makes someone sexy, but flexibility is what makes people appear to 'walk young'.
Moving with fluidity is associated with physical fitness and good health which are biologically linked to attractiveness.
People who are flexible tend to have better posture which sends a signal of self-assurance – confidence is another key factor in sex appeal.
9. They play it cool (but not too cool)
When someone tells us we're hot, funny or clever, it has the optimum effect the first time it's said.
Keep harping on about it and you not only dilute the compliment, you'll get the opposite reaction to the one intended.
Instead of liking you, the person will find you annoying.
10. They touch a lot
Never, ever underestimate the power of touch. The person who really hugs hello, who puts a concerned hand on your arm if you're upset, gives a firm handshake to say 'Congratulations!', is making warm, sexy gestures that make them seem approachable.
If you want to connect with someone – instantly – there is no better way to do it than through touch. The briefest, tiniest touch can have an electric effect on how somebody feels about you.
If you're stingy with your affection, others assume you're cold, hard to get to know, uptight. None of which are adjectives you want applied to you, right?
Money usually means the person is well-dressed, well-groomed, physically healthy and educated, which often equates to high sex appeal (stock image)
11. They're rich
No surprises here. It might not lead to happiness but it sure as hell makes you more sexually attractive.
Why? For starters, financial success boosts self-esteem and confidence, traits that are universally attractive.
Money usually means the person is well-dressed, well-groomed, physically healthy and educated. They're able to do sexy things: like surprise you with first-class tickets to the hottest party in Ibiza, a booking at the sexiest, most coveted new restaurant.
Wealth is associated with high social status – and power is the ultimate aphrodisiac for some! Success usually means the person is ambitious, another personality trait that adds to their appeal.
Published by Associated Newspapers Ltd
Part of the Daily Mail, The Mail on Sunday & Metro Media Group
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Learn how to formulate a good hypothesis for your research by following five key characteristics: clarity, testability, relevance, falsifiability, and specificity. Find out the types of hypotheses, the difference between null and alternative hypotheses, and the six parts of a hypothesis.
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