Seminar
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QuantitativeProspectusExemplarII.pptxFacebook Usage and Correlation to Subjective-Happiness Among Adults
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1
Literature Review: Background to the Problem
Earliest Research (2000 – 2010)
Internet activity is used as a communication tool but can decrease social well-being as high levels of internet use are associated with high levels of emotional loneliness (Moody, 2001).
Burke et al. (2010) identified that Facebook consumption is correlated with increased loneliness, whereas engagement behaviors with Facebook are correlated with greater overall well-being.
In 2006, Facebook expanded to allow any user access so long as they were 13 years or older and had a valid email address, which created a significant increase in overall network usage (Brown, 2008), yet information regarding the outcomes of using social networking websites is lacking (Acar, 2008).
Social media existed to assist users connect online with friends, colleagues, family members, and like-minded individuals they might never have met in person, but a lack of conclusive research existed pertaining to social media use and well-being (Huang, 2010).
Progressive Research (2011 – 2017)
Song et al. (2014) identified a positive correlation between Facebook use and loneliness.
Life satisfaction, subjective vitality, flourishing, and subjective happiness were identified as significant negative predictors of problematic Facebook use (Satici & Uysal, 2015).
More than 500 million people use Facebook on a daily basis, yet the influence on subjective well-being over time remains unclear (Kross et al., 2013).
Progressive research pertaining to well-being focused on adolescents and provided mixed opinions related to the use of social media platforms (Turel & Surenko, 2012; Wakefield & Wakefield, 2016).
10/9/2019
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Objective:
The outline on this slide is used in the Prospectus to develop the Background of the Study in Chapter 1 and the Background of the Problem Space in Chapter 2.
Slide Requirements:
In 3-5 bullets, describe what still needs to be understood related to the topic from empirical literature or research.
Use empirical literature dated primarily within the past 5 years.
Identify and support what still needs to be understood regarding the problem space through a combination of arguments:
Professional and/or broader societal need identified in the literature
Directions for future research based on limitations, recommendations, and/or conflicting findings
Synthesis of broader topics to study in combination
2
Literature Review: Background to the Problem
Contemporary Research (2018 – Present)
Marengo et al. (2021) identified a positive correlation between the amount and strength of positive feedback received by Facebook users and perceived happiness.
Longitudinal and cross-sectional studies reveal that problematic internet use and loneliness are positively associated (Moretta & Buodo, 2020).
Information focused on older age groups and well-being is needed (Bergagna & Tartaglia, 2018), as Facebook users' age has changed throughout the social network's growth (Hunsaker & Hargittai, 2018).
Research Gap: Research conducted from the outset of social media to present-day use regarding Facebook use and a correlation to well-being has provided mixed results, with the majority of research focused on an adolescent or young adult population.
Proposed Study: The present study seeks to determine if the amount of time spent on Facebook predicts subjective happiness among middle-aged adult Facebook users.
10/9/2019
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Objective:
The outline on this slide is used in the Prospectus to develop the Background of the Study in Chapter 1 and the Background of the Problem Space in Chapter 2.
Slide Requirements:
In 3-5 bullets, describe what still needs to be understood related to the topic from empirical literature or research.
Use empirical literature dated primarily within the past 5 years.
Identify and support what still needs to be understood regarding the problem space through a combination of arguments:
Professional and/or broader societal need identified in the literature
Directions for future research based on limitations, recommendations, and/or conflicting findings
Synthesis of broader topics to study in combination
3
Literature Review: Problem Space
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Perspective #1: Emotional well-being:
What is known: Adolescents experience positive and negative emotional outcomes associated with Facebook usage depending on the nature of engagement (Phu & Gow, 2019).
What needs to be better known: Correlation between emotional well-being and Facebook usage among older adults (Phu & Gow, 2019; Bergagna & Tartaglia, 2018).
Summary Need Statement: Most current research on well-being and social media use focuses on an adolescent or young adult population and excludes middle-aged adults (Bekalu et al., 2019).
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Objective:
The outline on this slide is used in the Prospectus to develop the Background of the Study in Chapter 1 and the Background of the Problem Space in Chapter 2.
Slide Requirements:
In 3-5 bullets, describe what still needs to be understood related to the topic from empirical literature or research.
Use empirical literature dated primarily within the past 5 years.
Identify and support what still needs to be understood regarding the problem space through a combination of arguments:
Professional and/or broader societal need identified in the literature
Directions for future research based on limitations, recommendations, and/or conflicting findings
Synthesis of broader topics to study in combination
4
Literature Review: Problem Space
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Perspective #2: Population
What is known: The impact of social media use on well-being is not universal and may depend upon culture, belief system, may be mediated by a set of personal characteristics that are individual-specific (Blachnio et al., 2018; Castellacci & Tveito, 2018).
What needs to be better known: The correlation between media usage, well-being, and life satisfaction in a variety of cultures- including the United States (Blachnio et al., 2018).
Summary Need Statement: There is a need for further information regarding a possible correlation between Facebook use and well-being of middle-aged adults in the United States, as impact is specific not only to individual differences but cultural systems as well.
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Objective:
The outline on this slide is used in the Prospectus to develop the Background of the Study in Chapter 1 and the Background of the Problem Space in Chapter 2.
Slide Requirements:
In 3-5 bullets, describe what still needs to be understood related to the topic from empirical literature or research.
Use empirical literature dated primarily within the past 5 years.
Identify and support what still needs to be understood regarding the problem space through a combination of arguments:
Professional and/or broader societal need identified in the literature
Directions for future research based on limitations, recommendations, and/or conflicting findings
Synthesis of broader topics to study in combination
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Literature Review: Problem Space
10/9/2019
Perspective #3: Roles
What is known: Bergagna and Tartaglia (2018) identified the importance of the role of orientation to social comparison in mediating the relations between low self-esteem and some indicators of Facebook use such as daily time spent on Facebook and the use of Facebook for simulation.
What needs to be better known: Older adults comprise a significant portion of regular Facebook users, but information focused on older age groups and well-being is quite limited (Bergagna & Tartaglia, 2018; Hunsaker & Hargittai, 2018).
Summary Need Statement: Research has focused on a younger audience, but an increased understanding of how social media use impacts older Facebook users can provide much needed information pertaining to overall social media use and well-being (Clark et al., 2018).
Synthesized Problem Space Statement (synthesis of category need statements):
There is a need for further information regarding a possible correlation between Facebook use and well-being of middle-aged adults in the United States.
Problem Statement:
It is not known to what extent the amount of time spent on Facebook predicts subjective happiness (positive emotions, engagement, positive relationships, meaning, accomplishment) in middle-aged adults.
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Objective:
The outline on this slide is used in the Prospectus to develop the Background of the Study in Chapter 1 and the Background of the Problem Space in Chapter 2.
Slide Requirements:
In 3-5 bullets, describe what still needs to be understood related to the topic from empirical literature or research.
Use empirical literature dated primarily within the past 5 years.
Identify and support what still needs to be understood regarding the problem space through a combination of arguments:
Professional and/or broader societal need identified in the literature
Directions for future research based on limitations, recommendations, and/or conflicting findings
Synthesis of broader topics to study in combination
6
Literature Review: Theoretical Foundations
well-being theory/PERMA theory of well-being
Dr. Martin Seligman created a model which shifted focus from mental illness and pathological behavior to a focus on positivity and goodness in life (Seligman, 2011).
PERMA defines, quantifies, and constitutes the elements of subjective happiness using five intrinsically motivating components which contribute to well-being including, positive emotion, engagement, relationships, meaning, and accomplishments. (Rusk & Waters, 2015).
Kern et al. (2014) identified a positive association between each of the five PERMA components and life satisfaction/subjective happiness.
PERMA is unique in relation to other well-being theories because it combines intrinsically motivated indicators of eudaimonic and hedonic well-being, and supports the inclusion of well-being that individuals can actively move towards (Seligman, 2018).
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Literature Review: Theoretical Foundations
Well-Being Theory/PERMA Theory of Well-Being
Provides the theoretical framework for defining subjective happiness in this proposed study.
Subject happiness= positive emotions, engagement, positive relationships, meaning, accomplishment (Seligman, 2011).
The PERMA theory of well-being aligns with the PERMA-Profiler instrument which will be used to measure identified variables (Butler & Kern, 2016).
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Literature Review: Review of Literature
Loneliness
Research indicates loneliness is identified as a condition associated with multiple risks to overall well-being where individuals perceive social isolation regardless of the absence or presence of social interaction (Cacioppo & Cacioppo, 2018; Baretto et al., 2021). Social media use does appear to have the potential for reducing loneliness and increasing happiness, but only to the degree that use is perceived as intimate, and is limited in duration (Pittman, 2018).
Social Media Use
The research states receiving likes on Facebook is related to an increase in subjective happiness, decrease in loneliness, with self-esteem as a moderative factor when users are active participants on the platform, with moderate use of approximately 30 minutes per day (Hunt et al., 2018; Aalbers et al., 2019; Marengo et al., 2021).
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Literature Review: Review of Literature
Well-Being
The research indicated that the impact of social media on well-being can be positive or negative based on experience with social networking sites, while Facebook and Instagram use predicted lower reports of well-being, with self-esteem and repetitive negative thoughts as important intermediate constructs within the relationships (Clark et al., 2018; Faelens et al., 2020). As social media activity increases, research shows subjective happiness may decrease as displacement of activities beneficial to well-being (sleep, face-to-face social interaction), upward social comparison, and cyberbullying occur (Twenge, 2019).
A new multidimensional and wider operationalization of well-being is needed to understand the actual significance of social media effect on well-being among middle-aged adults, as it remains unknown (Duradoni et al., 2020; Phu & Gow, 2019).
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Objective:
This slide is used to provide an outline of the topics that will be included in the Review of Literature section, which is 30+ pages in Chapter 2.
Slide Requirements:
Identify 3-5 major topics in the literature related to the proposed problem space
Each bullet should include:
1-2 sentences defining/describing each topic
At least 3 empirical sources supporting each topic
Hints:
For quantitative studies, themes could include:
Studies describing and/or relating the variables
Studies on related research such as factors associated with the themes
Studies on the instruments used to collect data
Studies on the broad population for the study
Studies defining the need from a community, professional, or organizational perspective
Studies similar to the topic
For qualitative studies, topics could include:
Studies describing and/or relating the phenomenon
Studies on related research such as factors associated with the themes
Studies on the instruments used to collect data
Studies on the broad population for the study
Studies defining the need from a community, professional, or organizational perspective
Studies similar to the topic
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Problem Statement
It is not known to what extent the amount of time spent on Facebook predicts subjective happiness (positive emotions, engagement, positive relationships, meaning, accomplishment) in middle-aged adults.
10/9/2019
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Objective:
This slide is used to provide the problem statement, which will be expanded upon in the Chapter 2: Problem Statement section.
Slide Requirements:
State the specific problem for research with a clear declarative statement.
Alignment: The problem statement must align with the established problem space as described on previous slides.
Hints:
Some examples of how to phrase a problem statement include:
It is not known how or why…
Based on what is known in the empirical research literature, _____ is still unknown/what still needs to be understood is…
While the literature indicates ____________, it is not known in (school/district/organization/community) how/why __________.
10/9/2019
| Variable | Conceptual Definition | Operational Definition | Measurement Level | Instrument/Data Source |
| Predictor Variable: Time spent on Facebook | The approximate time spent per day actively using Facebook (Ellison et al., 2007). | Question regarding time spent per day actively using Facebook | ratio | Brief list of socio-demographic information: age, gender, current country of residence and time spent per day actively using Facebook- as evidenced by uploaded screenshot of 10 day usage log from iPhone settings. |
| Criterion Variable: Subjective happiness: (Positive emotion, engagement, relationships, meaning, accomplishments) (Seligman, 2011) | A state of well-being and contentment; a pleasurable or satisfying experience (Merriam-Webster, 2020) | Composite score, 23 self-report questions for subjective happiness | Ordinal approximated to interval | Survey: PERMA-Profiler (Butler & Kern, 2016). |
| Criterion Variable: Positive emotion | Significant indicator of overall well-being and can be developed to improve well-being and build resilience (Fredrickson, 2001). | 1st subscale: 3 self-report questions focused on positive emotion | Ordinal approximated to interval | Survey: PERMA-Profiler (Butler & Kern, 2016). |
| Criterion Variable: Engagement | Experience where individuals employ resources, strengths, and attention towards a task (Seligman, 2011). | 2nd subscale: 3 self-report questions focused on engagement | Ordinal approximated to interval | Survey: PERMA-Profiler (Butler & Kern, 2016). |
Variables
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Objective:
State and define each variable in table format. The table is used in Chapter 3: Research Questions and Hypotheses in the dissertation template.
Slide Requirements:
Complete the table for each variable.
Included citations as appropriate.
Hints:
The conceptual definition is ‘what does it mean’. For example, a conceptual level of a variable in a school setting may be student achievement.
An operational level is how the researcher will measure the variable to reflect the conceptual definition. The operational level of the variable for student achievement may be the test score on a final exam, which ranges from 0 to 100.
The measurement level is whether the variable is nominal, ordinal, interval, or ratio.
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Variables
10/9/2019
| Variable | Conceptual Definition | Operational Definition | Measurement Level | Instrument/Data Source |
| Criterion Variable: Relationships Criterion Variable: Meaning Criterion Variable: Accomplishments | Support, love, and value experienced as a result of interaction with others (Seligman, 2011). Desire for sense of belonging, worth and value (Seligman, 2011). Perseverance and passion for goal-attainment with internal motivation for the sake of pursuit and personal improvement (Seligman, 2011). | 3rd subscale: 3 self-report questions focused on relationships 4th subscale: 3 self-report questions focused on meaning 5th subscale: 3 self-report questions focused on accomplishments | Ordinal approximated to interval Ordinal approximated to interval Ordinal approximated to interval | Survey: PERMA-Profiler (Butler & Kern, 2016). Survey: PERMA-Profiler (Butler & Kern, 2016). Survey: PERMA-Profiler (Butler & Kern, 2016). |
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Objective:
State and define each variable in table format. The table is used in Chapter 3: Research Questions and Hypotheses in the dissertation template.
Slide Requirements:
Complete the table for each variable.
Included citations as appropriate.
Hints:
The conceptual definition is ‘what does it mean’. For example, a conceptual level of a variable in a school setting may be student achievement.
An operational level is how the researcher will measure the variable to reflect the conceptual definition. The operational level of the variable for student achievement may be the test score on a final exam, which ranges from 0 to 100.
The measurement level is whether the variable is nominal, ordinal, interval, or ratio.
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Research Questions and Hypotheses
RQ1: To what extent does the amount of time spent on Facebook predict subjective happiness (positive emotions, engagement, positive relationships, meaning, accomplishment) in middle-aged adults?
H1a0: Amount of time spent on Facebook does not significantly predict positive emotions in middle-aged adults.
H1aA: Amount of time spent on Facebook does significantly predict positive emotions in middle-aged adults.
H1b0: Amount of time spent on Facebook does not significantly predict engagement in middle-aged adults.
H1bA: Amount of time spent on Facebook does significantly predict engagement in middle-aged adults.
H1c0: Amount of time spent on Facebook does not significantly predict positive relationships in middle-aged adults.
H1cA: Amount of time spent on Facebook does significantly predict positive relationships in middle-aged adults.
H1d0: Amount of time spent on Facebook does not significantly predict meaning in middle-aged adults.
H1dA: Amount of time spent on Facebook does significantly predict meaning in middle-aged adults.
H1e0: Amount of time spent on Facebook does not significantly predict accomplishment in middle-aged adults.
H1eA: Amount of time spent on Facebook does significantly predict accomplishment in middle-aged adults.
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Methodology Justification
| Quantitative | Qualitative |
| Quantitative research is an analytical approach using empirical observations and measures to collect data (Asenahabi, 2019). Quantitative research relies on factual data versus idealistic information, identifies relationships between variables, by drawing representative samples of participants, uses statistical analyses, and provides explanations for behavior (Yue & Xu, 2019). A quantitative approach is theoretically-based, objective, and allows for feasibility of a large sample size (Bloomfield & Fisher, 2019). | Qualitative research focuses on assigning meaning to lived or observed phenomenon in a specific context instead of providing generalizations from sample to population (Johnson et al., 2020). Qualitative research is a process which provides enhanced understanding to the scientific community is achieved by identifying novel and significant differentiations resulting from getting closer to the phenomenon studied (Aspers & Corte, 2019). |
| Quantitative methodology is appropriate for the proposed study as it is the best approach to answer the intended research questions and determine a correlation between the identified variables with numerical representation (Hagan, 2014). Quantitative methodology is the best approach to infer a possible prediction of subjective happiness related to Facebook usage. | While qualitative research is effective for providing useful information, it is not appropriate for the proposed study. Qualitative research gathers non-numerical data and answers how and why, rather than if and to what extent which is what the proposed study seeks to identify (Aspers & Corte, 2019). |
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Objectives:
The approach on this slide is used to justify the methodology using methodology articles and resources
The information presented on this slide is used to develop one of the three paragraphs comprising the methodology section in Chapter 3. In addition, a second paragraph is added justifying why the opposite methodology is not as appropriate. A third paragraph is developed that uses similar and related empirical articles to justify the proposed methodology for the study
Slide Requirements:
Present 2-3 seminal sources describing quantitative methodology
Justify why quantitative methodology is appropriate based on those sources
Present 2-seminal sources describing qualitative methodology
Justify why qualitative methodology is not as appropriate based on those sources
Hint:
Do not summarize prior research in this slide
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Design
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| Design | Definition | Justification (use /not use) |
| Pre-Experimental | Pre-experimental research is a simplified design used to determine whether a potential explanation meets criteria for further investigation (Frey, 2018). The one-shot case study, one-group pretest-posttest, and static-group comparisons are commonly used pre-experimental designs (Dawson, 1997). | NOT USE The proposed study seeks to determine to what extent a predictive correlation exists, and is not interested in manipulating variables, or conducting exploratory experimental research. |
| Quasi-Experimental | Quasi-Experimental research resembles experimental research, but it is not considered to be a true experiment because participants are not randomly assigned to treatment condition, even though an independent variable is manipulated (Salkind, 2010). Quasi-experimental studies include a wide range of nonrandomized intervention studies and are often utilized when it is not logistically feasible or ethical to conduct a randomized controlled trial (Harris et al., 2006). | NOT USE The purpose of the intended study is to determine to what extent a predictive correlation exists. A quasi-experimental design would not be the correct design to use, as the present study does not seek to manipulate a variable. |
| Correlational or Associative | Correlational research measures two or more variables to explain the statistical relationship among variables (Omair, 2015). Correlational research allows the researcher to describe and predict strength of the relationship between variables (Curtis et al., 2015). Correlational research is effective for determining predictive validity, test reliability, and illustrating relationships (Salkind, 2010). | NOT USE The proposed study seeks to determine to what extent a predictive correlation exists. Correlational research would not be the correct design to use, as the present study seeks extend past identifying a correlation to also predicting relationships between variables. |
| Correlational-predictive | Comparable to correlational or associative research, correlational predictive designs explain statistical relationships among variables (Omair, 2015) but also seek to identify predictive relationships between the predictor and the outcome/criterion variable (Salkind, 2010). | USE The proposed study is designed to determine the extent a predictive correlation exists. A correlational predictive design is the appropriate choice for the proposed study. |
| Comparative | Comparative research compares two groups in order to make conclusions about them pertaining to similarities and differences between groups (Schenker & Rumrill, 2005). Comparative research seeks to identify a cause-effect relationship between two or more groups (Salkind, 2010). Causal-comparative studies attempt to compare in contrast to correlation research which looks at relationship. | NOT USE The purpose of the intended study is to determine to what extent a predictive correlation exists. Causal-comparative would not be the correct design to use. |
| Ex Post Facto | An ex post facto design refers to after-the-fact research, with the examination beginning only after the fact has occurred with no prior interference from the researcher (Salkind, 2010). Ex post facto research is commonly used to compare pre-existing groups as an alternative for true experimental research to test hypotheses regarding cause-and-effect relationships, or when practicality or ethics prohibits true experimental design (Giuffre, 1997). | NOT USE The purpose of the present study is to determine to what extent a predictive correlation exists and does not seek to identify a cause-and-effect relationship. Ex post facto is not the correct design to use. |
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Objectives:
When completing the proposal, the approach shown on this slide is used to develop the first paragraph/section in Chapter 3. Then there are a series of short paragraphs (3-4 sentences) that argue as to why the alternative designs are not as appropriate for the study
Slide Requirements:
Complete table for all six designs listed.
For each design cite two definitions supported with empirical or authoritative sources.
Using the wording of the definitions, justify why you are using the design or why you are NOT using the design.
Hints:
Quantitative resource: LAERD.com
Web of Science for definitions resources
Research may refer to the comparative research design as causal-comparative.
At GCU, archival data used to look at group differences is considered an Ex Post Facto design.
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Purpose Statement
The purpose of this quantitative predictive correlational study is to determine to what extent the amount of time spent on Facebook predicts subjective happiness (positive emotions, engagement, positive relationships, meaning, accomplishment) among middle-aged adults living in the United States.
10/9/2019
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Objective:
This slide is used to provide the purpose statement, which will be expanded upon in the Chapter 3: Purpose of the Study section.
Slide Requirements:
State the purpose of the study in one sentence that identifies the research methodology, design, problem statement, target population, and geographic location.
Alignment: The purpose statement must align with the problem statement, research questions, methodology, and design.
Hint:
This is presented as a declarative statement: "The purpose of this quantitative [design] study is to … [include the unknown from the Problem Statement] among [target population] at a [setting/geographic location]."
Population, Target Population, and Sample
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| Population | Target | Sample |
| A population is comprised of all the objects or events of a certain kind that researchers want to obtain further knowledge about (Allen, 2017). | The purpose of a target population is to define the units that survey findings are meant to generalize, and occurs after the study objectives are established (Lavrakas, 2008). | A sample is a group of people, objects, or items, taken from a larger population for measurement, and should be representative of the population to ensure the findings can be generalized to the population as a whole (Elfil & Negida, 2017). |
| All adult Facebook users in the United States | Adult Facebook users between the ages of 35-55 living in the United States | 64 Adult Facebook users between the ages of 35-55 living in the United States G* Power tool used to justify sample size. (15% added to account for attrition) |
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Objectives:
This outline is used to ensure there is an appropriate and reachable target population.
In the Proposal this outline becomes a section in Chapter 3.
Slide Requirements:
Define the terms population, target population, and sample using authoritative sources.
Describe the population, target population, and sample as related to the proposed study.
Details to include:
Target Population: Estimate the size of the target population and identify the specific way to access the target population (see hints below).
Sample: Estimate the projected sample size (see hints).
Hints:
Way to access the target population which might include:
Using your organization (with appropriate approvals);
Asking an association to support/communicate the study;
Using a social group such as a church to support/communicate your research;
Using social media to find the sample;
Using archival data from an organization or association;
Using publicly available archival data.
Assume 5-20 percent of the target population recruited would participate; therefore, ensure the target population is sufficiently large to obtain the final proposed sample size.
For quantitative studies, to determine the minimum sample size of clean data, learners may use G*power analysis by changing power (1-β) to .80 and changing alpha (α) to align with the corresponding alpha of the hypothesis.
Students can download G*power by following this link and the instructions: https://www.psychologie.hhu.de/arbeitsgruppen/allgemeine-psychologie-und-arbeitspsychologie/gpower.html (or search G*power in Google)
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Population, Target Population, and Sample
10/9/2019
G*Power Results
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Objectives:
This outline is used to ensure there is an appropriate and reachable target population.
In the Proposal this outline becomes a section in Chapter 3.
Slide Requirements:
Define the terms population, target population, and sample using authoritative sources.
Describe the population, target population, and sample as related to the proposed study.
Details to include:
Target Population: Estimate the size of the target population and identify the specific way to access the target population (see hints below).
Sample: Estimate the projected sample size (see hints).
Hints:
Way to access the target population which might include:
Using your organization (with appropriate approvals);
Asking an association to support/communicate the study;
Using a social group such as a church to support/communicate your research;
Using social media to find the sample;
Using archival data from an organization or association;
Using publicly available archival data.
Assume 5-20 percent of the target population recruited would participate; therefore, ensure the target population is sufficiently large to obtain the final proposed sample size.
For quantitative studies, to determine the minimum sample size of clean data, learners may use G*power analysis by changing power (1-β) to .80 and changing alpha (α) to align with the corresponding alpha of the hypothesis.
Students can download G*power by following this link and the instructions: https://www.psychologie.hhu.de/arbeitsgruppen/allgemeine-psychologie-und-arbeitspsychologie/gpower.html (or search G*power in Google)
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Instrumentation
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| Instrument #1: PERMA-Profiler (Butler & Kern, 2016) | |
| PERMA Profiler is a 23-item scale designed to measure five pillars of well-being (positive emotion, engagement, relationships, meaning, accomplishment) along with negative emotion and health. Questions are on an 11-point scale ranging from 0 – 10. There are 15 PERMA questions (3 per domain) with health, negative emotion, loneliness, and overall happiness questions as fillers, which provide additional information. The PERMA profiler provides ordinal data. Validity/Reliability: Butler and Kern (2016) identified that the PERMA Profiler demonstrated acceptable model fit, internal and cross-time consistency, and evidence for content, convergent, and divergent validity. The measure also reflects the multi-dimensional nature of well-being/subjective happiness by monitoring multiple psychosocial domains. |
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Objectives:
This outline is used to identify the types and structure of each data source.
This outline is then used to develop the section on Sources of Data in Chapter 3 in the Proposal.
Slide Requirements:
Identify each instrument.
For each instrument: describe the instrument in detail, including:
The variable(s) for which it will provide data.
Validity of the instrument to provide data for the variable(s).
Reliability of the instrument to provide data for the variable(s).
The level of measurement provided by the instrument.
If needed, add columns for additional instruments (or delete extra columns)
Hints:
Instruments must have established validity and reliability for measuring the variables
If you are using a previously published measurement instrument, you should discuss the characteristics of the instrument in detail.
I.e., for a validated survey, describe:
The structure of the instrument, including subscales, etc..
The type and number of items or questions per scale and/or subscale.
The statistical scale of measurement (nominal, ordinal, interval, or ratio) of data obtained from the instrument.
There are differences between Likert items and Likert scales. While Likert items are ordinal, one can argue that a Likert scale is interval. It is recommended, if possible, learner use parametric statistics, which require interval or ratio data.
If your research data will come from an electronic database (archival, or secondary data), identify the database and indicate exactly how the data will be obtained or accessed.
Reliability is typically established with Cronbach’s alpha.
A factor analysis is typically used to help establish validity of an instrument.
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Data Collection Steps: Slide 1 Required permissions
Site approval
Not applicable to present study. Information gathered online only.
Permission to use each instrument
PERMA-Profiler Scale granted for all non-commercial use
If using archival data, permission to use the data
Not applicable to present study. Archival data is not being used.
Obtaining administrative guide and validation information on each instrument from owner/literature
Complete the Well-Being Questionnaire Registration for the PERMA-Profiler.
Download administrative guides and pertinent information from respective web sites.
GCU Chair and Committee Approvals
Provide Dissertation Proposal Template and other requested deliverables (Chapters 1-3) to Chair/Committee within the agreed upon timeframe.
AQR Approval
Attend Dissertation Research Ready and Research Ready trainings, and obtain certificates.
Provide all required documents for Proposal Defense process- Obtain D-35 form.
IRB Approval
Complete IRB Draft Documents/Obtain D-50 form.
Consent form from individual participants
Obtain appropriate consent prior to allowing participants to complete survey instruments.
Required permissions/approvals (prior to data collection)
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Objectives:
There are four separate slides that will comprise the data collection section in the Prospectus and the proposal.
These set of four slides are used in bullet format in the Prospectus. They then provide the outline for the Data Collection section in Chapter 3 in the Proposal.
This Slide: This first slide only discusses all of the permissions required.
**Note: Do not alter the names on the slides, and do not change the order of the four data collection slides or the bullets within them. It is important to show the bullets in the order in which they would occur. **
Slide Requirements:
Modify each bullet point to be specific to your study, and if you do not believe the bullet is relevant for your study put in a statement justifying why not.
Required Bullets:
Site approval
Permission to use each instrument or data source
Obtaining administrative guide and validation information on each data sources from owner/literature
GCU Chair and Committee Approvals
AQR Approval
IRB Approval
Consent form from individual participants
Results of the field tests for qualitative studies
Results of the expert panel review for qualitative instruments such as interviews or observations
Hint:
If site authorization is not required, state the reason.
Unless otherwise specified, site authorization(s) are valid one year from the date of signature.
21
Data Collection Steps: Slide 2 Sampling Strategy and Sample Selection
10/9/2019
| Strategy #1 Purposive Sampling | Strategy #2 Snowball Sampling | Strategy #3 Quota Sampling | |
| Sampling Strategy Description | Purposive sampling involves participants that are selected from a pre-specified group and on pre-defined criteria related to the topic of study (Nechval & Nechval, 2016). | Snowball sampling refers to a form of sampling where study participants are recruited by other participants, creating a snowball effect (Allen, 2017). | Quota sampling requires a researcher to curate a tailored sample that is proportionate to specific traits of a population (Yang & Banamah, 2014). |
| Sampling Steps | Participants approached via Qualtrics and provided with link to informed consent and survey. Complete the process again until desired number of respondents submit survey. | Participants approached via social media and provided with a link to Survey Monkey. Participants are asked to share invitation to their social network. Process repeated until desired number of respondents submit survey. | Participants approached via social media and provided with a link to Survey Monkey. Participants are chosen for respective categories based on the brief demographic data that is provided. |
| Sampling Selection Criteria | Adult Facebook users (35-55) living in the United States | Adult Facebook users (35-55) living in the United States | Adult Facebook users (35-55) living in the United States |
CONFIDENTIAL
GCU – For Internal Use Only
Objectives:
There are four separate slides that will comprise the data collection section in the Prospectus and the proposal.
These set of four slides are used in bullet format in the Prospectus. They then provide the outline for the Data Collection section in Chapter 3 in the Proposal.
This Slide: This second slide only discusses the sampling strategy and then the steps for the sampling process.
**Note: Do not alter the names on the slides, and do not change the order of the four data collection slides or the bullets within them. It is important to show the bullets in the order in which they would occur. **
Slide Requirements:
Sampling Strategy Description: Citing an authoritative source define and describe each sampling strategy.
Sampling Steps: State the steps taken for the sampling process for each strategy.
Sampling Criteria: Identify the criteria for selecting your sample.
Hints:
Some sampling strategies could be convenience, purposive, random, and snowball.
Even if only one sampling strategy will be used, identify “Plan B” and “Plan C” if the first plan falls through or does not provide the minimum sample size or enough data for quantitative analysis.
22
Data Collection Steps: Slide 3 Collecting the Data
Step 1: Invitation for participation
Invitation shared via Qualtrics for participants meeting study criteria.
Study participants must be 35-55 years of age, have an open Facebook account accessed by an iPhone device, and living in the United States at the time of participation.
Step 2: Obtain informed consent
Consent to be obtained through Qualtrics prior to participation in study. No parties will be allowed to participate without appropriate consent indicating that they are aware of the purpose, nominal risks, and potential benefits of their participation (Nijhawan et al., 2013).
Step 3: Obtain brief demographic data
Study participants will be asked to provide age, gender, country of residence, and upload screenshot of 10-day usage log from iPhone settings provided via Qualtrics. Participation to occur through phone, tablet, or computer.
CONFIDENTIAL
GCU – For Internal Use Only
Objectives:
There are four separate slides that will comprise the data collection section in the Prospectus and the proposal.
These set of four slides are used in bullet format in the Prospectus. They then provide the outline for the Data Collection section in Chapter 3 in the Proposal.
This Slide: This third slide only discusses the specific detailed steps to collect the data.
**Note: Do not alter the names on the slides, and do not change the order of the four data collection slides or the bullets within them. It is important to show the bullets in the order in which they would occur. **
Slide Requirements:
Provide step-by-step detailed instructions regarding how you plan to collect your data.
Steps should detail how each instrument will be completed by the participants, including:
How you plan to obtain informed consent(s).
How each instrument will be completed (who, what, when, how, where)
Discuss any demographic information you plan to obtain and when.
Present the steps in chronological order for each instrument.
Hints:
This slide should be sufficiently thorough such that another researcher could use the instructions to collect your data for you.
23
Data Collection Steps: Slide 3 Collecting the Data
Step 4: Administer testing instruments
Distribute PERMA-Profiler Scale via Qualtrics (Butler & Kern, 2016). Participants asked to provide self-report on 23-item scale. Participation to occur through phone, tablet, or computer.
Step 5: Debrief
Provide information regarding whether/how the participants can receive information about the results of the study, contact information for questions, research references, and provide instructions should participants experience emotional discomfort (Cantrell, 2008).
CONFIDENTIAL
GCU – For Internal Use Only
Objectives:
There are four separate slides that will comprise the data collection section in the Prospectus and the proposal.
These set of four slides are used in bullet format in the Prospectus. They then provide the outline for the Data Collection section in Chapter 3 in the Proposal.
This Slide: This third slide only discusses the specific detailed steps to collect the data.
**Note: Do not alter the names on the slides, and do not change the order of the four data collection slides or the bullets within them. It is important to show the bullets in the order in which they would occur. **
Slide Requirements:
Provide step-by-step detailed instructions regarding how you plan to collect your data.
Steps should detail how each instrument will be completed by the participants, including:
How you plan to obtain informed consent(s).
How each instrument will be completed (who, what, when, how, where)
Discuss any demographic information you plan to obtain and when.
Present the steps in chronological order for each instrument.
Hints:
This slide should be sufficiently thorough such that another researcher could use the instructions to collect your data for you.
24
Data Collection Steps: Slide 4 Data Management and Storage
Data Management and Storage
Electronic data to be held on password protected computer (Hart et al., 2016).
Data will be stored for 3 years and then destroyed (Administrators and the Responsible Conduct of Research, 2021).
Additional back-up copy stored in a password protected cloud-based storage device on a computer at researcher’s home (Hart et al., 2016).
Data will be protected by password (Hart et al., 2016).
Confidentiality and/or anonymity will be maintained indefinitely (Kaiser, 2009).
A “de-identified” copy of all data and the data analysis will be stored in the LDP, in the folder that will be placed there for this data for AQR reviewers to review the data and data analysis.
10/9/2019
CONFIDENTIAL
GCU – For Internal Use Only
Objectives:
There are four separate slides that will comprise the data collection section in the Prospectus and the proposal.
These set of four slides are used in bullet format in the Prospectus. They then provide the outline for the Data Collection section in Chapter 3 in the Proposal.
This Slide: This fourth slide only discusses the data management and storage process.
**Note: Do not alter the names on the slides, and do not change the order of the four data collection slides or the bullets within them. It is important to show the bullets in the order in which they would occur. **
Slide Requirements:
Answer the four questions on the slide:
Where will you store the data?
How long will you store the data?
How will you protect the data?
How will you destroy the data?
Hints:
Be sure to address all data if management will be different for different data.
Protecting data includes participant personal identifiable information.
Visit https://dc.gcu.edu/irb for resources and additional information.
25
Data Analysis Steps: Slide 1
RQ#1– Simple Linear Regression
Step 1: Clean and compile the data
Data will be collected electronically using Qualtrics.
Incomplete surveys will be eliminated (Van den Broeck et al., 2005).
c. Participant responses who do not meet established criteria for sample will be eliminated (Van den Broeck et al., 2005).
Step 2: Calculate descriptive statistics
a. Gather brief demographic information including age, gender, country of residence
b. Administer self-report measures regarding Facebook usage and subjective-happiness.
c. Measure internal consistency using Cronbach’s alpha (Cho & Kim, 2015).
Step 3: Use simple linear regression to determine if time spent on Facebook predicts subjective happiness.
a. Simple linear regression will be used to determine whether differences in the predictor variable can assist to explain differences in the criterion variable (Laerd Statistics, 2020).
10/9/2019
CONFIDENTIAL
GCU – For Internal Use Only
Objectives:
The following slides show the approach to cover for quantitative analysis.
The information on this slide will be used to inform the Data Analysis section of Ch. 3
This set of step may require more than one slide.
Slide Requirements:
Replace the subtitle with the analytic test used (i.e., Pearson correlation, Multiple Linear Regression, independent samples t-test, ANOVA, etc.).
Identify each step you will take to analyze the data.
Create a slide for each hypothesis or set of hypotheses if an analysis addresses multiple hypotheses. Two are included in this template. If a third or more are needed, duplicate this slide.
Hints:
Many learners use Laerd.com for determining the proper statistical analysis and learning the chronological steps needed to complete that analysis. Visit https://dc.gcu.edu/documents/tools/researchtools/statistical-research-folder/laerd_statistics for a discount code.
If applicable, don’t forget to include cleaning the data, program(s) used if any, descriptive statistics for the variables and demographic data, etc.
26
Data Analysis Steps: Slide 2
RQ #1 – Simple Linear Regression
Step 4: Assumptions Testing
a. A continuous dependent variable is present (Laerd Statistics, 2020).
b. A continuous independent variable is present(Laerd Statistics, 2020).
c. Linear relationship between the two variables tested through plotting a scatterplot and visually inspect the graph (Schoeber et al., 2018).
d. Independence of observations is present (Laerd Statistics, 2020).
e. Homoscedasticity is present (Yang et al., 2019).
f. No significant outliers tested through inspecting the scatterplot of your two variables (Laerd Statistics, 2020).
g. Residuals of the regression line are somewhat normally distributed (Laerd Statistics, 2020).
h. if assumption is not met, the researcher may make corrections to the data to meet the assumptions, use an alternative statistical test, or proceed with the analysis despite assumption violations (Laerd Statistics, 2020).
10/9/2019
CONFIDENTIAL
GCU – For Internal Use Only
Objectives:
The following slides show the approach to cover for quantitative analysis.
The information on this slide will be used to inform the Data Analysis section of Ch. 3
This set of step may require more than one slide.
Slide Requirements:
Replace the subtitle with the analytic test used (i.e., Pearson correlation, Multiple Linear Regression, independent samples t-test, ANOVA, etc.).
Identify each step you will take to analyze the data.
Create a slide for each hypothesis or set of hypotheses if an analysis addresses multiple hypotheses. Two are included in this template. If a third or more are needed, duplicate this slide.
Hints:
Many learners use Laerd.com for determining the proper statistical analysis and learning the chronological steps needed to complete that analysis. Visit https://dc.gcu.edu/documents/tools/researchtools/statistical-research-folder/laerd_statistics for a discount code.
If applicable, don’t forget to include cleaning the data, program(s) used if any, descriptive statistics for the variables and demographic data, etc.
27
Feasibility - Slide 1
Resources for study:
GCU Chair and committee approval needed- submit for approval per GCU policy
AQR approval needed-submit for approval per GCU policy
IRB approval needed-submit for approval per GCU policy
Participant informed consent needed-Obtain informed consent via Qualtrics prior to participation in surveys
Site approval not applicable: Information gathered online only
Written permission for planned testing instruments granted for all non-commercial purposes
Obtain administrative guide and validation information on each data source from owner/literature
Accessibility to target sample through internet/social networking sites.
Collection of responses via online survey distributed through Qualtrics.
CITI training is completed
CONFIDENTIAL
GCU – For Internal Use Only
Objectives:
Identify and discuss the feasibility of your proposed study based on the Feasibility & Benefits Checklist located in the Dissertation Template appendices.
The information on this slide will be used to inform the Ethical Considerations section in Ch. 3.
As part of preparation for this slide, you will complete the Feasibility & Benefits Checklist located in the dissertation template appendices, a required appendix in your dissertation.
Slide Requirements:
Complete the following bullets in order of presentation:
Resources for Study:
What, if any, authorization(s) are required as well as how you will obtain authorization? If no authorization is needed, why not?
What, if any, access to site resources will you need? (i.e., building access, computer programs, etc.)
Additional trainings necessary (i.e., instrument certifications, etc.)
Any other resources you will need to complete this study.
Ethical Concerns/Considerations:
What risks, if any, are present? How will you mitigate these risks?
What benefits are there to participants?
Study Alignment with Program:
Identify your degree program
Describe how your study aligns with your overall degree program (i.e. Business Administration, Organizational Leadership, General Psychology, etc.).
Feasibility Concerns:
What obstacles might you face, and what are your backup plans?
Based on the information you have learned, is your study feasible? Why or why not? How can you make your study more manageable?
Hints:
Visit https://dc.gcu.edu/irb for additional resources and information
Feasibility – Slide 1cont.
Ethical Concerns:
Participants must complete informed consent before participation in survey responses. Study participants will be provided information regarding nature and purpose of research.
Benefit to participants: Increased understanding of social media habits and increased awareness regarding a potential correlation between Facebook usage and subjective happiness.
Participation is completely voluntary, and participants can decline to answer any questions and can withdraw from the study at any time with no penalty.
The researcher will have the interests of the participants in mind and strive to do no harm, minimizing risk of harm, and maximizing the benefits of research to protect human welfare (Belmont Report, 1979).
Selection of participants is fair and equally distributed as much as possible (Belmont Report, 1979).
Great care will be taken to avoid exploitation to vulnerable populations (Belmont Report, 1979).
CONFIDENTIAL
GCU – For Internal Use Only
Objectives:
Identify and discuss the feasibility of your proposed study based on the Feasibility & Benefits Checklist located in the Dissertation Template appendices.
The information on this slide will be used to inform the Ethical Considerations section in Ch. 3.
As part of preparation for this slide, you will complete the Feasibility & Benefits Checklist located in the dissertation template appendices, a required appendix in your dissertation.
Slide Requirements:
Complete the following bullets in order of presentation:
Resources for Study:
What, if any, authorization(s) are required as well as how you will obtain authorization? If no authorization is needed, why not?
What, if any, access to site resources will you need? (i.e., building access, computer programs, etc.)
Additional trainings necessary (i.e., instrument certifications, etc.)
Any other resources you will need to complete this study.
Ethical Concerns/Considerations:
What risks, if any, are present? How will you mitigate these risks?
What benefits are there to participants?
Study Alignment with Program:
Identify your degree program
Describe how your study aligns with your overall degree program (i.e. Business Administration, Organizational Leadership, General Psychology, etc.).
Feasibility Concerns:
What obstacles might you face, and what are your backup plans?
Based on the information you have learned, is your study feasible? Why or why not? How can you make your study more manageable?
Hints:
Visit https://dc.gcu.edu/irb for additional resources and information
Feasibility – Slide 2
Study Alignment with Program (Identify Program of Study):
The proposed study examines subjective happiness which impacts overall well-being. Increased well-being is associated with higher cognitive functioning, which aligns with a degree program in psychology with an emphasis on cognition and instruction (Llewellyn, Lang, Langa & Huppert, 2008).
Feasibility Concerns:
In order to minimize concerns regarding the acquisition of the appropriate number of complete responses, Qualtrics will be utilized as the method for data collection.
The proposed study is designed to remain feasible. A predictive correlational design is manageable, data analysis is possible using SPSS, and the sample size is practical. In order to maintain feasibility, the doctoral learner will establish and maintain proper alignment with the study and will focus on research that is relevant to the problem space.
CONFIDENTIAL
GCU – For Internal Use Only
Objectives:
Identify and discuss the feasibility of your proposed study based on the Feasibility & Benefits Checklist located in the Dissertation Template appendices.
The information on this slide will be used to inform the Ethical Considerations section in Ch. 3.
As part of preparation for this slide, you will complete the Feasibility & Benefits Checklist located in the dissertation template appendices, a required appendix in your dissertation.
Slide Requirements:
Complete the following bullets in order of presentation:
Resources for Study:
What, if any, authorization(s) are required as well as how you will obtain authorization? If no authorization is needed, why not?
What, if any, access to site resources will you need? (i.e., building access, computer programs, etc.)
Additional trainings necessary (i.e., instrument certifications, etc.)
Any other resources you will need to complete this study.
Ethical Concerns/Considerations:
What risks, if any, are present? How will you mitigate these risks?
What benefits are there to participants?
Study Alignment with Program:
Identify your degree program
Describe how your study aligns with your overall degree program (i.e. Business Administration, Organizational Leadership, General Psychology, etc.).
Feasibility Concerns:
What obstacles might you face, and what are your backup plans?
Based on the information you have learned, is your study feasible? Why or why not? How can you make your study more manageable?
Hints:
Visit https://dc.gcu.edu/irb for additional resources and information
Defend
Questions
Feedback
CONFIDENTIAL
GCU – For Internal Use Only
Objectives:
This slide is a placeholder for your defense of your topic to your residency instructor, peers, and/or dissertation committee.
Learners should be prepared to answer questions about their study, including the key points, alignment, and feasibility.
Next steps
Continue to locate empirical journal articles
Add to literature review
Identify and secure content expert-pending
Update 10 Strategic Point/Prospectus PowerPoint point as needed
Obtain administrative guide and validation information on each data source from owner/literature
Work on chapters 1-3
CONFIDENTIAL
GCU – For Internal Use Only
Objective:
Encourage project management by the learner to prepare for and work on the dissertation.
Slide Requirements:
Discuss next steps you plan to take to prepare for and work on your dissertation.
Hints:
List of Next Steps (might) include (customize to your study):
Create/update your detailed dissertation project plan using the Dissertation Milestone Guide
DC Network
Review resources on Identifying a Content Expert. Begin the process to identify a potential Content Expert that may be interested in serving on your committee
Review the IRB Research Center resources for the Institutional Review Board process and CIT requirements
Complete CITI Training
Continue to gather and organize (5 years and newer) empirical articles on related topic
Review the Dissertation Template, Develop an outline/draft of Chapter 2 (Literature Review) and Chapters 1 & 3 as well.
List of References
Administrators and the Responsible Conduct of Research. (2021, March 23). Retention of data. https://ori.hhs.gov/education/products/rcradmin/topics/data/tutorial_11.shtml
Allen, M. (2017). The Sage encyclopedia of communication research methods (Vols. 1-4). SAGE Publications, Inc. https://doi.org/10.4135/9781483381411
Asenahabi, B. (2019). Basics of research design: A guide to selecting appropriate research design. International Journal of Contemporary Applied Researches, 6(5), 76-89. http://www.ijcar.net/assets/pdf/Vol6-No5-May2019/07.-Basics-of- Research-Design-A-Guide-to-selecting-appropriate-research-design.pdf
Aspers, P., & Corte, U. (2019). What is qualitative in qualitative research. Qualitative Sociology 42(1), 139–160. https://doi.org/10.1007/s11133-019-9413-7
Barreto, M., Victor, C., Hammond, C., Eccles, A., Richins, M., & Qualter, P. (2021). Loneliness around the world: Age, gender, and cultural differences in loneliness. Personality and Individual Differences, 169(1), 110066. https://doi.org/10.1016/j.paid.2020.110066
Bekalu, M., McCloud, R., & Viswanath, K. (2019). Association of social media use with social well-being, positive mental health, and self-rated health: Disentangling routine use from emotional connection to use. Health Education & Behavior, 46(2), 69-80. https://doi.org/10.1177/1090198119863768
Bergagna, E., & Tartaglia, S. (2018). Self-esteem, social comparison, and Facebook use. European Journal of Psychology, 14(4), 831-845. https://doi.org/10.5964/ejop.v14i4.1592
Berryman, C., Ferguson, C., & Negy, C. (2018). Social media use and mental health among young adults. The Psychiatric Quarterly, 89(2), 307–314. https://doi.org/10.1007/s11126-017-9535-6
Bloomfield, J., & Fisher, M. (2019). Quantitative research design. JARNA : The Official Journal of the Australasian Rehabilitation Nurses’ Association, 22(2), 27–30. https://doi.org/10.33235/jarna.22.2.27-30
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GCU – For Internal Use Only
Slide Requirements:
Include a fully APA-formatted reference for each citation used in the slides.
List of References
Butler, J., & Kern, M. (2016). The PERMA-Profiler: A brief multidimensional measure of flourishing. International Journal of Wellbeing, 6(3), 1-48. https://doi.org/10.5502/ijw.v6i3.526
Cacioppo, J., & Cacioppo, S. (2018). Loneliness in the modern age: An evolutionary theory of loneliness (ETL). In J. M. Olson (Ed.), Advances in experimental social psychology: Vol. 58. Advances in experimental social psychology (p. 127– 197). Elsevier Academic Press.
Cacioppo, J., & Cacioppo, S. (2018). The growing problem of loneliness. Correspondence, 391(10119), 426. https://doi.org/10.1016/S0140-6736(18)30142-9
Cantrell, M. (2008). The importance of debriefing in clinical simulations. Clinical Simulation in Nursing, 4(2), 19-23. https://doi.org/10.1016/j.ecns.2008.06.006
Castellacci, F., & Tveito, V. (2018). Internet use and well-being: A survey and a theoretical framework. Research Policy, 47(1), 308- 325. https://doi.org/10.1016/j.respol.2017.11.007
Cho, E., & Kim, S. (2015). Cronbach’s coefficient alpha: Well known but poorly understood. Organizational Research Methods, 18(2), 207–230. https://doi.org/10.1177/1094428114555994
Clark, J., Algoe, S., & Green, M. (2018). Social network sites and well-being: The role of social connection. Current Directions in Psychological Science, 27(1), 32–37. https://doi.org/10.1177/0963721417730833
Curtis, E., Comiskey, C., & Dempsey, O. (2015). Importance and use of correlational research. Nurse Reacher, 23(6), 20-25. https://doi.org/10.7748/nr.2016.e1382
Dawson, T. (1997, January 23-25). A primer on experimental and quasi experimental design. Southwest Educational Research Association. https://files.eric.ed.gov/fulltext/ED406440.pdf
CONFIDENTIAL
GCU – For Internal Use Only
Slide Requirements:
Include a fully APA-formatted reference for each citation used in the slides.
List of References
Duradoni, M., Innocenti, F., & Guazzini, A. (2020). Well-being and social media: A systematic review of Bergen Addiction Scales. Future Internet, 12(2), 24. https://doi.org/10.3390/fi12020024
Elfil, M., & Negida, A. (2017). Sampling methods in clinical research: An educational review. Emergency, 5(1), e52. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5325924/
Ellison, N., Steinfield, C., & Lampe, C. (2007). The benefits of Facebook "friends": Social capital and college students' use of online social network sites. Journal of Computer-Mediated Communication, 12(1), 1143-1168. https://doi.org/10.1111/j.1083-6101.2007.00367.x
Faelens, L., Hoorelbeke, K., Soenens, B., Van Gaeveren, K., De Marez, R., De Raedt, R. & Koster, E. (2021). Social media use and well-being: A prospective experience-sampling study. Computers in Human Behavior, 114(1), 106510. https://doi.org/10.1016/j.chb.2020.106510
Farrelly, P. (2013). Choosing the right method for a quantitative study. British Journal of School Nursing, 8(1), 42-44. https://doi.org/10.12968/bjsn.2013.8.1.42
Fredrickson, B. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3122271/
Freire, T., & Ferreira, G. (2019). Do I need to be positive to be happy? Considering the role of self-esteem, life satisfaction, and psychological distress in Portuguese adolescents’ subjective happiness. Psychological Reports, 0(0), 1-19. https://doi.org/10.1177/0033294119846064
Frey, B. (2018). The SAGE encyclopedia of educational research, measurement, and evaluation (Vols. 1-4). SAGE Publications, Inc. https://doi.org/10.4135/9781506326139
Frey, B., & Stutzer, A. (2002). Happiness and economics. Princeton University Press.
CONFIDENTIAL
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Slide Requirements:
Include a fully APA-formatted reference for each citation used in the slides.
List of References
Giuffre, M. (1997). Designing research: Ex post facto designs. Journal of Perianesthesia Nursing, 12(3), 191–195. https://doi.org/10.1016/S1089-9472(97)80038-X
Gravetter, F., Wallnau, L., Forzano, L., & Witnauer, J. (2019). Essentials of statistics for the behavioral sciences (10th ed.). Cengage.
Hagan, T. (2014). Measurements in quantitative research: How to select and report on research instruments. Oncology Nursing Forum, 41(4), 431–433. https://doi.org/10.1188/14.ONF.431-433
Harris, A., McGregor, J., Perencevich, E., Furuno, J., Zhu, J., Peterson, D., & Finkelstein, J. (2006). The use and interpretation of quasi-experimental studies in medical informatics. Journal of the American Medical Informatics Association : JAMIA, 13(1), 16–23. https://doi.org/10.1197/jamia.M1749
Hart, E., Barmby, P., LeBauer, D., Michonneau, F., Mount, S., Mulrooney, P., Poisot, T., Woo, K., Zimmerman, N., & Hollister, J. (2016). Ten simple rules for digital data storage. PLoS Computational Biology, 12(10), e1005097. https://doi.org/10.1371/journal.pcbi.1005097
Huang, C. (2010). Internet use and psychological well-being: A meta-analysis. Cyberpsychology, Behavior, and Social Networking, 13(3), 241-249. https://doi.org/10.1089/cyber.2009.0217
Hunsaker, A., & Hargittai, E. (2018). A review of internet use among older adults. New Media & Society, 20(10), 3937– 3954. https://doi.org/10.1177/1461444818787348
Hunt, M., Marx, R., Lipson, C., & Young, J. (2018). No more FOMO: Limiting social media decreases loneliness and depression. Journal of Clinical and Social Psychology, 37(10). https://doi.org/10.1521/jscp.2018.37.10.751
Johnson, J., Adkins, D., & Chauvin, S. (2020). A review of the quality indicators of rigor in qualitative research. American Journal of Pharmaceutical Education, 84(1), 138-146. https://doi.org/10.5688/ajpe7120
CONFIDENTIAL
GCU – For Internal Use Only
Slide Requirements:
Include a fully APA-formatted reference for each citation used in the slides.
List of References
Johnson, R. B., & Turner, L. A. (2003). Data collection strategies in mixed methods research. A. Tashakkori, and C. Teddlie (Ed.), Handbook of mixed methods in social and behavioral research (pp. 297–319). Sage.
Kaiser K. (2009). Protecting respondent confidentiality in qualitative research. Qualitative Health Research, 19(11), 1632–1641. https://doi.org/10.1177/1049732309350879
Karim, F., Oyewande, A., Abdalla, L., Chaudhry Ehsanullah, R., & Khan, S. (2020). Social media use and its connection to mental health: A systematic review. Cureus, 12(6), e8627. https://doi.org/10.7759/cureus.8627
Kern, M., Waters, L., Alder, A., & White, M. (2014). Assessing employee wellbeing in schools using a multifaceted approach: Associations with physical health, life satisfaction and professional thriving. Psychology, 5(1), 500–513. https://doi.org/10.4236/psych.2014.56060
Kross, E., Verduyn, P., Sheppes, G., Costello, C., Jonides, J., & Ybarra, O. (2021). Social media and well-being: Pitfalls, progress, and next steps. Trends in Cognitive Sciences, 25(1), 55-66. https://doi.org/10.1016/j.tics.2020.10.005
Laerd Statistics. (2020). SPSS statistics tutorials and statistical guides. https:// statistics.laerd.com/features-writing-up.php
Lavrakas, P. (2008). Encyclopedia of survey research methods (Vols. 1-0). Sage Publications, Inc. https://doi.org/10.4135/9781412963947
Llewellyn, D., Lang, I., Langa, K., & Huppert, F. (2008). Cognitive function and psychological well-being: Findings from a population-based cohort. Age and Ageing, 37(6), 685–689. https://doi.org/10.1093/ageing/afn194
Marengo, D., Montag, C., Sindermann, C., Elhai, J., & Settanni, M. (2021). Examining the links between active Facebook use, received likes, self-esteem and happiness: A study using objective social media data. Telematics and Informatics, 58(1), 101523. https://doi.org/10/1016/j.tele.2020.101523
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List of References
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List of References
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List of References
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