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Week 6 Assignment

Research Concepts Matrix
Please note that the first row of data is meant as an example. Please read the example article (Garriott, Hudyma, Keene, & Santiago, 2015) as a guide for how to dissect each article assigned.

Reference

Purpose of the study

Statement of the Problem

Limitations/Implications

Ethical Conduct in the Study

Future research possibilities (e.g., how could a researcher extend the research detailed in the study)

Garriott, P. O., Hudyma, A., Keene, C., & Santiago, D. (2015). Social cognitive predictors of first and non-first-generation college students’ academic and life satisfaction. Journal of Counseling Psychology, 62(2), 253-263. https://doi.org/10.1037/cou0000066

The purpose of the study was to extend the literature on the utility of Lent’s (2004) normative model of well-being in predicting the academic and life satisfaction of college students and to test the full model replicate past findings with previous samples.

Many first-generation college students experience higher education differently than their non-first-generation peers They may have different qualities than fellow students who aren’t first generation including being enrolled in college part-time, lower-income, less active in extracurricular activities, and less academically prepared.

The sample was not very diverse—it was predominantly white students which didn’t represent the typical first-generation students limiting generalizability and females were over-represented. Because of the study sites being oriented toward first-generation students, the participants may have reported more support than if there were in other university settings.

Researchers gained IRB approval, site permission from university administration and offered an incentive of entry into a raffle to win one of 10 $25 gift cards. Participants could choose not to answer questions about gender.

Future studies could examine actual support rather than just perceived support. A longitudinal study could see long term effects of support. And, research on actual interventions might be useful as well.

Johnson, S. R., & Stage, F. K. (2018). Academic engagement and student success: Do high-impact practices mean higher graduation rates? Journal of Higher Education, 89(5), 753-781.https://doi.org/10.1037/cou0000066

Olive, T. (2014). Desire for higher education in first-generation Hispanic college students enrolled in a graduate counseling program. Journal of Phenomenological Psychology, 45(1), 72–91.

Schelbe, L., Swanbrow Becker, M., Spinelli, C., & McCray, D. (2019). First generation college students perceptions of an academic retention program. Journal of the Scholarship of Teaching and Learning, 19(5), 61–76.

Smith, K. J., Emerson, D. J., Haight, T. D., Mauldin, S., & Wood, B. G. (2019). An examination of the psychometric properties of the Connor-Davidson resilience scale – 10 (CD-RISC10) among accounting and business students. Journal of Accounting Education, 47, 48–62.

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