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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

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