Pre-registration assignment
Rhea Bhandari
EthicsApplication6773_RevisedMaterials.docx|
Page 1: Information Sheet |
School of Psychology Keynes College University of Kent Canterbury, CT2 7NP
Study Information Sheet
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Title of Project: |
Does your environment shape who you are? A study on personal values and beliefs
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Ethics Approval Number: |
XXX |
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Investigator(s): |
Dr Alexander Kirchner Prof Ayse K. Uskul Rhea Bhandari |
Researcher Email: |
Aims of the Study: Thank you for expressing interest in participating in this study. This study has received ethical clearance from the Ethics Committee at the School of Psychology, University of Kent. The study is designed to examine people’s personal values and concerns, and will help us understand how the values that people hold may influence their decisions and perceptions of domestic living as well as their support for larger social movements.
└ For recruitment via University of Kent – RPS system:
Eligibility Requirements: You are eligible to participate in this study if you
· are 18 years of age or above,
· are currently living in the United Kingdom,
· and self-identify yourself as being of mixed ethnical background.
└ For recruitment of 1st Generation participants via Prolific:
Eligibility Requirements: You are eligible to participate in this study if you
· are 18 years of age or above,
· are currently living in the United Kingdom, and
· have been born in one of the following countries:
. Spain
. Italy
. Portugal
. Greece
. Turkey
. Lebanon
. Morocco
. Tunisia
. Pakistan
. Iran
. Iraq
. Saudi Arabia
. Bangladesh
. Algeria
. Egypt
. Jordan
. Syria
. Afghanistan
. United Arab Emirates
. Yemen
. Oman
└ For recruitment of 2nd generation participants via Prolific:
Eligibility Requirements: You are eligible to participate in this study if you
· are 18 years of age or above,
· are currently living in the United Kingdom, and
· have been born in the United Kingdom,
· have at least one parent born in one of the following countries:
. Spain
. Italy
. Portugal
. Greece
. Turkey
. Lebanon
. Morocco
. Tunisia
. Pakistan
. Iran
. Iraq
. Saudi Arabia
. Bangladesh
. Algeria
. Egypt
. Jordan
. Syria
. Afghanistan
. United Arab Emirates
. Yemen
. Oman
What you will need to do and time commitment: The study consists of a series of questionnaires that will take approximately 20 minutes to complete. You will be presented with different statements or situations, and asked to report your attitudes, feelings, or intentions towards them. You will also be asked to provide information about several personal characteristics such as your age, gender, and ethnic background, however, throughout the questionnaire, no questions will be asked that will make you identifiable (please see more on confidentiality below).
Risks/Discomforts involved in participating: We do not foresee that participation in this study will cause any discomfort or distress.
Confidentiality of your data: Any responses you provide will be treated confidentially. Any publication resulting from this work will report only aggregated findings or fully anonymised examples that will not identify you. To enable this study, we need to collect some demographic information (e.g., age, gender, ethnicity), none of which will be linked to your name. To safeguard your rights, we will use the minimum personally identifiable information possible, and act according to the principles of the General Data Protection Regulation (GDPR) as outlined in the University Privacy Notice ( https://research.kent.ac.uk/researchservices/wp-content/uploads/sites/51/2018/12/GDPR-Privacy-Notice-Research-updated.pdf ).
Only members of the research team will have access to any personal information that may identify you, which will be stored separately from your other responses and securely. Any identifying information will be removed and destroyed as soon as possible after necessary data processing has been completed. At the end of the study, you will also be provided with a unique ID to guarantee anonymity in any correspondence with you about your data. Once fully anonymised, the responses you provide may be used by the research team, shared with other researchers, or made available in an online data repository.
└ For recruitment via University of Kent RPS:
Details of any payments/course credits: As a token of appreciation, you will receive 2 course credits for your participation.
└ For recruitment via Prolific:
Details of any payments/course credits: As a token of appreciation, you will receive £2.50 for your participation.
Voluntary participation: Remember that participation in this research study is completely voluntary. Even after you agree to participate and begin the study, you are still free to withdraw at any time and for any reason without any negative consequences. Please note that once your data have been included in published analysis or data repositories, it cannot be withdrawn. The questions are straightforward and there are no right or wrong answers. Although we would appreciate it if you could answer as many questions as possible, you can also leave any questions unanswered if you prefer.
Please do not hesitate to contact us by email [[email protected]] or phone [+44 (0)1227 826587] if you require additional information or if you wish to provide any comments. If you have any ethical concerns you may contact the Chair of the Committee for Ethics in Psychology at the University of Kent [ [email protected] ]. Alternatively, you can contact us by post at: Ethics Committee Chair, School of Psychology, University of Kent, Canterbury, CT2 7NP. Finally, the University of Kent’s Head of Data Protection (Mr Jordan Hall) can be contacted at: https://www.kent.ac.uk/governance/staff/profiles/counsec/hall-jordan.html
If you would like to participate in this study, please click the box below to indicate that you have read and understood the information we provided here and agree to participate. You can then click the ‘start’ button and begin your participation.
Alexander Kirchner-Häusler, Postdoctoral Researcher
Rhea Bhandari, Research Assistant
Ayse K. Uskul, Professor of Social Psychology, University of Kent
[ ] I have read the information provided above by the researchers and voluntarily agree to participate in this research.
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Page 2: Informed Consent Sheet |
School of Psychology
Keynes College
University of Kent
Canterbury, CT2 7NP
RESEARCH INFORMED CONSENT FORM
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Title of Project: |
Does your environment shape who you are? A study on personal values and beliefs |
Ethics Approval Number: |
XXX |
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Investigator(s): |
Dr Alexander Kirchner Prof Ayse K. Uskul Rhea Bhandari |
Researcher Email: |
Please read the following statements and, if you agree, tick the corresponding box to confirm agreement:
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· I confirm that I have read and understand the information sheet for the above study. I have had the opportunity to consider the information, and have been provided with information about who to contact and how in case I have remaining questions. |
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· I understand that my participation is voluntary and that I am free to withdraw at any time without giving any reason. |
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· I understand that my data will be treated confidentially and any publication resulting from this work will report only data that does not identify me. My anonymised responses, however, may be shared with other researchers or made available in online data repositories. I also understand that de-identified data (data that cannot be linked to individual study participants) collected in this study will be kept indefinitely for future analyses. |
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· I freely agree to participate in this study. |
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By clicking "Start" you confirm that you have read the above information carefully, that you consent to the points above, and that you freely agree to participate in this study.
If you would like a copy of this consent form to keep, please ask the researcher. If you have any complaints or concerns about this research, you can direct these, in writing, to the Chair of the Psychology Research Ethics Committee by email at: [email protected] . Alternatively, you can contact us by post at: Ethics Committee Chair, School of Psychology, University of Kent, Canterbury, CT2 7NP.
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Page 3: Traditional Egalitarian Attitudes towards Sex Roles (Knud & Larsen, 1988) |
Domestic and Societal Life
Below you will find a series of statements describing various aspects of domestic and societal life. Please read each statement carefully and indicate how much you agree or disagree with the statement.
How much do you agree or disagree with the following statements?
(Scale: 0 = Strongly Disagree to 6 = Strongly Agree)
1. Women should be more concerned with clothing and appearance than men.
2. Women should have as much sexual freedom as men.
3. The man should be more responsible for the economic support of the family than the woman.
4. The belief that women cannot make as good supervisors or executives as men is a myth.
5. Ultimately a woman should submit to her husband’s decision.
6. Some equality in marriage is good, but by and large the husband ought to have the main say-so in family matters.
7. Having a job is just as important for a wife as it is for her husband.
8. In groups that have both male and female members, it is more appropriate that leadership positions be held by males.
9. Having a challenging job or career is as important as being a wife and mother.
10. Men make better leaders.
11. Almost any woman is better off in her home than in a job or profession.
12. A woman’s place is in the home.
13. The role of teaching in the elementary schools belongs to women.
14. The changing of diapers is the responsibility of both parents.
15. Men who cry have weak character.
16. A man who has chosen to stay at home and be a house-husband is not less masculine.
17. As head of the household, the father should have the final authority over the children.
18. Men and women should only have close friends of their own gender.
19. There is no problem with a man and a woman being close friends with each other.
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Page 4: Gender-based Attitudes Child Rearing Scales (Adam, Coltrane & Parke, 2007) |
Raising Children
Below you will find a series of statements when it comes to raising children. Please read each statement carefully and indicate how much you agree or disagree with the statement.
How much do you agree or disagree with the following statements?
(Scale: 0 = Strongly Disagree to 6 = Strongly Agree)
1. It’s okay for children to help around the house, but I would not ask a son to dust or set the table.
2. Education is more important for sons than for daughters.
3. It is as important to steer a daughter toward a good job as it is with a son.
4. I would give a daughter as much encouragement and help in getting an education as I would with a son.
5. It is more important to raise a son to be strong and independent than to raise a daughter that way.
6. It is more important to raise a son so he will be able to hold down a good job when he’s grown, but that’s not so major with a daughter.
7. I see nothing wrong with giving a little boy a doll to play with.
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Page 5: Liberal Feminist Attitude and Ideology Scale Short Scale (LFAIS) (Woodbrown, 2015) |
Women in Society
Below you will find a series of statements regarding women and society. Please read each statement carefully and indicate how much you agree or disagree with the statement.
How much do you agree or disagree with the following statements?
(Scale: 0 = Strongly Disagree to 6 = Strongly Agree)
1. Although women can be good leaders, men make better leaders.
2. Women in the United Kingdom are treated as second-class citizens.
3. A woman should have the same job opportunities as a man.
4. Men should respect women more than they currently do.
5. Doctors need to take women’s health concerns more seriously.
6. Women are already given equal opportunities with men in all important sectors of their lives.
7. Women have been treated unfairly on the basis of their gender through most of human history.
8. Women should be considered as seriously as men as candidates for Prime Minister of the United Kingdom.
9. Many women in the workforce are taking jobs away from men who need the jobs more.
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Page 6: Honor Attribution scale (HAS) - Men (Mosquera et al., 2011) |
Desirable Attributes
Below are a series of attributes that may be seen as desirable in men. Please read each attribute carefully and rate how much you find each attribute to be desirable for men.
To what extent do you find the below attributes desirable for men?
(Scale: 1 = Not desirable at all to 5 = Extremely desirable)
1. Accepting social norms
2. Honesty
3. Hospitality
4. Marrying somebody with a good reputation
5. One’s family having a good reputation
6. One’s own good reputation
7. Protecting one’s family reputation
8. Being respected by others
9. Satisfying one’s parents’ expectation
10. Controlling sexual desires
11. Discretion
12. Modesty
13. Respecting the head of the family
14. Virginity before marriage
15. Discreet clothing
16. Loyalty to one’s partner
17. Shyness
18. Authority over one’s family
19. Physical strength
20. Having pride
21. Sexual Adventures
22. High socio-economic status
23. Precedence
24. Protecting one’s family’s well-being property
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Page 7: Honor Attribution scale (HAS) - Women (Mosquera et al., 2011) |
Desirable Attributes
Below are a series of attributes that may be seen as desirable in women. Please read each attribute carefully and rate how much you find each attribute to be desirable for women.
To what extent do you find the below attributes desirable for women?
(Scale: 1 = Not desirable at all to 5 = Extremely desirable)
1. Accepting social norms
2. Honesty
3. Hospitality
4. Marrying somebody with a good reputation
5. One’s family having a good reputation
6. One’s own good reputation
7. Protecting one’s family reputation
8. Being respected by others
9. Satisfying one’s parents’ expectation
10. Controlling sexual desires
11. Discretion
12. Modesty
13. Respecting the head of the family
14. Virginity before marriage
15. Discreet clothing
16. Loyalty to one’s partner
17. Shyness
18. Authority over one’s family
19. Physical strength
20. Having pride
21. Sexual Adventures
22. High socio-economic status
23. Precedence
24. Protecting one’s family’s well-being property
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Page 8: Vancouver Index of Acculturation (Paulhus, 2013) |
Societal Practices
Below you will be presented with a series of statements. Many of these statements will refer to your “heritage culture”, meaning the original culture of your family (other than British). It may be the culture of your birth, the culture in which you have been raised, or any culture in your family background. If there are several, pick the one that has influenced you most (e.g. Indian, Pakistani, Italian, Turkish) and please answer all of the items for that one culture that you have chosen. If you do not feel that you have been influenced by any other culture, please name a culture that influenced previous generations of your family.
Your heritage culture (other than British) is: _______
Please indicate how much you agree or disagree with the following statements.
(Scale: 1 = Disagree all to 9 = Agree)
1. I often participate in my heritage cultural traditions
2. I often participate in mainstream British cultural traditions
3. I would be willing to marry a person from my heritage culture.
4. I would be willing to marry a white British person.
5. I enjoy social activities with people from the same heritage culture as myself.
6. I enjoy social activities with typical British people.
7. I am comfortable interacting with people of the same heritage as myself.
8. I am comfortable interacting with British people
9. I enjoy entertainment (e.g. movies, music)
10. I enjoy British entertainment (e.g. movies, music)
11. I often behave in ways that are typical of my heritage culture.
12. I often behave in ways that are typically British.
13. It is important for me to maintain or develop the practices of my heritage culture.
14. It is important for me to maintain or develop British cultural practices.
15. I believe in the values of my heritage culture.
16. I believe in mainstream British values.
17. I enjoy the jokes and humor of my heritage culture.
18. I enjoy British jokes and humor.
19. I am interested in having friends from my heritage culture.
20. I am interested in having British friends.
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Page 9: Subjective Wellbeing (Andrews and Withey, 1976) |
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Page 9: Subjective Wellbeing (Diener, Emmons, Larsen, & Griffin, 1985) |
Well-being
Below are five statements that you may agree or disagree with. Using the 1 - 7 scale below, indicate your agreement with each item by placing the appropriate number on the line preceding that item. Please be open and honest in your responding.
1. In most ways my life is close to my ideal.
2. The conditions of my life are excellent.
3. I am satisfied with my life.
4. So far I have gotten the important things I want in life.
5. If I could live my life over, I would change almost nothing.
(Scale: 1 = Strongly disagree – 4 = Neither agree nor disagree – 7 = Strongly agree)
Well-being
The following question asks how satisfied you feel about your life.
How satisfied are you with your life as a whole?
(Scale: 1 = Not at all satisfied – 5 = Somewhat satisfied – 10 = Completely satisfied)
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Page 10: Relationship Status and Living Situation (Self-created items) |
Relationship Status
Below we would like to ask you some questions about your current relationship status and living situation.
What is your current relationship status?
O Single O In a relationship O Married O Other (Please specify:): _____
└ If participant responds to be married or in a relationship:
Are you and your partner currently living together?
O Yes O No
Do you have children?
O No children O Children under 18 years old O Children above 18 years old
└ If participant responds to have children:
Are your children currently living with you?
O Yes O No
Page 11: Demographic Information
Finally, we would like to ask you for some background information. Please, be assured that all the information you provide will be kept strictly confidential and your answers will be retained under a participant number and never associated with your name.
1. What is your gender?
O Male O Female O Other (please specify): ____________
2. How old are you?
__________ years
3. In which country were you born? (Dropdown Menu)
· Spain
· Italy
· Portugal
· Greece
· Turkey
· Lebanon
· Morocco
· Tunisia
· Pakistan
· Iran
· Iraq
· Saudi Arabia
· Bangladesh
· Algeria
· Egypt
· Jordan
· Syria
· Afghanistan
· United Arab Emirates
· Yemen
· Oman
· Other (please specify below)
└ If participant chooses other:
Please further specify the country you were born in: _____
└ If participant reports to not be born in UK:
3a. How old were you when you moved to the UK? _____
4. In what country was your mother born? (Dropdown Menu)
5. In what country was your father born? (Dropdown Menu)
. United Kingdom
. Spain
. Italy
. Portugal
. Greece
. Turkey
. Lebanon
. Morocco
. Tunisia
. Pakistan
. Iran
. Iraq
. Saudi Arabia
. Bangladesh
. Algeria
. Egypt
. Jordan
. Syria
. Afghanistan
. United Arab Emirates
. Yemen
. Oman
. Other (Please specify below)
└ If participant chooses other for either their mother or father or both:
4a. / 5a. Please further specify in which country your mother / father was born: _____
6. Of which countries do you have a passport/identity card?
_________________________________
7. What is/are your native language/s? (i.e., the language/s you speak at home)
_________________________________
8. Are you currently living in the United Kingdom?
O Yes O No
└ If participant chooses “Yes”:
8a. Are you in the United Kingdom primarily to …
· Work
· Study
· Work and Study
· Other (Please specify):__________
9. What is your ethnic background?
If you identify with more than one ethnic group, please indicate all that apply (cont’d on following page).
White
o English / Welsh / Scottish / Northern Irish o Irish
o Gypsy or Irish Traveller
o Any other White background (Please specify below):
Asian
o Indian
o Pakistani
o Bangladeshi
o Chinese
o Any other Asian background (Please specify below):
Black / African / Caribbean
o Black
o Caribbean
o African
o Any other Black background (Please specify below):
Other ethnic groups
o Arab
o Any other ethnic background (Please specify below):
└ If participant chooses any “Other” category:
Please further specify your ethnic background.
_________________________________
10. What is your religious background?
· None
· Hindu
· Muslim Shia
· Muslim Sunni
· Sikh
· Christian Protestant
· Christian Orthodox
· Jewish
· Buddhist
· Other (please specify): ___________________________________
11. How important is religion to you?
· Very important
· Fairly important
· Somewhat important
· Not at all important
12. Please read the information below, and indicate your answer by entering a number.
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Think of this ladder as representing your social status in the country you live in.
At the top of the ladder are the people who are the best off -- those who have the most money, the most education, and the most respected jobs. At the bottom are the people who are the worst off -- those who have the least money, the least education, and the least respected or no job.
Where would you place yourself on this ladder compared to people in the country you live in?
Your answer: ____________ |
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Page 12: Debriefing |
Thank you for your participation! The study is now over.
At this point we would like to tell you more about the research project in which you just participated.
This study is exploring the perceptions and attitudes of several immigrant groups in the United Kingdom, particularly from the Mediterranean, Middle Eastern, and Northern African countries, who all fill in the same questionnaire as you have done. All of these regions have been considered as places in which being an honorable person in the eyes of others is a central cultural goal.
In this study, we are particularly interested whether the importance of honor for one’s life may change as people settle in new countries where honor may be less central (e.g. the UK), and if changes in honor may be linked to changes in other perceptions and attitudes of daily life. This is why you have been asked to e.g. rate the desirability of different characteristics of what may be an “honorable” person, and to indicate your agreement with several statements related to domestic roles and wider social movements.
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Below is your unique participant ID. Please note down the ID and keep it somewhere safe. In case you wish to request the deletion of your data at a later time (possible until the end of data collection), we will ask you to provide your ID so that we can identify your information anonymously.
Your unique ID is: 12345678 |
Thank you for your participation in our study. We appreciate your support and hope that you decide to support our work again in the future. If you would like a summary of the findings of this study, please contact Alexander Kirchner ([email protected]) the researchers with your email address so we can send it to you when the data have been analyszed and reports have been produced.
Please click “Next” in order to return to (SONA / Prolific) to claim your compensation.
If you have any complaints or concerns about this research, you can direct these to the Chair of the Psychology Research Ethics Committee by email at: [email protected]. Alternatively, you can contact the ethics committee chair by post at: Ethics Committee Chair, School of Psychology, University of Kent, Canterbury, CT2 7NP.
ANALYSES (TASK For rhea: Write out RQs into hypotheses, add note about why)
RQ1: Does honor endorsement decrease as a function of (a) generational status, or (b) time spent in country?
H1a: The 1st generation endorses more in honor than the 2nd generation.
The proposed hypothesis: is that the 1st generation endorses honor more than their offsrpings/more than the 2nd generation
H1a: t-test between 1st generation and 2nd+ generation immigrants
H1b: The time spent in the host country decreases an individual’s endorsement in their cultural honor. 2nd generation immigrants show a decrease in endorsing honor as compared to the 1st generation.
H1b: Correlation: Honor endorsement & Years spent in UK (in 2nd generation only)
RQ2: Does honor endorsement decrease differently for men and women, i.e. (a) do men acculturate more in masculine honor endorsement, and (b) females more in feminine honor endorsement?
Generations:
H2a: Men acculturate more in Masculine honor endorsement in the host country, leading to a decrease in honor endorsement from their heritage country.
1st gen: In order to maintain strong ties to the heritage culture,
H2b: Women acculturate more in feminine honor endorsement in the host country, thus leading to a decrease in honor endorsement from their heritage country.
H2a: Males: Repeated t-test between generations on male honor endorsement and female honor endorsement
H2b: Females: Repeated t-test between generations on male honor endorsement and female honor endorsement
Time Spent in Country:
H2 i: Longer the time spent in the host country, the more the individuals acculturate to the host culture, lowering the endorsement of honor in both men and women.
H2c: 2nd gen Males: Correlation / Regression: Male and Female honor endorsement & Years spent in UK
H2d: 2nd gen Females: Correlation / Regression: Male and Female honor endorsement & Years spent in UK
RQ3: Does a decrease in honor endorsement in general, or gender-specific honor in particular, relate to various other gender indicators, e.g
· cross-gender friendships,
· Decrease in honor endorsement- increase in advocating for cros s-gender friendships.
· gender equality,
· Decrease in honor endorsement- decrease in perception about gender inequality.
· feminist attitudes?
· A decrease in honor endorsement would lead to an increase in feministic attitudes.
H3: People who show greater decreases in their honor endorsement would show more tolerance towards cross-gender friendships, more egalitarian gender roles, and more support towards the feminist cause.
General Honor:
H2a: Linear Regression: Any of the above outcomes ~
H2b: Females: Repeated t-test between generations on male honor endorsement and female honor endorsement.
Expected Numbers
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Total 300, 150 in each group |
1st Generation |
2nd Generation |
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Male |
75 |
75 |
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Female |
75 |
75 |
Ethical Considerations
Structure
1. Consent:
· - Informed consent (4 points, different aspects of their participation, they have to agree to all)
· - Information page (describing study and gives participants information, they have to say that they read it)
· Involvement: voluntary and they are welcome to withdraw without a penalty.
· - Any issues during the study (report to whom: researchers/ethics committee)
· - If they want to stop (they can at any point) and withdraw (--> will have to send us the random ID → until the end of data collection)
· - Recruitment method: either Prolific full study , or RPS → then prolific for rest
· - Participants selection: see criteria above.
· - Target sample: 300 people, 150 in each generation, 75 each gender in each group
· - Will be told about the information stage: what the study is (not specifically in detail- so as not to cause any biases)
· - Once informed about the stage, consent will be ensured
2. The study procedure
· - Duration of study : 20 min
· - Explanation of the study (At the beginning of the questionnaire, the study procedure begins with the participant reading the information page, providing details primarily about the research purposes, their right to withdraw, and who to contact for further information.)
· - Items on the information page (study eligibility: above 18, resident/non-resident of UK)
· - Describe questionnaire (Likert Scale)
· - How will the questions be designed? (from established scales)
· - How will the research session conclude?
· - Participants reminded of their right to withdraw.
· - Compensation: How much do participants get for their participation? → 2.50
3. The Effect of Participants
· - Research protocol reduced the effects on the participants. → No stress that people cannot encounter in regular life, but in case people experience stress we have included some resources in the debriefing.
· - Potential consequences- minimized.
· - Protocol outlines (20 mins for the questionnaire to be completed)
· - Procedure/ questionnaire doesn’t require any invasive measurement, so no possible physical or psychological damage.
· - - If a concern is posed during analysis, participants will be advised during the procedures.(can get in touch with the researchers/ethics committee)
· - They can withdraw incase problems arise during the study.
4. Confidentiality and Data storage
· - Following protocols
· - Digital type of data will be obtained (Prolific, Qualtrics, SPSS datasheet).
· - Participants name will not be stored at all, all personal information will be stored under a random id in the prolific as well as in our system (if they want to withdraw from the study- easier to locate their data if they’re confidential rather than anonymous)
· - Informed consent, unique identification code → Random 8 digit id + prolific id from the system
· - Data stored on Qualtrics
· - Will be stored in a storage that is backed up by the university and only accessible by approved staff (minimizing the risk of data loss or interfering with the data.
· - Prolific used to collect data- highly secure and anonymous.
· - There will be no details in the final year project that may contribute to the potential detection of a single person and their results as the data will be gathered and general patterns will be published, so it is not possible to identify specific sets of data, maintaining confidentiality. → all your study will present average measures, not individual data points
· - Conclusion (additional guidelines: for any problems that might arise)
