Initial Individual Proposal for Final Project
I. Conceptual Definitions:
Discuss the concepts you are manipulating in the study. These are the theoretical definitions.
IV 1: Attitude Level 1: Academic performance
Level 3: Choice of subject
IV 2: Personality Level 1: Family background
Level 2: Previous school Level 3: Use of social media
Note: All levels must co-occur across factors.
Identify what you measure in this study:
Dependent Variable: Use of social media
Is your DV nested within one IV? No [Your DV measure must not depend on one of your manipulated factors. For example, if you are investigating the effect of word presentation on memory (words presented auditorily vs. words presented visually), you cannot have participants in the auditory condition take an auditory memory test and participants in the visual condition take a visual memory test. All participants must receive the same test.]
II. Sources (at least 3; min of one for each IV). Attach abstracts/citation:
Kpolovie, P. J., Joe, A. I., & Okoto, T. (2014). Academic achievement prediction: Role of interest in learning and attitude towards school. International Journal of Humanities, Social Sciences and Education (IJHSSE), 1(11), 73-100.
Vogl, K., & Preckel, F. (2014). Full-time ability grouping of gifted students: Impacts on social self-concept and school-related attitudes. Gifted Child Quarterly, 58(1), 51-68.
Seidman, G. (2013). Self-presentation and belonging on Facebook: How personality influences social media use and motivations. Personality and Individual Differences, 54(3), 402-407.
Randler, C., Horzum, M. B., & Vollmer, C. (2014). Internet addiction and its relationship to chronotype and personality in a Turkish university student sample. Social Science Computer Review, 32(4), 484-495.
III. Hypotheses (note these will probably be revised as we talk more about interactions and main effects; just have a basic idea of what you expect for now):
Main effect of IV 1 (if any): Student’s attitude influence ease with which a student makes friends
The main effect of IV 2 (if any): Personality of a student is associated with the social media activities.
The interaction effect between IV 1 and IV 2 (if any):
Why do you make these predictions (BRIEFLY state how your sources lead you to these predictions)?
Kpolovie, Joe, and Okoto (2014) studied how the role of interest in students ability to learn and also students attitude toward school. According to the authors, student’s interests and attitude toward school can be used to predict their academic achievement. The authors used a stratified random sample that comprises 518 participants drawn from a population of 14,459 students. Their analysis of data revealed that there was a positive correlation between student’s attitude toward school and interest in learning on their academic achievement. The authors contend that improving both student’s attitude toward school and their interest I learning can help them to boost their academic performance.
In their study, Randler, Horzum, and Vollmer (2013) sought to understand whether there is any association between addiction to the internet and other factors such as Big-5 personality, age, chronotype, and gender among a sample drawn from a Turkish university. The sample comprised 616 participants who filled questionnaires. The study results showed that there is a positive association between internet addiction and chronotype. However, males and evening types had a higher internet addiction when compared to others. On the other hand, the investigators found out that students who were found to be agreeable and conscientious exhibited a lower internet addiction. The authors, however, reported a lack of consistency between scores of internet addiction and student’s extraversion, openness to experience, and neuroticism.
The association between personality and use of social media and motivations has been a subject of interest. Seidman (2013) carried out a study on self-presentation and belonging on social media. The author carried out his studies using one of the social media platforms; Facebook. The author’s major interest was to investigate how an individual’s personality can influence the use of social media and motivations to use social media. The author used Big Five to describe the personality of the participants. The study sample comprised 184 participants who were drawn from a population of college students. The participants completed a set of questionnaires where data pertaining their personality as well as Facebook behaviours and motivations to use Facebook was captured. The study findings showed that of the Big Five personality factors, agreeableness and neuroticism were strongly associated with behaviours linked with self-belonging and motivations. On the other hand, the author reported that extraversion was closely associated with student’s frequent choice of Facebook as a means of communicating with others. Low conscientiousness, as well as high neuroticism, was best used to predict student’s self-presentational behaviours as well as motivators. The findings also suggest that conscientious students were more caution when it comes to self-presentation on Facebook. Further, extraversion, neuroticism, and agreeableness were positively associated with the students’’ tendency to express their actual self. Neuroticism, however, was strongly linked to the expression of the ideal as well as hidden self-aspects. The author content that the motivation to express or exhibit the self-aspects mediated the association between self-disclosure and neuroticism.
In this article, Vogl and Preckel (2014) examined the impact grouping of gifted students on their self-concept as well as attitudes related with school. The sample population was 198 with 99 of the students acting as a control group. The 99 students that acted as control group were studying under regular program. The other 99 students were gifted students who had been grouped for a full-time study. The author’s research findings suggest that there was no relationship between student’s cognitive ability and the variables that were studied. Results also suggested that while grouping students in a gifted class has a positive effect on their social self-concept of acceptance, there was no impact on their social self-concept of assertiveness. Further, children who were grouped in gifted class exhibited not only a higher interest in school but also a better relationship with their teachers as compared with their regular counterparts.
III. Participants
Note: Your experiment must not have any possible physical or psychological hazards that the participants might experience.
Note: You may not use deception. Deception is involved when you provide false information to mislead the participants. Omitting the purpose of the study is not deception. Telling participants that the study is about altruism when it is really about gender differences in response bias is deception.
