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RSCH FPX 7860 Assessment 3 Qualitative Research Proposal

RSCH FPX 7860 Assessment 3 Qualitative Research Proposal Free Sample Papers Anxiety (1) BS Psychology (119) Depression (11) Essay (2) MS Psychology (33) Need writer for your Psychology Papers? Get your paper in 24 Hours. We have a team of Psychology Academic Writers who can help you quickly write plagiarism-free papers, essays, and research articles. Hire Writer RSCH FPX 7860 Assessment 3 Qualitative Research Proposal Name Capella University RSCH FPX 7860 Survey of Research Methods Prof. Name Date Introduction Many first-generation college students face challenges in accessing essential resources compared to their non-first-generation peers. These challenges include lower academic skills, limited access to advanced coursework, and financial constraints preventing participation in standardized testing. The aim of this qualitative phenomenological case study is to examine the perceived resource deficits among first-generation college students at a local four-year university in the Northwest United States. The term “perceived lack of resources” encompasses familial, financial, academic, and social support received during college (Roksa & Kinsley, 2019). Research Questions What challenges do first-generation college students encounter in transitioning to and through a four-year university? What recommendations can university administrators implement to reduce the dropout rate among first-generation college students? How do challenges faced by first-generation college students relate to their utilization of available resources for academic persistence and career goals? What recommendations do first-generation college students offer for improving their experiences? How do first-generation college students at a public, minority-classified institution describe the financial resources available to them? How do first-generation college students at a public, minority-classified institution describe the academic resources available to them? How do first-generation college students at a public, minority-classified institution describe the social resources available to them? Procedures Philosophical Assumptions or Worldview The term “first-generation college students” has been utilized since the 1980s to identify differences between first-generation and non-first-generation students. This study adopts an advocacy/participatory worldview to address issues of empowerment, inequality, and societal norms impacting first-generation college students’ access to resources (LeBouef & Dworkin, 2021). Qualitative Design Ethnographic research design will be employed to observe and interact with participants in their natural environment. One-on-one interviews will be conducted to gather detailed insights into participants’ experiences. This approach allows for a deep understanding of human experiences and their significance to individuals (Bogdan & Taylor, 1975). Role of the Researcher The qualitative researcher will focus on understanding participants’ experiences by accessing their thoughts and feelings. Ethical approval and consent will be obtained before commencing the research, and the researcher will remain mindful of their own biases to ensure unbiased analysis (Creswell & Creswell, 2017). Data Collection Procedures Data will be collected primarily through in-depth interviews, supplemented by participant-written descriptions of their experiences. Interviews will be conducted between June and September 2022, with a focus on capturing diverse perspectives from first-generation college students. Data Analysis Procedures Qualitative data analysis will involve several steps, including organizing data, creating initial codes, identifying themes, and presenting findings. Cross-validation techniques will be employed to ensure the credibility and reliability of the results (Creswell & Creswell, 2017). Strategies for Validating Findings Cross-validation, method validation, and consistency checks will be used to validate the research findings. Multiple researchers will analyze the data independently to enhance the credibility of the results. Population, Sample, and Participants Purposive sampling will be utilized to select first-generation college students of varying demographics attending a local four-year university in the Northwest United States. RSCH FPX 7860 Assessment 3 Qualitative Research Proposal Anticipated Ethical Issues Ethical considerations include ensuring anonymity, voluntary participation, and informed consent. The study will adhere to principles of integrity, competence, and respect for participants’ dignity and worth. Expected Findings The study anticipates surveying 200 participants, predominantly aged 18-34, from diverse racial backgrounds. Hypotheses include challenges faced by first-generation students due to inadequate support networks and disparities in financial and academic assistance compared to peers. References Azmitia, M., Sumabat Estrada, G., Cheong, Y., & Covarrubias, R. (2018). “Dropping out is not an option”: How educationally resilient First-Generation students see the future. New Directions for Child and Adolescent Development, 2018(160), 89-100. Bogdan, R., & Taylor, S. J. (1975). Introduction to qualitative research methods: A phenomenological approach (3rd ed.). New York, NY: Wiley. Creswell, J. W., & Creswell, J. D. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th Edition). SAGE Publications, Inc. LeBouef, S.; Dworkin, J. (2021). First-Generation College Students and Family Support: A Critical Review of Empirical Research Literature. Educational Sciences, 11(60294), 294. RSCH FPX 7860 Assessment 3 Qualitative Research Proposal Roksa, J., & Kinsley, P. (2018). The role of family support in facilitating academic success of low-income students. Research in Higher Education, 60(4), 415-436. Also Read RSCH FPX 7860 Assessment 3 Qualitative Research Proposal Read More RSCH FPX 7860 Assessment 2 Research Concepts Read More RSCH FPX 7860 Assessment 1 Literature Review Research Read More PSY FPX 6740 Assessment 5 Ethical and Legal Aspects of I-O Psychology Read More Load More

RSCH FPX 7860 Assessment 2 Research Concepts

RSCH FPX 7860 Assessment 2 Research Concepts Free Sample Papers Anxiety (1) BS Psychology (119) Depression (11) Essay (2) MS Psychology (32) Need writer for your Psychology Papers? Get your paper in 24 Hours. We have a team of Psychology Academic Writers who can help you quickly write plagiarism-free papers, essays, and research articles. Hire Writer RSCH FPX 7860 Assessment 2 Research Concepts Name Capella University RSCH FPX 7860 Survey of Research Methods Prof. Name Date Research Concepts Reference Purpose of the Study Statement of the Problem Limitations/Implications Ethical Conduct in the Study Future Research Possibilities Garriot, P.O., Hudyma, A., Keene, C., & Santiago, D. (2015) The study aimed 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 to replicate past findings with previous samples. Many first-generation college students encounter unique challenges in higher education compared to their non-first-generation peers. They may exhibit distinct characteristics such as part-time enrollment, lower-income backgrounds, less involvement in extracurricular activities, and lower academic preparedness. The sample lacked diversity, predominantly comprising white students, limiting generalizability, with an overrepresentation of females. The study sites focused on first-generation students, potentially biasing participants towards reporting more support than in other university settings. The researchers obtained IRB approval, university administration site permission, and provided an incentive of entry into a raffle for $25 gift cards. Participants had the option to decline answering questions about gender. Future studies could explore actual support mechanisms rather than perceived support, conduct longitudinal studies to assess long-term effects, and investigate interventions to support first-generation college students. Adams, T.L., & McBrayer, J.S. (2000) The study aimed to analyze and examine the experiences of students of color on a predominantly white campus, particularly focusing on first-generation college students. First-generation college students of color often struggle to connect with the university environment and persist to graduation. Limitations included the use of student volunteers who may have been more motivated than typical first-generation college students, and the exclusive focus on interviewing first-generation students of color at a single location chosen for accessibility reasons. The researchers obtained IRB approval and took measures to ensure impartiality and confidentiality for participants. Future research could broaden the scope by including first-generation college students of color from various predominantly white institutions and explore intersectionality with race, ethnicity, and socioeconomic status. Additionally, follow-up studies could track students from the application process through their first semester of college. Xuefei (Nancy) Deng, & Yang, Z. (2021) The study aimed to evaluate the psychological effects of first-generation students of color in online courses, addressing the economic, cultural, and social barriers they face in higher education. Limitations included the research site location and sample size. The researchers obtained IRB approval and utilized a survey distributed to students during the first week of online instruction. Future research could delve into the mechanisms linking digital proficiency and psychological well-being, exploring longitudinal data to establish causality. Duran, A., Dahl, L.S., Stipeck, C., & Mayhew, M.J. (2020) The study sought to investigate environmental factors influencing students’ sense of belonging, particularly among those whose race and generation status create barriers to integration with the dominant culture on campus. Limitations included a lack of national representativeness, the cross-sectional nature of the data limiting claims about student growth, and the sampling approach regarding Native American students. The researchers employed a critical theory approach and intersectional quantitative philosophies in their analysis. Future research could employ diverse methodologies such as interviews, focus groups, and observations across multiple predominantly white institutions. Peer debriefing procedures could enhance reflexivity and understanding of first-generation college students’ experiences of microaggression and microaffirmations. Ellis, J.M., Powell, C.S., Demetriou, C.P., Huerta-Bapta, C., & Panter, A.T. (2019) The study aimed to demonstrate how affirmation fosters identity, psychosocial well-being, and positive college experiences for marginalized students. Limitations included assessing microaggression experiences at only one predominantly white institution and using varied sources of information to describe campus experiences. The researchers obtained institutional review board approval and gathered data from a panel of first-generation college students. Future research could expand methodologies and study populations across multiple predominantly white institutions, incorporating peer debriefing to enhance understanding of first-generation college students’ experiences. RSCH FPX 7860 Assessment 2 Research Concepts References: Garriot, 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 Adams, T.L., & McBrayer, J.S. (2000). The lived experiences of first-generation college students of color integrating into the institutional culture of a predominantly white institution. The Qualitative Report, 25(3), 733-756. http://library.capella.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarlyjournals%2Flived-experiences-first-generation-college%2Fdocview%2F23945397224%2Fse-2 Xuefei (Nancy) Deng, & Yang, Z. (2021). Digital proficiency and psychological well-being in online learning: Experiences of first-generation college students and their peers. Social Sciences, 10(6), 192. http://dx.doi.org/10.3390/socsci10060192 Duran, A., Dahl, L.S., Stipeck, C., & Mayhew, M.J. (2020). A critical quantitative analysis of belonging: Perspectives on race, generation status and collegiate environments. Journal of College Student Development, 61(2), 133-153. http://dx.doi.org/10.1353/csd.2020.0014 RSCH FPX 7860 Assessment 2 Research Concepts Ellis, J.M., Powell, C.S., Demetriou, C.P., Huerta-Bapta, C., & Panter, A.T. (2019). Examining first-generation college student lived experiences with microaggressions at a predominantly white public research university. Cultural Diversity and Ethnic Minority Psychology, 25(2), 266-279. https://doi.org/10.1037/cdp0000198 Also Read RSCH FPX 7860 Assessment 2 Research Concepts Read More RSCH FPX 7860 Assessment 1 Literature Review Research Read More PSY FPX 6740 Assessment 5 Ethical and Legal Aspects of I-O Psychology Read More PSY FPX 6740 Assessment 4 Planning Read More Load More

RSCH FPX 7860 Assessment 1 Literature Review Research

RSCH FPX 7860 Assessment 1 Literature Review Research Free Sample Papers Anxiety (1) BS Psychology (119) Depression (11) Essay (2) MS Psychology (31) Need writer for your Psychology Papers? Get your paper in 24 Hours. We have a team of Psychology Academic Writers who can help you quickly write plagiarism-free papers, essays, and research articles. Hire Writer RSCH FPX 7860 Assessment 1 Literature Review Research Name Capella University RSCH FPX 7860 Survey of Research Methods Prof. Name Date Study Summaries and Findings Campbell et al., 2021 Core Ideas: Academic conventions, educational gatherings, postgraduate student encounters, learning through conferences, theory of profound change in learning, qualitative investigation. Research Questions/Hypotheses: What do graduate students pursuing a master’s degree in a specialized field gain from attending both professional and academic conferences?  In what manner do they acquire knowledge during these events, and how does this newly acquired knowledge enhance their existing understanding of the subject matter? Theoretical Framework: Constructivist theory of learning and transformative learning. Population/Sample: Master’s level students from Middlebury Institute of International Studies at Monterey (MIIS), with 10 interviewees. Research Method & Design: Qualitative methodology using thematic analysis of semi-structured interviews. Summary of Findings: RQ1: Graduate students gain valuable insights through one-on-one interactions at conferences, providing critical information about their fields. RQ2: Students can integrate and enhance their understanding by combining professional and academic topics with their prior coursework and job experience. Lund & Hanebutt, 2022 Main Concepts: Psychology graduate students, disability, graduate student teachers, psychologists with disabilities, qualitative research. Hypotheses: How do graduate psychology students with disabilities describe their real-life encounters when it comes to teaching?  How can psychology programs assist graduate psychology students in their teaching roles? Conceptual Framework: No specific theoretical framework mentioned; constructivist theory could be applicable. Population/Sample: 12 participants from various psychology graduate programs. Research Method & Design: Qualitative method utilizing a phenomenological interview-based approach. Summary of Findings: RQ1: Participants reported a range of experiences, including the impact of disabilities on teaching, anxiety, and the challenges of disclosure. RQ2: Collaboration with university centers for teaching and disability support services is recommended to better support graduate student instructors. Tu et al., 2021 Main Concepts: The aspects of social entrepreneurship mindset such as a clear social goal, proactive approach towards societal issues, creativity in problem-solving, willingness to take calculated risks, all in the context of graduate students, analyzed using a Structural Equation Modeling (SEM) based on Partial Least Squares (PLS). Research Questions/Hypotheses: Hypotheses related to the influence of various factors on graduate students’ social entrepreneurial attitude and intention. Theoretical Framework: Theory of Planned Behavior (TPB). Population/Sample: Graduate students from various disciplines, totaling 465 participants. Research Method & Design: Online survey method using a structured questionnaire. Summary of Findings: Several theories were confirmed, suggesting that social vision, innovativeness, social proactiveness, and the desire for risk-taking all play substantial roles in shaping students’ attitudes and intentions towards social entrepreneurship. Yoo & Marshall, 2022 Main Concepts: Graduate student parents, barriers, quantitative study, parental status, major, gender on motivation, stress, satisfaction. Research Questions/Hypotheses: How do parental status and student major affect graduate students’ motivation, stress, and satisfaction? How do gender and student major affect graduate student parents’ motivation, stress, and satisfaction? RSCH FPX 7860 Assessment 1 Literature Review Research The underlying structure: Self-Determination Theory. Population/Sample: 545 graduate students, including both parents and non-parents. Research Method & Design: Quantitative study utilizing factorial ANOVAs. Summary of Findings: RQ1: Significant differences were found between parent and non-parent students in terms of stress and satisfaction, though major-related effects were not significant. RQ2: Major and gender did not significantly impact the dependent variables of motivation, stress, and satisfaction. References: Campbell, A., Wick, D., Marcus, A., Doll, J., & Hammack, A. Y. (2021). “I felt like I was not just a student:” Examining graduate student learning at academic and professional conferences. Studies in Graduate and Postdoctoral Education, 12(3), 321-337. https://doi.org/10.1108/SGPE-08-2020-0061 Lund, E. M., & Hanebutt, R. A. (2022). Investigating the teaching experiences of psychology graduate students with disabilities: A qualitative study. Rehabilitation Psychology, 67(3), 262-272. https://doi.org/10.1037/rep0000450 Tu, B., Bhowmik, R., Md, K. H., Asheq, A. A., Rahaman, M. A., & Chen, X. (2021). Graduate students’ behavioral intention towards social entrepreneurship: Role of social vision, innovativeness, social proactiveness, and risk taking. Sustainability, 13(11), 6386. https://doi.org/10.3390/su13116386 Yoo, H. J., & Marshall, D. T. (2022). Understanding graduate student parents: Influence of parental status, gender, and major on graduate students’ motivation, stress, and satisfaction. Journal of College Student Retention: Research, Theory & Practice, 0(0), 541-4167. https://doi.org/10.1177/15210251211072241 RSCH FPX 7860 Assessment 1 Literature Review Research Also Read RSCH FPX 7860 Assessment 1 Literature Review Research Read More PSY FPX 6740 Assessment 5 Ethical and Legal Aspects of I-O Psychology Read More PSY FPX 6740 Assessment 4 Planning Read More PSY FPX 6740 Assessment 3 Human Resource Development and Training, A Case Study Read More Load More

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