APPLICATION FOR REVIEW OF RESEARCH INVOLVING HUMAN SUBJECTS
For IRB approval, submit your proposal to: Dr. State University IRB, if you have questions or wish to check the status of your proposal, please call Dr. ALL APPLICATIONS MUST BE TYPED.
Please fill in this application form completely. [Do not state, "refer to pages in proposal" for requested information.] Attach additional information to this form only after the space available for response to a given question has been used.
Thesis
In making this application, I certify that I have read and understood the guidelines and procedures developed by McNeese State University for the protection of human subjects and that I will comply with both the letter and the spirit of the University's policies. I further acknowledge my responsibility to report any significant changes in the protocol involving human subjects and to obtain written approval from the Institutional Review Board for these changes prior to making these changes. I understand that IRB approval extends for one year, and if the project continues beyond the date of approval, then I will notify the IRB and request a renewal.
This proposal has been reviewed and approved by State University Institutional Review Board for compliance with the Code of Federal Regulations 45 CFR 46, Protection of Human Subjects and as amended.
1. IS THIS A:
New Project (X)
Continuation
Renewal
Change in Procedure for a Continuing Project
5. STATUS OF PRINCIPAL INVESTIGATOR:
Staff
Graduate Student
Undergraduate Student
6. EXEMPT/EXPEDITED REVIEW: If you are applying for Exempt or Expedited status, indicate the category by which the study qualifies for exempt or expedited status in the Rationale section below. (SEE GENERAL GUIDELINES - A. EXEMPT/EXPEDITED REVIEW)
Exempt
Expedited (X)
Uncertain
RATIONALE (see CATEGORIES of exempt/expedited review in "Guidelines"):
Social networking media leads to various psychological risks. One may not want certain things to be made public and when it is done it generates temporary apprehension or embarrassment to an individual as a participant in the social network. Such risks often make people to suffer psychologically as they do not know how to face their friends on social media. Some people often instigate stress and anxiety in the process of studying as there is always a time that is needed for the survey to be undertaken and to be completed. It is essential for the people using the social networking media to be vigilant so as to amicably prevent the potential of suffering from the psychological risks in the studies. Secondly, there are social risks that social media users may face in the society. At times, the people are always hesitant to provide the accurate responses via the social media because they fear to be embarrassed. It is for this purpose as to why it is essential at times not to reveal the real identity of an individual on such platforms so as to avoid amicably the social risks that are rampant in the process. It is only through such mechanisms that each individual will be assured of their confidentiality, and it will go a long way towards improving the social risks that they could have faced. It is important for people to acknowledge that their respective identities will not be tampered with in any manner (Final Research Proposal, 2016). There are also legal risks that the students may face in the course of using the social media network. The use of abusive language and other inflammatory words on social media leads to legal risks. People may at times feel misinformed regarding the purpose and the intentions of the social media network. It is vital to acknowledge the importance of the debriefing process as it will aid in avoiding the unnecessary confusion and uncertainties in the course of undertaking the survey. It is important to allow individuals to have the ample opportunity to ask any questions or concerns that they have regarding the survey. The participants also need to have the chance to revoke their participation in the course of the study (Ball, 2016).
7. ABSTRACT: Summarize the research in abstract form; include the purpose(s) of the study, hypotheses/research questions, sampling procedure, subjects, data collection tools/procedures, and interventions/treatments as appropriate. The abstract can be identical or similar to the summary required when submitting to the funding source. Briefly outline, in particular, what will be done to research subjects.
The purpose of this research is to analyze the relationship between social networking and face-to-face communication with respect to their influence on the social interaction skills. The first aim of the research has to determine whether there is a causal relationship between use of social networking tools and face-to-face communication behaviors. The research aims to investigate the hypothesis
There will be a statistically significant difference in change/gain scores for communication behaviors between the experimental group and the control group; Face-to-face communication is associated with the students’ social media networking habits (i.e. time spent on social media networking).
There will be a statistically significant difference in change/gain scores for social interaction skills between the experimental group and the control group; the quality of social skills interaction is associated with the students’ social media networking habits (time spent on social media networking). The proposed study will adopt a pretest-posttest control group experimental design to investigate the effect of the use of Facebook on communication behaviors and social interaction skills. Students will be randomly assigned to either Facebook discussion group (experimental group) or a writing group (control group) to discuss or write on topics on current or campus issues of interest to the students. Independent-samples t-test will be run using IBM SPSS Version 23 to determine if the participants in each group differed significantly in their pretest and posttest scores on communication behaviors and social interaction skills.
8. SUBJECT POPULATION:
a. Will any of the following be primary subjects (subjects selected specifically for their status indicated below):
c. Are you associated with the subjects (e.g., your students, employees, subordinates, or patients)?
Yes (X)-Students
No
If yes, explain the nature of the association.
The students will form the major participants in the study. This will consists of twenty to forty McNeese State University students from the psychology department
d. How will subjects be contacted and selected?
The study will be conducted among twenty to forty McNeese State University students from the psychology department. University students were chosen as the population for the proposed study because students are known to have integrated social networking into almost every aspect of their daily lives
e. Will research subjects be compensated?
Yes
No (X)
If yes, all information concerning payment, including the amount and schedule of payment, must be set forth in the informed consent form (see Question #8).
f. Will you be advertising for research participants?
Yes
No (X)
If yes, attach a copy of the advertisement you will use. (SEE INSTRUCTIONS - B. SUBJECT POPULATION: Advertising)
g. Describe your procedures and safeguards for insuring confidentiality or anonymity of the research subjects. (SEE INSTRUCTIONS - C. SUBJECT POPULATION: Anonymity and Confidentiality) Include how data will be secured, reported, and when identifiable raw data will be destroyed.
Confidential information is safeguarded. This, therefore, means that the confidential information of all participants will not be leaked to a third party without their consent. The information will be stored in a password-protected computer, with only the researcher and the supervisor having access. The data will be destroyed according to university policy.
9. VOLUNTARY PARTICIPATION/INFORMED CONSENT:
Describe your method or procedures for assuring that subject participation is voluntary. If subjects are children and they are capable of assent, describe provisions or provide copies of protocols for soliciting their assent as well as provisions for soliciting permission of their parent(s) or authorized representative.
Describe how and where informed consent will be obtained. A copy of the consent form to be signed by the subject or authorized representative (if applicable) and/or protocols for any explanation to be given to to the subjects should be attached to this application.
If no consent form is to be used, explain the procedure to be used to assure that participation is voluntary. If any information is withheld from subjects, identify and justify the withholding and describe debriefing plan, if any. (SEE INSTRUCTIONS - D. VOLUNTARY PARTICIPATION/ INFORMED CONSENT under IRB Specific Guidelines)
10. RISK: At what level of risk will the subjects be placed? (SEE INSTRUCTIONS - E. RISK/BENEFIT RATIO, p. 8)
Minimal Risk More than Minimal Risk Minimal Risk (X)
More than Minimal Risk
Uncertain
RISK/BENEFIT RATIO: Describe and assess any potential risks (physical, psychological, social, legal, economic or other) and assess the likelihood and seriousness of such risks. The concept of "risk" includes risks to the subject's dignity and self-respect. Justify the risks by assessing the potential benefits to be gained by the individual subjects, as well as benefits which may accrue to society in general as a result of the planned work.
Describe your procedures for protecting against or minimizing potential risks and an assessment of the likely effectiveness of these procedures.
Social networking media leads to various psychological risks. One may not want certain things to be made public and when it is done it generates temporary apprehension or embarrassment to an individual as a participant in the social network. Such risks often make people to suffer psychologically as they do not know how to face their friends on social media. Some people often instigate stress and anxiety in the process of studying as there is always a time that is needed for the survey to be undertaken and to be completed. It is essential for the people using the social networking media to be vigilant so as to amicably prevent the potential of suffering from the psychological risks in the studies.
Secondly, there are social risks that social media users may face in the society. At times, the people are always hesitant to provide the accurate responses via the social media because they fear to be embarrassed. It is for this purpose as to why it is essential at times not to reveal the real identity of an individual on such platforms so as to avoid amicably the social risks that are rampant in the process. It is only through such mechanisms that each individual will be assured of their confidentiality, and it will go a long way towards improving the social risks that they could have faced. It is important for people to acknowledge that their respective identities will not be tampered with in any manner (Final Research Proposal, 2016).
There are also legal risks that the students may face in the course of using the social media network. The use of abusive language and other inflammatory words on social media leads to legal risks. People may at times feel misinformed regarding the purpose and the intentions of the social media network. It is vital to acknowledge the importance of the debriefing process as it will aid in avoiding the unnecessary confusion and uncertainties in the course of undertaking the survey. It is important to allow individuals to have the ample opportunity to ask any questions or concerns that they have regarding the survey. The participants also need to have the chance to revoke their participation in the course of the study (Ball, 2016).
11. CHECKLIST: Check off the items that you have included for the IRB review. If not applicable, state N/A.
Full Review: (x)
A1. ( ) Eight (8) copies of the completed IRB application form, including all informed consent forms, questionnaires, tests, and other data collection tools to be used. (See below for specific items included with each form.)
OR
Exempt or Expedited:
A2. ( )
Three (3) copies of the completed IRB application form, including all informed consent forms, questionnaires, tests, and other data collection tools to be used. (See below for specific items included with each form.)
Of these copies, one remains on file with the IRB chair, one is sent to your academic Dean, and the rest are returned to you.
AND BOTH OF THESE:
B. One (1) complete copy of the full research proposal. Graduate students should furnish one copy of the "Methods" section of their thesis/dissertation (if available) in lieu of a research proposal. A proposal is a document explaining the purpose and procedures to be used in the study.
C. A signed statement from the student's major professor/thesis committee chair stating that he/she has reviewed and approves the proposed project.
Each completed form includes:
1. Complete answers to questions #1 through #10.
2. A copy of your consent form and/or protocols for eliciting consent or assent, if needed (see questions #8e and #9).
3. A copy of your advertisement for subjects, if needed (see question #8f).
4. A copy of any questionnaires, tests, or interviews to be used as data collection tools. If a data collection tool exists only as a computer program, videotape, audio tape etc., a full and complete description of the tool is needed.
5. Copy of Certificate of education in responsibilities of researchers to protect human subjects (NIH intramural investigator education certificate is acceptable).
Project/Proposal Title:
Effect of Social Networking Media on Face-to-Face Communication Behaviors and Social Interaction Skills
1. IS THIS A:
New Project X Continuation
Change in Procedure for a Continuing Project __________
2. DATE ON WHICH YOU PLAN TO BEGIN DATA COLLECTION:
As soon as approved
3. ANTICIPATED DATE OF COMPLETION:
1st November 2016
4. STATUS OF PRINCIPAL INVESTIGATOR:
5. ABSTRACT: Summarize the research in abstract form; include the purpose(s) of the study, hypotheses/research questions, sampling procedure, subjects, data collection tools/procedures, and interventions/treatments as appropriate. Briefly outline, in particular, what will be done to participants.
The purpose of this research is to analyze the relationship between social networking and face-to-face communication with respect to their influence on the social interaction skills. The first aim of the research has to determine whether there is a causal relationship between use of social networking tools and face-to-face communication behaviors. The research aims to investigate the hypothesis
There will be a statistically significant difference in change/gain scores for communication behaviors between the experimental group and the control group; Face-to-face communication is associated with the students’ social media networking habits (i.e. time spent on social media networking).
There will be a statistically significant difference in change/gain scores for social interaction skills between the experimental group and the control group;
The quality of social skills interaction is associated with the students’ social media networking habits (time spent on social media networking). The proposed study will adopt a pretest-posttest control group experimental design to investigate the effect of the use of Facebook on communication behaviors and social interaction skills. Students will be randomly assigned to either Facebook discussion group (experimental group) or a writing group (control group) to discuss or write on topics on current or campus issues of interest to the students. Independent-samples t-test will be run using IBM SPSS Version 23 to determine if the participants in each group differed significantly in their pretest and posttest scores on communication behaviors and social interaction skills.
6. SUBJECT POPULATION:
Will you be testing any participants who are NOT part of students participating in studies in exchange for bonus points in their psychology classes?
( ) yes (X) no
Approximately four
c. How will subjects be contacted and selected?
The subjects will be contacted through internet mediums which are easily accessible for the individuals to reach the audience. The researcher will be selected through bootstrap method.
Will research participants be compensated other than by awarding bonus points:
( ) yes (X) no
If yes, please explain
e. Describe your procedures and safeguards for insuring confidentiality or anonymity of the research participants
Confidential information is safeguarded. This, therefore, means that the confidential information of all participants will not be leaked to a third party without their consent. The information will be stored in a password-protected computer, with only the researcher and the supervisor having access. The data will be destroyed according to university policy.
7. VOLUNTARY PARTICIPATION/INFORMED CONSENT: Describe your method or procedures for assuring that participant participation is voluntary and describe how and where informed consent will be obtained. Attach a copy of this description to this application.
A copy of the consent form to be signed by the participant and/or protocols for any explanation to be given to participants should be attached to this application.
8. RISK: At what level of risk will the subjects be placed?
Minimal Risk X More than Minimal Risk____
RISK/BENEFIT RATIO: Describe and assess any potential risks (physical, psychological, social, legal, economic or other) and assess the likelihood and seriousness of such risks. The concept of "risk" includes risks to the subject's dignity and self respect. Justify the risks by assessing the potential benefits to be gained by the individual subjects, as well as benefits which may accrue to society in general as a result of the planned work.
Social networking media leads to various psychological risks. One may not want certain things to be made public and when it is done it generates temporary apprehension or embarrassment to an individual as a participant in the social network. Such risks often make people to suffer psychologically as they do not know how to face their friends on social media. Some people often instigate stress and anxiety in the process of studying as there is always a time that is needed for the survey to be undertaken and to be completed. It is essential for the people using the social networking media to be vigilant so as to amicably prevent the potential of suffering from the psychological risks in the studies.
Secondly, there are social risks that social media users may face in the society. At times, the people are always hesitant to provide the accurate responses via the social media because they fear to be embarrassed. It is for this purpose as to why it is essential at times not to reveal the real identity of an individual on such platforms so as to avoid amicably the social risks that are rampant in the process. It is only through such mechanisms that each individual will be assured of their confidentiality, and it will go a long way towards improving the social risks that they could have faced. It is important for people to acknowledge that their respective identities will not be tampered with in any manner (Final Research Proposal, 2016).
There are also legal risks that the students may face in the course of using the social media network. The use of abusive language and other inflammatory words on social media leads to legal risks. People may at times feel misinformed regarding the purpose and the intentions of the social media network. It is vital to acknowledge the importance of the debriefing process as it will aid in avoiding the unnecessary confusion and uncertainties in the course of undertaking the survey. It is important to allow individuals to have the ample opportunity to ask any questions or concerns that they have regarding the survey. The participants also need to have the chance to revoke their participation in the course of the study (Ball, 2016).
9. CHECKLIST: Check off the items that you have included for the IRB review.
If not applicable, state N/A.
A. ( ) Three (3) copies of the completed IRB application form, including all informed consent forms, questionnaires, tests, and other data collection tools to be used. (See below for specific items included with each form.)
Of these copies, one remains on file with the IRB chair, one goes to other committee members, and one is returned to you.
B. ( ) One (1) copy of the “Abstract” section of your proposal.
( ) One (1) copy of the "Methods" section of your proposal.
C. ( ) For graduate and undergraduate student research proposals: a signed statement from the student's major professor/thesis committee chair stating that he/she has reviewed and approves the proposed project.
D. ( ) A copy of your consent form and/or protocols for eliciting consent.
E. ( ) A copy of your sign-up sheet.
F. ( ) A copy of any questionnaires, tests, or interviews to be used as data collection tools. If a data collection tool exists only as a computer program, videotape, audiotape etc., a full and complete description of the tool is needed.
G. ( ) A copy of Certificate of education in responsibilities of researchers to protect human subjects (NIH intermural investigator education certificate is acceptable).
Appendix A
The study aims to investigate the effect of social networking media on face to face communication. Each of the research participant selected in this research should not persuade with the research if they are below the age 18 years. The duration for the research for each participant would be 40 minutes.
Appendix B
CONSENT FORM
You are under no obligation to participate in this research, it is your choice whether to be a part of the study or not. You may decide not to be a part of the study and even if you have accepted the list or recall sheet and have begun to study or fill it out, you may stop and leave the study. Just return the list or sheet to the research assistant at the front of the room. There will be no bias or penalty from the State of Louisiana or McNeese State University if you decide not to participate or if you decide to stop participating in the research.
The results of this research may be presented at a symposium, conference, and/or submitted for publication in a professional journal after it has been completed, but no personal information about any of the people who were included will be part of any of the reports. The forms you are filling out today will be destroyed after all the data has been entered into analysis. There is, as you may have noticed, a number on each page of each of the forms. These numbers will be used to keep the two sets of forms together for matching. Please do not place your name in any place but on your consent form which will be separate from all other forms. From this you will know that we do not have your name on file with your forms. If you have any questions about this research or your participation in the study you are welcome to call We will make every effort to answer your questions.
CONSENT
I understand that I am participating in research and that the research has been explained to me so that I understand what I am doing. I understand that I may stop participating at any time.
Signed ________________________________ Date __________________________
Appendix C
Appendix D
CONVERSATIONAL SKILLS RATING SCALE (Rating of Self Form)
Gender:
Age:
Rate how skillfully YOU used, or didn’t use, the following communicative behaviors in any conversation, where:
1= INADEQUATE (use is awkward, disruptive, or results in a negative impression of communicative skills)
2= FAIR (occasionally awkward or disruptive, occasionally adequate)
3= ADEQUATE (sufficient but neither noticeable nor excellent. Produces neither strong positive nor negative impression)
4= GOOD (use was better than adequate but not outstanding)
5= EXCELLENT (use is smooth, controlled, results in positive impression of communicative skills)
For the next five items, rate your overall performance. I was a (n)
Appendix B
NOTE: Letter “R” shows that the item should be scored in reverse. The items are grouped as per the subdomains they measure. The number for each item as it appears in the Social Skills Scale is given.
Emotional Expressivity (EE)
1. It is difficult for others to know when I am sad or depressed R
7. I talk faster than most people
13. When depressed, I tend to make those around me depressed also
19. I have been told that I have expressive eyes
25. I usually feel uncomfortable touching other people R
31. I often laugh out loud
37. Sometimes I have trouble making my friends and family realize just how angry or upset I am with them R
43. My facial expression is generally neutral R
49. I rarely show my anger R
55. I often touch my friends when talking to them.
61. I am able to liven up a dull party
67. I dislike being the center of attention R
73. I rarely show my feelings or emotions R
79. Friends have sometimes told me that I talk too much
85. I never shout or scream when angry R
Emotional Sensitivity (ES)
2. When people are speaking, I spend as much time watching their movements as I do listening to them
8. Few people are as sensitive and understanding as I am
14. At parties, I can immediately tell when someone is interested in me
20. I am interested in knowing what makes people tick
26. I can easily tell what a person’s character is by watching his or her interactions with others.
32. I always seem to know what peoples’ true feelings are no matter how hard they try to conceal them
38. I can accurately tell what a person’s character is upon first meeting him or her
44. One of my greatest pleasures in life is being with other people.
50. I can instantly spot a “phony” the minute I meet him or her.
56. I dislike it when other people tell me their problems. R
62. I sometimes cry at sad movies.
68. I am easily able to give a comforting hug or touch someone who is distressed
74. I can spend hours just watching other people
80. I am often told that I am a sensitive, understanding person
86. When my friends are angry or upset, they seek me out to help calm them down.
Emotional Control (EC)
3. People can always tell when I dislike
them, no matter how hard I try to hide my feelings R
9. It is often hard for me to keep a “straight face” when telling a joke or humorous story R
15. People can always tell when I am embarrassed by the expression on my face. R
21. I am not very skilled in controlling my emotions R
27. I am able to conceal my true feelings from just about anyone
33. I can keep a straight face even when friends try to make me laugh or smile
39. It is very hard for me to control my emotions R
45. I am very good at maintaining a calm exterior even if I am upset
51. I usually adapt my ideas and behavior to the group I happen to be with at the time
57. While I may be nervous on the inside, I can disguise it very well from others
63. I can make myself look as if I’m having a good time at a social function even if I’m not really enjoying myself at all
69. I am rarely able to hide a strong emotion. R
75. I can easily pretend to be mad even when I am really feeling happy
81. People can always “read” my feelings even when I am trying to hide them. R
87. I am easily able to make myself look happy one minute and sad the next.
Social Expressivity
4. I enjoy giving parties
10. It takes people quite a while to get to know me well R
16. I love to socialize
22. I prefer jobs that require working with a large number of people
28. I always mingle at parties
34. I usually take the initiative to introduce myself to strangers
40. I am usually the one to initiate conversations
46. When telling a story, I usually use a lot of gestures to help get the point across.
52. When in discussions, I find myself doing a large share of the talking.
58. At parties, I enjoy talking to a lot of different people.
64. I consider myself a loner. R
70. I enjoy going to large parties and meeting new people.
76. I am unlikely to speak to strangers until speak to me. R
82. I tend to be the “life of the party”
88. I could talk for hours on just about any subject.
Social Sensitivity
5. Criticism of scolding rarely makes me feel uncomfortable. R
11. My greatest source of pleasure and pain is other people
17. I would much rather take part in a political discussion than to observe and analyze what the participants are saying R
23. I am greatly influenced by the moods of those around me.
29. There are certain situations in which I find myself worrying about whether I am doing or saying the right things
35. Sometimes I think that I take things other people say to me too personally
41. What others think about my actions is of little or no consequence to me. R
47. I often worry that people will misinterpret something I have said to them
53. While growing up, my parents were always stressing the importance of good manners.
59. I can be strongly affected by someone smiling or frowning at me.
65. I am very sensitive to criticism.
71. It is very important that other people like me
77. I get nervous if I think someone is watching me.
83. I’m generally concerned about the impression I’m making on others
89. I am often concerned with what others are thinking of me
Social Control
6. I can be comfortable with all types if people—young and old, rich and poor.
12. When I’m with a group of friends, I am often the spokesperson for the group.
18. Sometimes I find it difficult to look at others when I am talking about something personal. R
24.I am not good at making prepared speeches. R
30. I find it very difficult to speak in front of a large group of people R
36. When in a group of people, I have trouble thinking of the right things to talk about. R
42. I am usually very good at leading group discussions
48. I am often uncomfortable around people whose social class is different from mine R
54. I am not very good at mixing at parties. R
60. I would feel out of place at a party attended by a lot of very important people. R
66. Occasionally I’ve noticed that people from different backgrounds seem to feel uncomfortable around me. R
72. I sometimes say the wrong thing when starting a conversation with a stranger. R
78. I am often chosen to be the leader of a group
84. I often find myself in awkward social situations. R
90. I can easily adjust to being in just about any social situation.
Effect of Social Networking Media on Face-to-Face Communication Behaviors and Social Interaction Skills
Andrea Ball
McNeese State University
Abstract
The 21st American society has to part with many fundamental communication skills at the altar of technological convenience. There do not seem to be a consensus on the effect of the use of internet tools on the quantity and quality of face-to-face communication behaviors and social interaction skills. The extensive usage of electronic resources affects the real-life communication skills more than we can imagine. The world faced the technological phenomenon when the majority of people prefer the use of social media/networks to the real communication. Despite the benefits the virtual reality grants to all the users, there are negative impacts as well. There are arguments that the use of the internet has a strong, negative correlation with the time that people spent with their friends and relatives. On the other hand, the internet might not be associated with the amount of time spent on face-to-face communications affecting negatively the quality of interactions. In this paper, an attempt will be made to analyze the relationship between social networking and face-to-face communication with respect to their influence on the social interaction skills. The proposed study will adopt a pretest-posttest control group experimental design to investigate the effect of the use of Facebook on communication behaviors and social interaction skills. Students will be randomly assigned to either Facebook discussion group (experimental group) or a writing group (control group) to discuss or write on topics on current or campus issues of interest to the students. Independent-samples t-test will be run using IBM SPSS Version 23 to determine if the participants in each group differed significantly in their pretest and posttest scores on communication behaviors and social interaction skills.
Keywords: face-to-face communication behaviors, social interaction skills, social networking tools
Methods
Participants The study will be conducted among twenty to forty McNeese State University students from the psychology department. University students were chosen as the population for the proposed study because students are known to have integrated social networking into almost every aspect of their daily lives (Pembek et al., 2009). Students will be asked to sign up for the study through the Sona System. They will receive confirmation for their participation through the same system. Participants will be assigned to either experimental or control group through randomization. Materials The first dependent variable in the proposed study, face-to-face communication behaviors, will be measured using a validated tool called Conversational Skills Rating Scale (Spitzberg & Adams, 2007). Conversational Skills Rating Scale (Appendix A), is a 25-item tool that is designed to measure non-verbal social skills or interpersonal skills. The behaviors assessed through this tool include attentiveness, composure, expressiveness, and coordination. The items are rated on a five-point Likert scale ranging from 1 (Inadequate) to 5 (Excellent). The tool has an acceptable internal consistency, with Cronbach’s alpha, reported at above .85. The participants will be asked to refer to past conversations in general while responding to the items of the questionnaire (Spitzberg & Adams, 2007).
The second dependent variable, social interaction skills, will be measured using the Social Skills Inventory (Appendix B). This is a self-description measure that is used to measure an individual’s strengths and weaknesses in verbal and non-verbal communication skills (Riggio, 1986). The tool is made up of 90 items that are rated on a five-point Likert Scale, ranging from “strongly disagree” to “strongly agree”. The tool has an acceptable reliability (Cronbach’s alpha = .84). The scale is divided into 6 subscales: emotional expressivity, emotional sensitivity, emotional control, social expressivity, social sensitivity, and social control. The internal consistencies of all the subscales are acceptable. The Cronbach’s alpha derived from a study sample of 149 undergraduate students ranged from .75 to .88 .
Procedures Participants will be informed that the aim of the study is to investigate the effect of the medium of communication on performance in discussions. To justify the pre-exposure and post-exposure use of the communication behaviors and social skills questionnaires and strengthen the cover story, participants will be informed that information on their social skills and general communication skills will be collected at certain points because previous research has found that they might affect memory. This kind of cover story has been used by Fardouly, Diedrichs, Vartanian, & Halliwell, 2015), in their recent study on the effect of Facebook on mood and concerns about body image. After signing the informed consent form, participants will complete the pre-intervention survey. Next, participants will engage in their discussion activity through the assigned medium of communication. Participants will be informed that they could say whatever they feel about the topics. After completing the discussion, participants will complete post-exposure measures for communications and social skills. After the study, participants we debriefed.
Data for the proposed study will be analyzed using IBM SPSS Version 23 (Armonk, NY: IBM Corp.). Descriptive information about the participants’ gender and age will be provided. For age, measures of central tendency such as mean, median, and mode will be obtained. In addition, standard deviation, the range, the minimum, and the maximum age will be reported. Data will be screened to assess whether the assumption of normality was violated. Assuming that the normality assumption is not substantially violated in the two variables, an independent-samples t-test will be done to test the study hypotheses. The use of independent-samples t-test will allow the researcher to determine if the means of the scores for communication behaviors and social interaction skills differed significantly on the basis of mode of communication the participants were assigned to. The analysis will be done to determine if the participants in the experimental group differed significantly from those in the control group in their gain scores on communication behaviors and social skills.
Ethics and Human Subjects Issues
Finally, participants will be told exactly how the results are drawn from the study will be used to further better face-to-face communication practices in the US. Other ethical measures that will be taken include ensuring that confidential information is safeguarded. This, therefore, means that the confidential information of all participants will not be leaked to a third party without their consent. The information will be stored in a password-protected computer, with only the researcher and the supervisor having access. The data will be destroyed according to university policy.
References
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APPENDICES
Appendix A
CONVERSATIONAL SKILLS RATING SCALE (Rating of Self Form)
Gender:
Age:
Rate how skillfully YOU used, or didn’t use, the following communicative behaviors in any conversation, where:
1= INADEQUATE (use is awkward, disruptive, or results in a negative impression of communicative skills)
2= FAIR (occasionally awkward or disruptive, occasionally adequate)
3= ADEQUATE (sufficient but neither noticeable nor excellent. Produces neither strong positive nor negative impression)
4= GOOD (use was better than adequate but not outstanding)
5= EXCELLENT (use is smooth, controlled, results in positive impression of communicative skills)
For the next five items, rate your overall performance. I was a (n)
Appendix B
NOTE: Letter “R” shows that the item should be scored in reverse. The items are grouped as per the subdomains they measure. The number for each item as it appears in the Social Skills Scale is given.
Emotional Expressivity (EE)
1. It is difficult for others to know when I am sad or depressed R
7. I talk faster than most people
13. When depressed, I tend to make those around me depressed also
19. I have been told that I have expressive eyes
25. I usually feel uncomfortable touching other people R
31. I often laugh out loud
37. Sometimes I have trouble making my friends and family realize just how angry or upset I am with them R
43. My facial expression is generally neutral R
49. I rarely show my anger R
55. I often touch my friends when talking to them.
61. I am able to liven up a dull party
67. I dislike being the center of attention R
73. I rarely show my feelings or emotions R
79. Friends have sometimes told me that I talk too much
85. I never shout or scream when angry R
Emotional Sensitivity (ES)
2. When people are speaking, I spend as much time watching their movements as I do listening to them
8. Few people are as sensitive and understanding as I am
14. At parties, I can immediately tell when someone is interested in me
20. I am interested in knowing what makes people tick
26. I can easily tell what a person’s character is by watching his or her interactions with others.
32. I always seem to know what peoples’ true feelings are no matter how hard they try to conceal them
38. I can accurately tell what a person’s character is upon first meeting him or her
44. One of my greatest pleasures in life is being with other people.
50. I can instantly spot a “phony” the minute I meet him or her.
56. I dislike it when other people tell me their problems. R
62. I sometimes cry at sad movies.
68. I am easily able to give a comforting hug or touch someone who is distressed
74. I can spend hours just watching other people
80. I am often told that I am a sensitive, understanding person
86. When my friends are angry or upset, they seek me out to help calm them down.
Emotional Control (EC)
3. People can always tell when I dislike
them, no matter how hard I try to hide my feelings R
9. It is often hard for me to keep a “straight face” when telling a joke or humorous story R
15. People can always tell when I am embarrassed by the expression on my face. R
21. I am not very skilled in controlling my emotions R
27. I am able to conceal my true feelings from just about anyone
33. I can keep a straight face even when friends try to make me laugh or smile
39. It is very hard for me to control my emotions R
45. I am very good at maintaining a calm exterior even if I am upset
51. I usually adapt my ideas and behavior to the group I happen to be with at the time
57. While I may be nervous on the inside, I can disguise it very well from others
63. I can make myself look as if I’m having a good time at a social function even if I’m not really enjoying myself at all
69. I am rarely able to hide a strong emotion. R
75. I can easily pretend to be mad even when I am really feeling happy
81. People can always “read” my feelings even when I am trying to hide them. R
87. I am easily able to make myself look happy one minute and sad the next.
Social Expressivity
4. I enjoy giving parties
10. It takes people quite a while to get to know me well R
16. I love to socialize
22. I prefer jobs that require working with a large number of people
28. I always mingle at parties
34. I usually take the initiative to introduce myself to strangers
40. I am usually the one to initiate conversations
46. When telling a story, I usually use a lot of gestures to help get the point across.
52. When in discussions, I find myself doing a large share of the talking.
58. At parties, I enjoy talking to a lot of different people.
64. I consider myself a loner. R
70. I enjoy going to large parties and meeting new people.
76. I am unlikely to speak to strangers until speak to me. R
82. I tend to be the “life of the party”
88. I could talk for hours on just about any subject.
Social Sensitivity
5. Criticism of scolding rarely makes me feel uncomfortable. R
11. My greatest source of pleasure and pain is other people
17. I would much rather take part in a political discussion than to observe and analyze what the participants are saying R
23. I am greatly influenced by the moods of those around me.
29. There are certain situations in which I find myself worrying about whether I am doing or saying the right things
35. Sometimes I think that I take things other people say to me too personally
41. What others think about my actions is of little or no consequence to me. R
47. I often worry that people will misinterpret something I have said to them
53. While growing up, my parents were always stressing the importance of good manners.
59. I can be strongly affected by someone smiling or frowning at me.
65. I am very sensitive to criticism.
71. It is very important that other people like me
77. I get nervous if I think someone is watching me.
83. I’m generally concerned about the impression I’m making on others
89. I am often concerned with what others are thinking of me
Social Control
6. I can be comfortable with all types if people—young and old, rich and poor.
12. When I’m with a group of friends, I am often the spokesperson for the group.
18. Sometimes I find it difficult to look at others when I am talking about something personal. R
24.I am not good at making prepared speeches. R
30. I find it very difficult to speak in front of a large group of people R
36. When in a group of people, I have trouble thinking of the right things to talk about. R
42. I am usually very good at leading group discussions
48. I am often uncomfortable around people whose social class is different from mine R
54. I am not very good at mixing at parties. R
60. I would feel out of place at a party attended by a lot of very important people. R
66. Occasionally I’ve noticed that people from different backgrounds seem to feel uncomfortable around me. R
72. I sometimes say the wrong thing when starting a conversation with a stranger. R
78. I am often chosen to be the leader of a group
84. I often find myself in awkward social situations. R
90. I can easily adjust to being in just about any social situation.
