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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:
  1. What do graduate students pursuing a master’s degree in a specialized field gain from attending both professional and academic conferences? 
  2. 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:
  1. How do graduate psychology students with disabilities describe their real-life encounters when it comes to teaching? 
  2. 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:

  1. How do parental status and student major affect graduate students’ motivation, stress, and satisfaction?
  2. 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

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