This study compared the conforming behaviors of introverted and extraverted students at Galaxy International Junior High School in Ghana. Twenty students (10 introverts and 10 extraverts) participated in a conformity experiment where they had to identify symbols after 5 confederates provided wrong answers. The study found that introverted students conformed more than extraverts. Introverted females also conformed more than introverted males. Additionally, the study established a positive relationship between a student's age and their tendency to conform. The study recommended using a larger sample size and examining the influence of culture on conformity between personality types.
This document discusses research on the genetic and environmental influences on intelligence and academic achievement. It finds that:
1) Behavioral genetic studies show that intelligence and academic achievement are influenced by genetic, shared environmental, and nonshared environmental factors.
2) The importance of genetic influences tends to increase with age, accounting for around 50% of differences in intelligence and 30-60% of differences in academic achievement.
3) Shared environmental influences are more important for younger children but decrease with age, accounting for 0% of differences in intelligence and achievement by adulthood.
Adolescents coping understanding the role of gender and academic competenceAlexander Decker
This document summarizes a study that examined the effect of gender and academic competence on coping strategies in adolescents. The study used a 2x2 factorial design to compare 120 academically competent adolescents securing 80% or more marks to 120 academically less competent adolescents securing 50% or less marks. Both groups included 60 boys and 60 girls. Measures of coping strategies found that academically competent adolescents used more problem-focused coping strategies while less competent adolescents used more emotion-focused strategies. Additionally, boys generally used more problem-focused coping while girls used more emotion-focused coping. The study aimed to understand the roles of academic competence and gender in influencing the coping strategies used by adolescents.
The document discusses sex differences in mathematics performance, anxiety, interest, and self-confidence based on previous studies. It notes that traditionally, studies have shown that boys generally outperform girls in mathematics and have higher levels of confidence and interest. However, more recent studies show that gender gaps may be decreasing, with some findings suggesting girls now equal or outperform boys in mathematics. The study aims to examine performance, anxiety, interest, and self-confidence among high school students based on sex, and investigate whether traditional stereotypes still hold true or if views have changed regarding girls' abilities in mathematics. It grounds this analysis in theories of gender schema, sociocultural learning, mindset, and stereotype threat to understand how societal and
Collaborative Learning, Gender Groupings and Mathematics PerformanceQUESTJOURNAL
ABSTRACT: The study was conducted to find how students perform in class if they work in groups. It also wanted to find out which gender groupings will students be working comfortably and obtaining better results. Experimental research design was utilized where the subjects were randomly assigned. The subjects of this study was composed of 9 groups, three all-male groups, three all-female groups, and three mixed groups. Using ANOVA, data revealed that the subjects’ formative tests mean score had no significant difference which implies that subjects if working by himself/herself obtained more or less similar results due to they were randomly assigned. While the collaborative learning where the subjects worked in different gender groups showed that there was a significant difference in their performance where all-female groups obtained the highest mean score followed by mixed groups implying that if subjects work with whom they are comfortable would have better results. In the Math achievement test which was taken individually posted that there is a significant difference in the mean scores obtained due to the level of improvement of their learning which could be attributed to whom they worked and learned the concepts with.
This document summarizes a student's senior thesis that investigated undergraduate students' perceptions of bias in the classroom. The thesis included a literature review on classroom behaviors and favoritism, described the study's methodology of administering author-created surveys to 78 undergraduates, and presented results indicating that almost half perceived bias, more males reported bias than females, and males seemed favored over females in some situations. The conclusion was that professor preparation should include increased awareness of potential classroom bias.
Chapter ii review_of_related_literaturebellesaguit
The document provides a review of literature and related studies on self-monitoring and its relationship to English proficiency. It discusses Mark Snyder's original work developing a self-monitoring scale and describes key differences between high and low self-monitors. Research has shown that high self-monitors are more influenced by social situations and cues from others regarding their behaviors and emotions, while low self-monitors rely more on internal traits. The literature review aims to provide context and background for the current study examining correlations between self-monitoring and English proficiency.
Peer Attachment and Intention of Aggressive Behavior among School Childreniosrjce
This paper attempts to ascertain the relationship between peer attachment and intention of
aggressive behavior amongst school children. There are literatures related to peer attachment quality and its
effects on adjustment and development.However, relatively little attention has been paid to the relationship
between peer attachments and intention of aggressive behavior. Positive peer attachment, respectively, have
been viewed as protective factors, that prevent peers from engaging in intention of aggressive behaviors, like
violence, risky sexual behavior, and bullying.. While the negative aspect of peer insecure attachment from the
school which is associated with more problematic functioning including higher rates of emotional problems,
substance use, aggression and delinquency. In this study, respondentswere 426 school children (males 199 and
females 227) between 13-17 years old. Data were analyzed using descriptive statistics and Pearson correlation
and t-test for student’sage groups.Peer attachment was measured using inventory of parents and peer
attachment (IPPA) with respect to peer attachment and adolescent intention of aggressive behaviour. Findings
have revealed that over all respondents show that there is a significant positive relationship between peer
influences on intention of aggressive behaviour.And there is no significant difference in age group of the
respondents and intention of aggressive behaviour. Peer influence on intention of aggressive behaviour is high
which is peer to peer aggressive act within the school environment which the harm that is always intention to
cause injuries, and destroy.Thus, expressive support and attention should be extended not just to the victims of
intention of aggressive behaviour cases, but also to intimidators. Recommendation of the study centers on the
need to examine the reports from school counselors and peers that engage in intention of aggressive behaviour.
This document summarizes an action research study on the challenges Grade 4 pupils face in learning English grammar at Albay Central School. The study aims to identify challenges pupils face, problems teachers encounter teaching grammar, and propose solutions. It details the study's objectives, scope, theoretical framework, research design and methodology. A survey was conducted with Grade 4 teachers to gather data on pupils' grammar learning difficulties and teachers' challenges. The findings will help pupils, teachers, parents, administrators and future researchers address grammar issues.
This document discusses research on the genetic and environmental influences on intelligence and academic achievement. It finds that:
1) Behavioral genetic studies show that intelligence and academic achievement are influenced by genetic, shared environmental, and nonshared environmental factors.
2) The importance of genetic influences tends to increase with age, accounting for around 50% of differences in intelligence and 30-60% of differences in academic achievement.
3) Shared environmental influences are more important for younger children but decrease with age, accounting for 0% of differences in intelligence and achievement by adulthood.
Adolescents coping understanding the role of gender and academic competenceAlexander Decker
This document summarizes a study that examined the effect of gender and academic competence on coping strategies in adolescents. The study used a 2x2 factorial design to compare 120 academically competent adolescents securing 80% or more marks to 120 academically less competent adolescents securing 50% or less marks. Both groups included 60 boys and 60 girls. Measures of coping strategies found that academically competent adolescents used more problem-focused coping strategies while less competent adolescents used more emotion-focused strategies. Additionally, boys generally used more problem-focused coping while girls used more emotion-focused coping. The study aimed to understand the roles of academic competence and gender in influencing the coping strategies used by adolescents.
The document discusses sex differences in mathematics performance, anxiety, interest, and self-confidence based on previous studies. It notes that traditionally, studies have shown that boys generally outperform girls in mathematics and have higher levels of confidence and interest. However, more recent studies show that gender gaps may be decreasing, with some findings suggesting girls now equal or outperform boys in mathematics. The study aims to examine performance, anxiety, interest, and self-confidence among high school students based on sex, and investigate whether traditional stereotypes still hold true or if views have changed regarding girls' abilities in mathematics. It grounds this analysis in theories of gender schema, sociocultural learning, mindset, and stereotype threat to understand how societal and
Collaborative Learning, Gender Groupings and Mathematics PerformanceQUESTJOURNAL
ABSTRACT: The study was conducted to find how students perform in class if they work in groups. It also wanted to find out which gender groupings will students be working comfortably and obtaining better results. Experimental research design was utilized where the subjects were randomly assigned. The subjects of this study was composed of 9 groups, three all-male groups, three all-female groups, and three mixed groups. Using ANOVA, data revealed that the subjects’ formative tests mean score had no significant difference which implies that subjects if working by himself/herself obtained more or less similar results due to they were randomly assigned. While the collaborative learning where the subjects worked in different gender groups showed that there was a significant difference in their performance where all-female groups obtained the highest mean score followed by mixed groups implying that if subjects work with whom they are comfortable would have better results. In the Math achievement test which was taken individually posted that there is a significant difference in the mean scores obtained due to the level of improvement of their learning which could be attributed to whom they worked and learned the concepts with.
This document summarizes a student's senior thesis that investigated undergraduate students' perceptions of bias in the classroom. The thesis included a literature review on classroom behaviors and favoritism, described the study's methodology of administering author-created surveys to 78 undergraduates, and presented results indicating that almost half perceived bias, more males reported bias than females, and males seemed favored over females in some situations. The conclusion was that professor preparation should include increased awareness of potential classroom bias.
Chapter ii review_of_related_literaturebellesaguit
The document provides a review of literature and related studies on self-monitoring and its relationship to English proficiency. It discusses Mark Snyder's original work developing a self-monitoring scale and describes key differences between high and low self-monitors. Research has shown that high self-monitors are more influenced by social situations and cues from others regarding their behaviors and emotions, while low self-monitors rely more on internal traits. The literature review aims to provide context and background for the current study examining correlations between self-monitoring and English proficiency.
Peer Attachment and Intention of Aggressive Behavior among School Childreniosrjce
This paper attempts to ascertain the relationship between peer attachment and intention of
aggressive behavior amongst school children. There are literatures related to peer attachment quality and its
effects on adjustment and development.However, relatively little attention has been paid to the relationship
between peer attachments and intention of aggressive behavior. Positive peer attachment, respectively, have
been viewed as protective factors, that prevent peers from engaging in intention of aggressive behaviors, like
violence, risky sexual behavior, and bullying.. While the negative aspect of peer insecure attachment from the
school which is associated with more problematic functioning including higher rates of emotional problems,
substance use, aggression and delinquency. In this study, respondentswere 426 school children (males 199 and
females 227) between 13-17 years old. Data were analyzed using descriptive statistics and Pearson correlation
and t-test for student’sage groups.Peer attachment was measured using inventory of parents and peer
attachment (IPPA) with respect to peer attachment and adolescent intention of aggressive behaviour. Findings
have revealed that over all respondents show that there is a significant positive relationship between peer
influences on intention of aggressive behaviour.And there is no significant difference in age group of the
respondents and intention of aggressive behaviour. Peer influence on intention of aggressive behaviour is high
which is peer to peer aggressive act within the school environment which the harm that is always intention to
cause injuries, and destroy.Thus, expressive support and attention should be extended not just to the victims of
intention of aggressive behaviour cases, but also to intimidators. Recommendation of the study centers on the
need to examine the reports from school counselors and peers that engage in intention of aggressive behaviour.
This document summarizes an action research study on the challenges Grade 4 pupils face in learning English grammar at Albay Central School. The study aims to identify challenges pupils face, problems teachers encounter teaching grammar, and propose solutions. It details the study's objectives, scope, theoretical framework, research design and methodology. A survey was conducted with Grade 4 teachers to gather data on pupils' grammar learning difficulties and teachers' challenges. The findings will help pupils, teachers, parents, administrators and future researchers address grammar issues.
Academic performance mapping traits of engineering studentsAlexander Decker
This study examined the relationship between personality type and academic performance in 272 engineering students in India. Students completed the Myers-Briggs Type Indicator (MBTI) to assess their personality type, and their academic records provided their performance levels. The MBTI classified students into Thinking-Sensing (TS) and Feeling-Intuitive (FI) types. Results showed that TS students had significantly better academic performance and adjustment than FI students, suggesting personality type matching to an engineering course impacts success. No differences were found in mental ability between the types. This research contributes to understanding how non-cognitive factors like personality influence academic outcomes.
Topic area grief and students in middle school introductJASS44
The document provides an overview of research on addressing grief in middle school students. It summarizes 10 sources that examine the effects of grief on academic performance and school experiences, evaluate common grief theories, and describe grief interventions in school settings. The research presented found that losing a parent or sibling can negatively impact students' performance and well-being at school. Qualitative studies also indicated that grief counseling groups focusing on remembering loved ones can help strengthen students' relationships with the deceased and increase positive feelings. Theoretical models of grief are also reviewed, with no single approach found to fully describe the grief process.
1013.05 Psy Cognitive Disabilities in the Learning Processes of ChildrenNatalie Schneberger
The study assessed 40 children with very low birth weights who were divided into three subgroups based on cognitive, reading, neuropsychological, and memory tests. Subgroup A had language disabilities, subgroup B had perceptual-motor learning disabilities, and subgroup C was the control group with no disabilities. The results showed that children born preterm exhibited deficits in goal-oriented behavior, working memory, and emotion, indicating neuropsychological disabilities related to memory and cognitive skills. The study aimed to demonstrate differences in immediate memory performance between the subgroups.
Internal versus external control of reinforcement; where do nigeria science ...Alexander Decker
1) The study investigates the locus of control (belief in internal vs external control of reinforcement) of Nigerian junior secondary school science students and its relationship to academic performance.
2) 200 students completed a locus of control questionnaire, and results showed that 63% had an internal locus of control while 37% had an external locus.
3) Among students with an internal locus, girls comprised the majority at 57.1% compared to boys at 42.9%, indicating that girls were more internally oriented.
Paper presented at MWERA 2014.
Tindall, H. & Stuckey-Mickell, T.A. (2014). Transition to Middle School, School Culture, and Discipline History: An Exploratory Study.
The present study was attempted to examine the role of
paternal and maternal parenting styles as predictor of students’
academic achievement. Parental Authority Questionnaire (Buri,
1991) further translated in Urdu by (Babree, 1997) was used to
collect the information from participants. Student’s result of
previous final Exam was taken as Academic Achievement.
Sample of the present study was consist on the F.A/F.Sc students
(N= 350) of final year. Simple linear regression analysis was
applied to test the hypothesis. The result of the study showed that
maternal and paternal authoritative style was a positive predictor
of academic achievement of adolescent. While maternal and
paternal authoritarian styles of parents was found to be a
negative predictor of academic achievement. The results for
permissive parenting style of both mother and father were nonsignificant.
The present study provided an insight to the roles of
parenting to academic achievement
This study examined factors that contribute to homophobic aggression among adolescents using a social cognitive learning theory framework. The study involved 863 students from 49 classes in 10 Italian high schools. The results showed that:
1) Students who observed more peer homophobic aggression against perceived gay males were more likely to engage in homophobic aggression themselves, and this relationship was mediated by higher class-level homophobic attitudes toward gay males.
2) Students who observed more peer homophobic aggression against perceived lesbians were also more likely to engage in homophobic aggression themselves, but this relationship was not mediated by class-level homophobic attitudes.
3) Social cognitive factors, such as observing peer behaviors
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Coping with Verbal and Social Bullying in Middle SchoolGabriela Rocha
This study examined how middle school students predict they would cope with verbal and social bullying. The researchers surveyed 159 students aged 11-14 from two private schools. Students completed a measure assessing how they would cope, either through approach strategies like seeking help, or avoidance strategies like distancing. Recent bullying victims were more likely to predict avoidance coping. Approach coping, less aggression, and lower perceived bullying were linked to greater willingness to seek help. The results suggest educational interventions could encourage adaptive coping with bullying.
The document describes the methodology used to answer the research question "To what extent and how do selected art teachers and students perceive and define caring behaviors in the art classroom?". The researcher used both quantitative and qualitative methods, including administering surveys to art teachers and students as well as conducting a phenomenological study. The surveys were designed to gather perspectives on caring behaviors from both teachers and students. Questions addressed both professional and personal caring behaviors in order to compare teacher and student views on what constitutes caring.
This study examined differences in collectivist and individualist learning styles between middle school students in China and the United States. 200 students aged 12-13 from China and the US participated. Students took a math test either individually or collectively. The Chinese students outperformed American students on both tests, suggesting that China's more collectivist upbringing has positive effects on academics. Limitations included the populations studied not being fully representative and sample size being small. Future studies could address these issues and compare learning styles across different Asian cultures. The findings indicate culture influences learning and collective learning may benefit students in the US.
This study examined the relationship between self-discipline and academic performance in adolescents. Researchers measured self-discipline using self-reports, parent reports, teacher reports, and behavioral tasks in 140 eighth-grade students. They found that measures of self-discipline in the fall predicted academic outcomes in the spring, including GPA, standardized test scores, school attendance, and admission to competitive high schools, better than IQ. Self-discipline accounted for more than twice as much variance in academic performance as IQ. The effects of self-discipline on GPA held even when controlling for prior GPA and achievement test scores. These findings suggest self-discipline may be a stronger predictor of academic success than intellectual ability alone.
This study examined the long-term effects of a difference-education intervention on first-generation college students' psychological experiences and physiological responses to stress. The intervention taught students how their social class backgrounds influenced their college experiences. Two years later, participants completed stressful tasks in a lab and their cortisol and DHEA levels were measured. It was hypothesized that students who received the difference-education would be more likely to discuss their backgrounds and that first-generation students in this group would show greater physiological thriving in response to stress, as indicated by their hormone levels. The results provided insight into how interventions can shape students' understanding of themselves over multiple years and situations.
Public, Private, and Persistence: Operationalizing Tinto’s “Pre-Schooling” At...Kirstin Anderson
This document discusses a proposed study to examine how the type of high school education (public vs. private) affects student persistence in college. The study would survey students from two high schools (one public, one private) in Holland, Michigan, as well as first-year students from Hope College who attended either type of high school. It aims to operationalize the "pre-college schooling" factor in Vincent Tinto's model of student persistence. The survey would measure demographics, views on high school, goals, and intent to persist in college. Results could help fill a gap in research on how public vs. private high school influences progression through Tinto's persistence model.
Relational Assessment between Teacher's Implicit Theories, Rating Judgments a...AJHSSR Journal
In the context of the complementary roles (teacher-student), the teacher's implicit theories
interfere and form the educational relationship, direct the categorization, the resulting expectations and the
behaviors of the interacting persons, thus obstructing or facilitating the learning process. The aim of the present
study is to outline aspects of the teachers' implicit theories and discuss whether they can be altered, emphasizing
on the emergence of the imaginary element relying on student assessment. In order to achieve the aim above, a
meta-analysis of a series of four researches is carried out examining the ways that the implicit theories of
teachers are linked to the assessment judgments and the consequent expectations for student assessment.
This study examines differences in attributions for success and failure in English language learning between urban and rural Malaysian university students. A survey was administered to 1,156 undergraduates from six public universities, collecting data on students' perceived causes of success or failure for specific language tasks. The findings revealed urban students attributed success more to internal factors like ability, while rural students cited external factors like lack of ability as the cause of failure. This suggests urban students had a more autonomous approach to language learning compared to their rural counterparts.
Chapter ii review_of_related_literaturebellesaguit
The document provides a review of literature and related studies on self-monitoring and its relationship to English proficiency. It discusses Mark Snyder's original work developing a self-monitoring scale and describes key differences between high and low self-monitors. The literature notes that self-monitoring interventions can help students identify and increase positive behaviors to succeed academically.
This document discusses stereotypes from several perspectives:
1. It defines stereotypes as generalizations made about groups that get applied to individuals. Several theories on the origins of stereotypes are presented, including social categorization and the "grain of truth" hypothesis.
2. Research is summarized that shows how holding stereotypes can impact perceptions and expectations of others. Studies demonstrate stereotypes influence judgments of intelligence and ability.
3. Additional research shows how knowing stereotypes exist about one's own group can negatively impact performance through "stereotype threat."
4. The document ends by reviewing studies on ways stereotypes may be overcome, such as exposing children to counter-stereotypical media portrayals and increasing awareness of implicit biases
Running Head: ARTICLE REVIEW 1
ARTICLE REVIEW 5
Negative Maternal and Paternal Parenting Styles as Predictors of Children’s Behavioral Problems: Moderating Effects of the Child’s Sex Comment by Jimmy Rigby: Here is preliminary feedback. Focus on the hypotheses that are proposed in the introduction. This will give you insight into what the IVs and DVs are. Talk briefly about the methods (E.g. what is the sample? What was the design?). Address specifically what this paper finds and close with a critique. Did they
Ashley Contreras
University of Houston
April 3, 2017
Introduction Comment by Jimmy Rigby: Reading the review of the introduction I was unable to tell what this article is examining. What did they hypothesize?
Children around the world are being brought up differently and some turn out according to the things they face when they are young. The level of children brain and the development process is very venerable to any form of harassment and it learns to be defensive or feel the comfort of being in a particular environment. In this case, we are supposed to determine the independent and dependent variables in relation to the maternal and parental styles and how they affect the behavior of children between the age of five and six (Braza, Carreras, Manuel, Braza, Azurmendi, Pascual-Sagastiza´bal, Cardas, and Sa´nchez-Martı´n, 2013). The way the parent brings up their children has a great influence on the way children turn out in their lives. For instance, some parent brings up their children using the authoritative style and another aggressive style. Both of these styles are effective in different occasion. The gender of the children also determines the effectiveness and the accuracy of the style and has different implication on children when they grow up.
Independent variables Comment by Jimmy Rigby: The authors are not just examining age in relation to behavior. They are examining parenting style. Make sure you have a good understanding of what an independent variable is. An independent variable is the variable experimenters are hypothesizing will influence the dependent variable.
When a person hears about independent variables you have to take it as it is. An independent variable stands alone and if the other variables change independently remains unchanged. A good example of independent variables is a person’s age. Whatever a person eats, and does in his life does not change his age. Therefore, the only way to determine whether variables are dependent is to find out whether they cause changes to other variables (Braza, Carreras, Manuel, Braza, Azurmendi, Pascual-Sagastiza´bal, Cardas, and Sa´nchez-Martı´n, 2013). Therefore, just from the example above the age of the children is the independent variable. The age that was preferred in this ...
The document summarizes research on the effects of culture on personality development. It reviews several studies that compared personality traits between individualistic and collectivistic cultures. A gap is identified in research focusing specifically on the role of fathers in Chinese children's personality development. The author proposes a study using questionnaires and videos to examine the influence of paternal presence/absence on introversion/extraversion in Chinese children raised in China and the US. Ethics are addressed through joint review by Chinese and US psychologists of anonymized data. The study aims to further understanding of how culture shapes independent vs. interdependent self-construals.
Page 291LEARNING OBJECTIVES· Discuss the issues created by.docxkarlhennesey
Page 291
LEARNING OBJECTIVES
· Discuss the issues created by generalizing research results to other populations, including potential problems using college students as research participants.
· Discuss issues to consider regarding generalization of research results to other cultures and ethnic groups.
· Describe the potential problem of generalizing to other experimenters and suggest possible solutions.
· Discuss the importance of replications, distinguishing between exact replications and conceptual replications.
· Distinguish between narrative literature reviews and meta-analyses.
Page 292IN THIS CHAPTER, WE WILL CONSIDER THE ISSUE OF GENERALIZATION OF RESEARCH FINDINGS. When a single study is conducted with a particular sample and procedure, can the results then be generalized to other populations of research participants, or to other ways of manipulating or measuring the variables? Recall from Chapter 4 that internal validity refers to the ability to infer that there is a causal relationship between variables. External validity is the extent to which findings may be generalized.
GENERALIZING TO OTHER POPULATIONS
Even though a researcher may randomly assign participants to experimental conditions, rarely are participants randomly selected from the general population. As we noted in Chapters 7 and 9, the individuals who participate in psychological research are usually selected because they are available, and the most available population consists of college students—or more specifically, first- and second-year students enrolled in the introductory psychology course to satisfy a general education requirement. They may also be from a particular college or university, may be volunteers, or may be mostly males or mostly females. So, are our research findings limited to these types of subjects, or can we generalize our findings to a more general population? After considering these issues, we will examine the larger issue of culture and how research findings can be generalized to different cultural groups.
College Students
Smart (1966) found that college students were studied in over 70% of the articles published between 1962 and 1964 in the Journal of Experimental Psychology and the Journal of Abnormal and Social Psychology. Sears (1986) reported similar percentages in 1980 and 1985 in a variety of social psychology journals; Arnett (2008) found that 67% of the articles in the 2007 volume of the Journal of Personality and Social Psychology used college student samples. The potential problem is that such studies use a highly restricted population. Sears points out that most of the students are first-year students and sophomores taking the introductory psychology class. They therefore tend to be young and to possess the characteristics of emerging adults: a sense of self-identity that is still developing, social and political attitudes that are in a state of flux, a high need for peer approval, and unstable peer relationships. They are intelligent ...
Academic performance mapping traits of engineering studentsAlexander Decker
This study examined the relationship between personality type and academic performance in 272 engineering students in India. Students completed the Myers-Briggs Type Indicator (MBTI) to assess their personality type, and their academic records provided their performance levels. The MBTI classified students into Thinking-Sensing (TS) and Feeling-Intuitive (FI) types. Results showed that TS students had significantly better academic performance and adjustment than FI students, suggesting personality type matching to an engineering course impacts success. No differences were found in mental ability between the types. This research contributes to understanding how non-cognitive factors like personality influence academic outcomes.
Topic area grief and students in middle school introductJASS44
The document provides an overview of research on addressing grief in middle school students. It summarizes 10 sources that examine the effects of grief on academic performance and school experiences, evaluate common grief theories, and describe grief interventions in school settings. The research presented found that losing a parent or sibling can negatively impact students' performance and well-being at school. Qualitative studies also indicated that grief counseling groups focusing on remembering loved ones can help strengthen students' relationships with the deceased and increase positive feelings. Theoretical models of grief are also reviewed, with no single approach found to fully describe the grief process.
1013.05 Psy Cognitive Disabilities in the Learning Processes of ChildrenNatalie Schneberger
The study assessed 40 children with very low birth weights who were divided into three subgroups based on cognitive, reading, neuropsychological, and memory tests. Subgroup A had language disabilities, subgroup B had perceptual-motor learning disabilities, and subgroup C was the control group with no disabilities. The results showed that children born preterm exhibited deficits in goal-oriented behavior, working memory, and emotion, indicating neuropsychological disabilities related to memory and cognitive skills. The study aimed to demonstrate differences in immediate memory performance between the subgroups.
Internal versus external control of reinforcement; where do nigeria science ...Alexander Decker
1) The study investigates the locus of control (belief in internal vs external control of reinforcement) of Nigerian junior secondary school science students and its relationship to academic performance.
2) 200 students completed a locus of control questionnaire, and results showed that 63% had an internal locus of control while 37% had an external locus.
3) Among students with an internal locus, girls comprised the majority at 57.1% compared to boys at 42.9%, indicating that girls were more internally oriented.
Paper presented at MWERA 2014.
Tindall, H. & Stuckey-Mickell, T.A. (2014). Transition to Middle School, School Culture, and Discipline History: An Exploratory Study.
The present study was attempted to examine the role of
paternal and maternal parenting styles as predictor of students’
academic achievement. Parental Authority Questionnaire (Buri,
1991) further translated in Urdu by (Babree, 1997) was used to
collect the information from participants. Student’s result of
previous final Exam was taken as Academic Achievement.
Sample of the present study was consist on the F.A/F.Sc students
(N= 350) of final year. Simple linear regression analysis was
applied to test the hypothesis. The result of the study showed that
maternal and paternal authoritative style was a positive predictor
of academic achievement of adolescent. While maternal and
paternal authoritarian styles of parents was found to be a
negative predictor of academic achievement. The results for
permissive parenting style of both mother and father were nonsignificant.
The present study provided an insight to the roles of
parenting to academic achievement
This study examined factors that contribute to homophobic aggression among adolescents using a social cognitive learning theory framework. The study involved 863 students from 49 classes in 10 Italian high schools. The results showed that:
1) Students who observed more peer homophobic aggression against perceived gay males were more likely to engage in homophobic aggression themselves, and this relationship was mediated by higher class-level homophobic attitudes toward gay males.
2) Students who observed more peer homophobic aggression against perceived lesbians were also more likely to engage in homophobic aggression themselves, but this relationship was not mediated by class-level homophobic attitudes.
3) Social cognitive factors, such as observing peer behaviors
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Coping with Verbal and Social Bullying in Middle SchoolGabriela Rocha
This study examined how middle school students predict they would cope with verbal and social bullying. The researchers surveyed 159 students aged 11-14 from two private schools. Students completed a measure assessing how they would cope, either through approach strategies like seeking help, or avoidance strategies like distancing. Recent bullying victims were more likely to predict avoidance coping. Approach coping, less aggression, and lower perceived bullying were linked to greater willingness to seek help. The results suggest educational interventions could encourage adaptive coping with bullying.
The document describes the methodology used to answer the research question "To what extent and how do selected art teachers and students perceive and define caring behaviors in the art classroom?". The researcher used both quantitative and qualitative methods, including administering surveys to art teachers and students as well as conducting a phenomenological study. The surveys were designed to gather perspectives on caring behaviors from both teachers and students. Questions addressed both professional and personal caring behaviors in order to compare teacher and student views on what constitutes caring.
This study examined differences in collectivist and individualist learning styles between middle school students in China and the United States. 200 students aged 12-13 from China and the US participated. Students took a math test either individually or collectively. The Chinese students outperformed American students on both tests, suggesting that China's more collectivist upbringing has positive effects on academics. Limitations included the populations studied not being fully representative and sample size being small. Future studies could address these issues and compare learning styles across different Asian cultures. The findings indicate culture influences learning and collective learning may benefit students in the US.
This study examined the relationship between self-discipline and academic performance in adolescents. Researchers measured self-discipline using self-reports, parent reports, teacher reports, and behavioral tasks in 140 eighth-grade students. They found that measures of self-discipline in the fall predicted academic outcomes in the spring, including GPA, standardized test scores, school attendance, and admission to competitive high schools, better than IQ. Self-discipline accounted for more than twice as much variance in academic performance as IQ. The effects of self-discipline on GPA held even when controlling for prior GPA and achievement test scores. These findings suggest self-discipline may be a stronger predictor of academic success than intellectual ability alone.
This study examined the long-term effects of a difference-education intervention on first-generation college students' psychological experiences and physiological responses to stress. The intervention taught students how their social class backgrounds influenced their college experiences. Two years later, participants completed stressful tasks in a lab and their cortisol and DHEA levels were measured. It was hypothesized that students who received the difference-education would be more likely to discuss their backgrounds and that first-generation students in this group would show greater physiological thriving in response to stress, as indicated by their hormone levels. The results provided insight into how interventions can shape students' understanding of themselves over multiple years and situations.
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This study examines differences in attributions for success and failure in English language learning between urban and rural Malaysian university students. A survey was administered to 1,156 undergraduates from six public universities, collecting data on students' perceived causes of success or failure for specific language tasks. The findings revealed urban students attributed success more to internal factors like ability, while rural students cited external factors like lack of ability as the cause of failure. This suggests urban students had a more autonomous approach to language learning compared to their rural counterparts.
Chapter ii review_of_related_literaturebellesaguit
The document provides a review of literature and related studies on self-monitoring and its relationship to English proficiency. It discusses Mark Snyder's original work developing a self-monitoring scale and describes key differences between high and low self-monitors. The literature notes that self-monitoring interventions can help students identify and increase positive behaviors to succeed academically.
This document discusses stereotypes from several perspectives:
1. It defines stereotypes as generalizations made about groups that get applied to individuals. Several theories on the origins of stereotypes are presented, including social categorization and the "grain of truth" hypothesis.
2. Research is summarized that shows how holding stereotypes can impact perceptions and expectations of others. Studies demonstrate stereotypes influence judgments of intelligence and ability.
3. Additional research shows how knowing stereotypes exist about one's own group can negatively impact performance through "stereotype threat."
4. The document ends by reviewing studies on ways stereotypes may be overcome, such as exposing children to counter-stereotypical media portrayals and increasing awareness of implicit biases
Running Head: ARTICLE REVIEW 1
ARTICLE REVIEW 5
Negative Maternal and Paternal Parenting Styles as Predictors of Children’s Behavioral Problems: Moderating Effects of the Child’s Sex Comment by Jimmy Rigby: Here is preliminary feedback. Focus on the hypotheses that are proposed in the introduction. This will give you insight into what the IVs and DVs are. Talk briefly about the methods (E.g. what is the sample? What was the design?). Address specifically what this paper finds and close with a critique. Did they
Ashley Contreras
University of Houston
April 3, 2017
Introduction Comment by Jimmy Rigby: Reading the review of the introduction I was unable to tell what this article is examining. What did they hypothesize?
Children around the world are being brought up differently and some turn out according to the things they face when they are young. The level of children brain and the development process is very venerable to any form of harassment and it learns to be defensive or feel the comfort of being in a particular environment. In this case, we are supposed to determine the independent and dependent variables in relation to the maternal and parental styles and how they affect the behavior of children between the age of five and six (Braza, Carreras, Manuel, Braza, Azurmendi, Pascual-Sagastiza´bal, Cardas, and Sa´nchez-Martı´n, 2013). The way the parent brings up their children has a great influence on the way children turn out in their lives. For instance, some parent brings up their children using the authoritative style and another aggressive style. Both of these styles are effective in different occasion. The gender of the children also determines the effectiveness and the accuracy of the style and has different implication on children when they grow up.
Independent variables Comment by Jimmy Rigby: The authors are not just examining age in relation to behavior. They are examining parenting style. Make sure you have a good understanding of what an independent variable is. An independent variable is the variable experimenters are hypothesizing will influence the dependent variable.
When a person hears about independent variables you have to take it as it is. An independent variable stands alone and if the other variables change independently remains unchanged. A good example of independent variables is a person’s age. Whatever a person eats, and does in his life does not change his age. Therefore, the only way to determine whether variables are dependent is to find out whether they cause changes to other variables (Braza, Carreras, Manuel, Braza, Azurmendi, Pascual-Sagastiza´bal, Cardas, and Sa´nchez-Martı´n, 2013). Therefore, just from the example above the age of the children is the independent variable. The age that was preferred in this ...
The document summarizes research on the effects of culture on personality development. It reviews several studies that compared personality traits between individualistic and collectivistic cultures. A gap is identified in research focusing specifically on the role of fathers in Chinese children's personality development. The author proposes a study using questionnaires and videos to examine the influence of paternal presence/absence on introversion/extraversion in Chinese children raised in China and the US. Ethics are addressed through joint review by Chinese and US psychologists of anonymized data. The study aims to further understanding of how culture shapes independent vs. interdependent self-construals.
Page 291LEARNING OBJECTIVES· Discuss the issues created by.docxkarlhennesey
Page 291
LEARNING OBJECTIVES
· Discuss the issues created by generalizing research results to other populations, including potential problems using college students as research participants.
· Discuss issues to consider regarding generalization of research results to other cultures and ethnic groups.
· Describe the potential problem of generalizing to other experimenters and suggest possible solutions.
· Discuss the importance of replications, distinguishing between exact replications and conceptual replications.
· Distinguish between narrative literature reviews and meta-analyses.
Page 292IN THIS CHAPTER, WE WILL CONSIDER THE ISSUE OF GENERALIZATION OF RESEARCH FINDINGS. When a single study is conducted with a particular sample and procedure, can the results then be generalized to other populations of research participants, or to other ways of manipulating or measuring the variables? Recall from Chapter 4 that internal validity refers to the ability to infer that there is a causal relationship between variables. External validity is the extent to which findings may be generalized.
GENERALIZING TO OTHER POPULATIONS
Even though a researcher may randomly assign participants to experimental conditions, rarely are participants randomly selected from the general population. As we noted in Chapters 7 and 9, the individuals who participate in psychological research are usually selected because they are available, and the most available population consists of college students—or more specifically, first- and second-year students enrolled in the introductory psychology course to satisfy a general education requirement. They may also be from a particular college or university, may be volunteers, or may be mostly males or mostly females. So, are our research findings limited to these types of subjects, or can we generalize our findings to a more general population? After considering these issues, we will examine the larger issue of culture and how research findings can be generalized to different cultural groups.
College Students
Smart (1966) found that college students were studied in over 70% of the articles published between 1962 and 1964 in the Journal of Experimental Psychology and the Journal of Abnormal and Social Psychology. Sears (1986) reported similar percentages in 1980 and 1985 in a variety of social psychology journals; Arnett (2008) found that 67% of the articles in the 2007 volume of the Journal of Personality and Social Psychology used college student samples. The potential problem is that such studies use a highly restricted population. Sears points out that most of the students are first-year students and sophomores taking the introductory psychology class. They therefore tend to be young and to possess the characteristics of emerging adults: a sense of self-identity that is still developing, social and political attitudes that are in a state of flux, a high need for peer approval, and unstable peer relationships. They are intelligent ...
With the objective of enabling colleges and universities to produce high quality research that will advance learning and national development, it is our duty as responsible higher education institution to make faculty members capable of conducting research endeavors. This research capability and productivity building seminar workshop highlights CHED’s National Higher Education Research Agenda-2 (NHERA) as well as CHED’s priority areas for research. Furthermore, it will reiterate the need to inculcate research ethics when conducting and publishing research works. Various research methods will also be tackled to determine how research methods and designs are planned by the researcher. Likewise, the challenges in crafting research proposals as well as the challenges of statistical analysis and interpretation will be elucidated by chosen speakers who are experts in their own field of specialization.
HOW TO CITE: Aban, J. L. (2015). Different Methods of Research. DON MARIANO MARCOS MEMORIAL STATE UNIVERSITY - North La Union Campus (College of Education) Research capability and productivity building seminar-workshop 2015. July 16, 2015.
This document discusses research problems and types of educational research. It begins by defining a research problem as an area of concern, condition to be improved, or troubling question that requires investigation. The purpose of a research problem is to introduce importance, place the problem in context, and provide a framework for reporting results.
The document then discusses three main types of educational research: historical research which investigates past events; descriptive research which describes current conditions without manipulation; and experimental research which manipulates and examines the effects of variables. Descriptive research includes field studies, ex-post-facto research, survey research, content analysis, and case studies. Key aspects and limitations of each type are outlined. Criteria for a good
Gender Differences in Learners’ Perceptions of an Ideal Primary School INFOGAIN PUBLICATION
The study examined differences in how boys and girls perceive an ideal primary school. 118 students aged 8-10 in Iran were interviewed and asked to draw their ideal school. The study found significant gender differences. Boys' drawings tended to show exterior and aerial views, while girls focused on interior views. Boys included more natural elements, sports fields, and conventional designs. In contrast, girls' drawings had more decorative accessories and unconventional designs. The findings suggest children's views of an ideal school are influenced by their gender and cultural socialization.
Project on Achievement in Life Science: It’s Relationship with Aptitude in Li...inventionjournals
- The document discusses a study investigating the relationship between achievement in life science, aptitude in life science, and scientific attitude.
- Descriptive statistics showed males had higher average achievement scores in life science than females. Further analysis found this gender difference in achievement to be statistically significant.
- Correlation analysis revealed achievement in life science to be positively correlated with both aptitude in life science and scientific attitude. However, the exact coefficients are not provided in the summary.
Creativity and Academic Achievement of Higher Secondary School Students in Ta...inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This presentation gives a brief overview of what a case study is, the different types of case studies, the strengths, and weaknesses this method of investigation. It also includes an example of a case study, and how a it can be used in an investigation.
This document provides an overview of different types of research, including:
- Pure research and applied research based on concepts versus applying research to societal problems.
- Descriptive, correlational, explanatory, exploratory, and action research based on the purpose of the research.
- Qualitative and quantitative research based on the type of data needed.
- Case study, ethnography, phenomenology, content/discourse analysis, historical analysis, and grounded theory as types of qualitative research.
Examples and brief descriptions are provided for each type of research.
Effectiveness of Role Play and Bibliotherapy in Attitude Change of Primary Sc...iosrjce
The research addressed two major problems, namely, the persistent negative attitude towards
learners with special needs and the effectiveness of role play and bibliotherapy in attitude change of primary
school pupils. The main purpose of the research was to examine the effectiveness of role play and bibliotherapy
on attitude change of primary school pupils towards learners with special needs in Aba Abia State. The purpose
of the study was achieved through a research question and five null hypotheses which guided the conduct of the
study. The theory of Albert Bandura (social learning) provided the theoretical framework that guided the study.
Relevant literature was reviewed on the concepts of attitude, learners with special needs, bibliotherapy and role
play. Relevant literature were also reviewed on the concept of inclusive education and studies on attitudes and
the effectiveness of role play and bibliotherapy as attitude change techniques brought out the gaps in the field
which the study proceeded to fill. Two research designs, namely, survey and the Solomon four group designs
were adopted to respond to the problems of this study. All the primary six school pupils in Aba primary schools
in Abia State constituted the population while a sample of 104 was selected for the survey and 40 from two
schools were selected for the experiment from primary six pupils in Aba. One instrument and two programmes
were used for the successful implementation of the study which were validated by experts. The research question
was analyzed using mean and standard deviation methods, while the five hypotheses were tested using t-test for
correlated and independent samples, and two and one way analysis of variance at 0.05 level of significance. The
findings of the research indicated that the pupil’s attitude towards learners with special needs in Aba Abia State
is negative but improved significantly after they were exposed to the NRPEP and NBP respectively. This implied
the effectiveness of NRPEP and NBP in attitude change of primary school pupils.
This study investigated the relationship between personality traits, length of friendship, and assumed similarity among college student friends. 86 student participants completed personality assessments about themselves and their friend. Results showed that friends had significantly similar personalities, though this was not significantly affected by length of friendship. Extraversion and Neuroticism showed some weak correlations with assumed similarity, but the relationships failed to achieve statistical significance. The study provided additional data on personality similarity and assumed similarity among friends.
This document discusses different types of descriptive research studies including normative surveys, educational surveys, and psychological research studies. It provides examples of each type of descriptive study including the purpose, procedures, and key findings. A normative survey examines typical conditions and practices to establish norms. An educational survey looks at factors related to the teaching and learning process. A psychological research study compares behaviors and reactions in different situations. Descriptive research aims to describe current conditions and phenomena without manipulating variables.
The study examined the relationship between parenting styles and self-regulation among university students in the Philippines. Statistical analyses showed that many freshmen (48%) and senior (44%) students reported their parents exhibited a negligent parenting style. While most freshmen had poor self-regulation (68%), most seniors had average self-regulation (56%), indicating other factors beyond parenting style likely influence the development of self-regulation in older students. The study suggests parenting style may not be the sole predictor of self-regulation, as seniors were more regulated despite having negligent parents, likely due to other influences such as self-determination.
This document summarizes a study that explored the experiences of heterosexual students who participated in intergroup dialogue courses about sexual orientation at a university. The study analyzed papers from 46 heterosexual students in courses from 2003-2007, and interviewed 8 students from courses in 2011. The study examined students' motivations for taking the courses, challenges they faced, and what they learned. Key findings included students' desires to learn about the LGBT community, concerns about offending classmates during discussions, learning about heterosexism, privilege, and how identities intersect. The study provides insights into how intergroup dialogue pedagogy can engage heterosexual students in discussions about sexual orientation and social justice.
JOURNAL OF APPLIED BEHAVIOR ANALYSISREDUCING BEHAVIOR PROB.docxcroysierkathey
JOURNAL OF APPLIED BEHAVIOR ANALYSIS
REDUCING BEHAVIOR PROBLEMS THROUGH FUNCTIONAL
COMMUNICATION TRAINING
EDWARD G. CARR AND V. MARK DURAND
STATE UNIVERSITY OF NEW YORK AT STONY BROOK, STATE UNIVERSITY OF
NEW YORK AT ALBANY, AND SUFFOLK CHILD DEVELOPMENT CENTER
It is generally agreed that serious misbehavior in children should be replaced with socially appro-
priate behaviors, but few guidelines exist with respect to choosing replacement behaviors. We
address this issue in two experiments. In Experiment 1, we developed an assessment method for
identifying situations in which behavior problems, induding aggression, tantrums, and self-injury,
were most likely to occur. Results demonstrated that both low level of adult attention and high
level of task difficulty were discriminative for misbehavior. In Experiment 2, the assessment data
were used to select replacements for misbehavior. Specifically, children were taught to solicit atten-
tion or assistance or both verbally from adults. This treatment, which involved the differential
reinforcement of functional communication, produced replicable suppression of behavior problems
across four developmentally disabled children. The results were consistent with an hypothesis stating
that some child behavior problems may be viewed as a nonverbal means of communication.
According to this hypothesis, behavior problems and verbal communicative acts, though differing
in form, may be equivalent in function. Therefore, strengthening the latter should weaken the
former.
DESCRIPTORS: disruptive behavior, assessment, classroom behavior, communication, devel-
opmentally disabled children
A major portion of child behavior therapy is
justifiably concerned with the treatment of behav-
ior problems, given that such problems can seri-
ously disrupt the educational process (O'Leary &
O'Leary, 1977; Sulzer-Azaroff & Mayer, 1977)
and in some cases may lead to institutionalization
This investigation was supported in part by U.S.P.H.S.
Biomedical Research Support Grant 2 S07 RR-07067-18
to the State University of New York at Stony Brook to the
first author and a Sigma Xi Grant-in-Aid of Research to the
second author. Portions of this paper were presented at the
annual meeting of the American Psychological Association,
Washington, D.C., August 1982, and Anaheim, California,
August 1983. This research was based on a master's thesis
conducted by the second author under the direction of the
first author.
We thank Martin Hamburg, Executive Director, Suffolk
Child Development Center, for his generous support, and
Roseann D'Evanzo, JoAnn Giles, Terry Leykis, Cathy Sher-
edos, and Doug Walters for assistance with data collection.
Finally, we thank Alan 0. Ross, Susan G. O'Leary, K. Dan-
iel O'Leary, Crighton Newsom, Paul A. Dores, and Daniel
B. Crimmins for their helpful comments.
Requests for reprints or individual data should be sent to
Edward Carr, Department of Psychology, State University
of New York, Stony Brook, New ...
The document discusses implementing a group contingency intervention in a self-contained classroom for students with emotional and behavioral disorders. These students often have difficulties relating to peers and teachers, which causes behavioral issues like fighting, disobedience, and disruption. This particular classroom was experiencing high levels of verbal and physical altercations between peers. The group contingency intervention aimed to decrease negative peer interactions and increase positive statements between students. The purpose was to reduce fighting, improve academic success, and change the classroom group dynamic by encouraging positive peer interactions for a group reward.
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A comparative study between introverts and extraverts in their conforming behaviours among students at galaxy international school in ghana
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
288X
Vol 3, No 12, 2012
A Comparative Study between Introverts and Extraverts in their
Conforming Behaviours among Students at Galaxy International
School in Ghana
* Samuel Atindanbila PhD * Nana Afua Gyamfua Danquah
Gyamfua-
Department Of Psychology, University of Ghana( Legon)
atindanbila@ug.edu.gh nadanquah@gmail.com
* Dorothy Awuah-Peasah
Presbyterian University College dapeasah@yahoo.Com
Abstract
This study sought to compare conforming behaviors between extraverted and introverted students at the Galaxy
International Junior High School. A sample of 20 (ten introverts and 10 extraverts) were selected through the
administration of the Eysenck Personality Inventory. Five confederates were also selected. Subjects took part in
Personality
a conformity experiment whereby washroom symbols were presented to them. The subjects were asked to
identify whether the symbols were female or male after listening to the wrong responses of the confederates.
Correlation and Independent t tests were used to analyze the results. The study showed that student introverts
conformed more than extraverted students. Introverted females also conformed more than introverted males and
a positive relationship was established between the age of subjects and conforming behavior. It was
itive
recommended that further studies on cultural influence on conformity among introverts and extraverts be done
and larger samples should be used.
Key words:Introverts, extroverts, Galaxy International Junior High School, confederates, conforming behaviors.
rts,
Introduction
Personality is the unique pattern of enduring psychological and behavioral characteristics by which each person
can be compared and contrasted with other people (Bernstein et al., 1997). These traits may be unique, common
.,
to some group or shared by the entire species but their pattern is different for each individual. Thus, although
people are like others in some ways, they all have unique personalities (Feist & Feist, 1998). Many personality
personalities
theorists have made significant contributions to the study of personality like Sigmund Freud, Carl Jung, Alfred
Adler, Hans Eysenck and others.
Carl Jung was the first personality theorist to talk about introversion and extraversion. Jung recognized
introversion
various psychological traits that are formed out of two basic attitudes. The attitudes were introversion and
extraversion (Feist & Feist, 1998). According to Jung, an attitude is a predisposition to act or react in a
characteristic direction. To him, every individual has both an introverted and extraverted attitude. An individual
who is introverted will, therefore, have both introverted and extraverted attitudes with the introversion being
dominant. An extravert, on the other hand, has both introverted and extraverted attitudes with extraversion
being dominant (Feist & Feist, 1998). Conformity is a type of social influence in which individuals change their
attitudes or behavior to adhere to existing social norms. The change is a response to real or imagined group
pressure. Conformity is one of the most influential forces that society has on an individual (Baron et al., 2009).
Relevance of the study
This study is very crucial considering the target population which are students. With the current rise in drug
abuse, teenage pregnancy, delinquency and others among Ghanaian students, the vulnerability of the youth
needed to be examined. Baumeister (1999) established the fact that student peer pressure is more than just a
phase. It can be a negative force in their lives, often resulting in their experimenting with tobacco, alcohol and
illegal drugs. This present study seeks to create the awareness that students, just like children and adults, have
different personalities that impact on their behavior. These personalities can also contribute to the likelihood of
them engaging in activities that are detrimental as a result of influence from others.
Findings of the study will help educational institutions design certain programmes that will teach students
programmes
to embrace their different personalities. It will also show them how vulnerable their personalities make them in
terms of peer pressure and indicate ways that can help them combat this menace.
Purpose of the Study
This study intended to:
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1) Find out the relationship between personality traits and conformity among the students
2) Determine whether there were gender differences in personality and the tendency to conform
among students
3) Discover whether there was a relationship between age and conforming behavior among students.
Hypotheses
The following hypotheses were formulated based on the objectives:
1) Students who are introverts are more likely to conform than those who are extraverts.
2) Introverted male students will confo more than introverted females.
conform
3) There will be a positive relationship between age and conforming behavior among students.
Literature Review
Several studies have been conducted in the conforming behavior phenomenon. For instance, a study compared
conformity among students of two different cultures at certain developmental stages. The study investigated the
ormity
relative conforming behavior of American and Brazilian students ranging from ages 9 to 21 years. The results
showed that Brazilians conformed more than the Americans and curvilinear trends of conformity by sex to
than
increasing age (Sistrunk et al., 1971). Research on the effects of group size on conformity has shown that
.,
groups influence the extent to which people conform to the norms of the group (Stang, 1976).
(Stang,
In a study that sought to find sex differences in conforming behavior among undergraduate students, it was
discovered that females tended to conform more to group opinions than their male counterparts (Eagly et al.,
1981). A study by Bond and Smith (1996) also discovered that people in collectivistic cultures conformed to a
th
higher degree than people from individualistic cultures. This finding was established through a meta analytic
meta-
review of 17 countries with the classic Asch lineline-judgment task. This present study is aimed at finding out if
these findings in foreign cultures are also applicable to the Ghanaian students.
Methodology
Participants
This study was conducted at Galaxy International Junior High School in East Legon, Accra which has a to total
population of 50 students. This school was chosen because students in Junior High school are aged between 11
and 15, which are the early student years where there is peer pressure. The subjects were purposively sampled
based on their personality traits. The Eysenck Personality Inventory was used to select ten (10) introverts and
.
ten (10) extraverts. This was done by administering the questionnaire to the entire population several times until
the desired number of introverts and extraverts was obtained. Five (5) students were also selected randomly and
trained as confederates.
The design of this study was quasi experimental because of the manipulation of the independent variables
quasi-experimental
which were the personality traits and also the fact that subjects were not randomly assigned into groups. The
subjects were placed into two groups of introverts and extraverts based on their scores on the Eysenck
Personality Inventory which has a reliability above 0.74 .
Procedure
Images of male and female washroom symbols were shown to them and they were asked to identify whether the
shown
symbol represented a male or female. The confederates, who were trained to give wrong answers, responded first.
The experimental subject was then asked to respond. The responses made by experimental subjects were
recorded by an assistant.
Washroom symbols that were drawn on cards were presented to the subjects during the conforming experiment.
The subjects, who scored 12 and above out of the 24 items on the introversion scale, took part in the experi
experiment.
Similarly, subjects who scored 12 and above out of the 24 items on the extraversion scale, were also used for the
conformity experiment. The responses from the experimental subjects who conformed to the responses of the
confederates scored three (3) marks while those who did not scored one (1) mark.
Results
The first hypothesis was aimed at finding out whether there is a difference in conforming with regards to
students who are extraverts and introverts. The independent t test was used to compare t mean scores of
the
conforming behaviors both introverted and extraverted students. The results are shown in Table 1 are that
introverts conformed more than the extroverts
The second hypothesis predicted that introverted females will conform more than introv
introverted males. The
independent t test was used to compare the mean scores of conforming behavior of extraverted males and
introverted females. The results were that that there was a significant difference in conforming behaviors of
introverted males and females .The results are shown in Table 2.
les
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Vol 3, No 12, 2012
The third hypothesis assumed that there would be a positive relationship between age and conforming
behavior among students. This was tested using the Pearson Correlation Coefficient to find out the relationship
between the age of the students and their conforming behavior. Results are shown in Table 3. It was observed
en
that there was a significant positive correlation between the age of the students and their conforming behavior.
Discussion, Recommendation and Conclus Conclusion
This study was conducted to find the relationship between personality traits (introversion and extraversion) and
conforming behavior among junior high school students. The first objective was geared towards finding out the
relationship between personality and conforming behavior. Based on this, it was found that introverted students
ity
conformed more than those who are extraverts. This was likely as a result of the strength, immediacy and
number of people that were present as stated by the Social Impact Theory (Martin & Hewstone, 2002). The
Theory
strength of a group refers to the status of the influencing group. In this study, the influencing group were the
confederates, were also the classmates of the experimental subjects. The influence the confederates had wa was
strong due to the fact that they were peers of the experimental subjects and thus the tendency for the subjects to
assume their answers were correct and conform to them. The immediacy or physical closeness of the
confederates with the experimental subjects also had a role in the conforming behavior of the latter. During the
subjects
experiment, they were all seated close together. The confederates, who were five in total, also outnumbered the
experimental subject and thus had an impact on the subjects’ behavior.
The Students who were introverts also probably conformed more than their extraverted counterparts as a
result of their lack of assertiveness. This is because according to the Big Five Factor model, extraverts tend to be
much more assertive than introverts (Chamorro-Premuzic, 2007). This makes it hard for introverts to voice out
Premuzic,
their opinions and views with confidence thus making them keep their true opinions to themselves and
conforming to the group. The number of people present in the experimental situation can also affect conforming
situation
behavior. Groups influence the extent to which people conform to the norms of the group (Stang, 1976). As
mentioned earlier, the number of confederates also influenced the responses of the student introverts. This
confirms that there are indeed, differences between personality traits of students and their likelihood to conform.
at
The second objective looked at the possibility of gender differences affecting the tendency to conform in
introverts. The findings suggested that introverted females are more likely to conform than introverted males.
introverted
This is a similar finding to a study that investigated sex differences in conforming behavior (Eagly et al, 1981).
Males conformed less due to their gender role which emphasizes independence from others. Introverted females
independence
probably conformed more because of their personality which tends to make them less assertive as according to
the Big Factor Model (Chamorro-Premuzic, 2007).
Premuzic,
The final objective intended to find out whether there was a relationship between age and conforming
relationship
behavior among students. It was found that an increase in age of the students leads to an increase in
conforming behavior. This finding is comparable to a study that compared conforming behavior between
Brazilian and American students ranging from 9 12 years in which it was found that conforming behavior
9-
increased among the older Brazilian students (Sistrunk et al., 1971). The Developmental theory of conformity
.,
suggests that children experience developments in cognitive skills, communication skills, concepts and acts of
cognitive
friendship as they spend more time with their peers and less time with their parents. The extensive time students
spend with their peers in addition to cognitive and communication developments may cont contribute to the increase
in conformity as age increases. As students get older their cognitive growth may influence their sense of
attachment to their peers. As a result, older students may feel more attached to their peers and therefore be more
accepting of their opinions or norms.
The increase in conforming behavior as a result of the increase in age of students may also be due to the
collectivistic culture these students belong to. Collectivistic cultures place more emphasis on group consensus
and harmony. People in such cultures tend to be very attached to their groups and desist from deviating from
.
group norms. This is similar to the finding that suggested that people who belong to collectivistic cultures
tend to conform more than people in individualistic cultures (Bond & Smith, 1996). Older students therefore
individualistic
conform more to their peers’ opinions because they are more embedded in the collectivistic culture than their
younger counterparts.
Recommendations
Based on this study, the following have been rerecommended:
There is the need to use a larger sample size to enhance the external validity and therefore enhance
generalizations. The influence of culture on the conforming behavior of introverts and extraverts should also be
investigated since culture seems to have an impact on conformity as was found in a study by Bond and Smith
s
(1996). This study did not look at this concept due to insufficient resources. Students should be made aware of
the reality of personality differences and the fact that there is nothing wrong with being different from others in
nothing
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Vol 3, No 12, 2012
terms of opinions, beliefs, values just to mention a few. This can be executed through after school talks where
psychologists are invited to create this awareness, or it can be incorporated in school curricul
curriculum.
Conclusion
This study was carried out at Galaxy International School Students to find out the conforming behavior between
introverted and extraverted students. It was found out that student who are introverts conformed more to the
responses of their peers than the extraverted ones. Introverted females also conformed more than extraverted
eers
males and a positive relationship was established between the age of subjects and their conforming behaviors.
Based on the findings, it was recommended that future studies in this area should use a larger sample size to
studies
enhance external validity and generalizations of findings. Cultural impact on conforming behavior among
personality traits should also be examined. In summary, there are differences between the conformi behavior
conforming
of introverts and extraverts.
References
Baron, R.A., Branscombe, N.R., & Byrne, D. (2009). Social Psychology (12th ed). USA: Pearson Education
Publishing.
Baumeister, R.F. (1999). The Self in Social Psychology USA: Psychology Press.
Psychology.
Bond, R., & Smith, P.B. (1996). Culture and conformity: A meta analysis of studies using Asch’s Line Judgment
meta-analysis
Task. Psychological Bulletin, 119, 111
111-137.
Chamorro-Premuzic, T. (2007). Personality and Individual Differences. USA: Wiley- Blackwell Publishing.
Eagly, A.H., Wood, W., & Fishbaugh, L. (1981). Sex differences in conformity: Surveillance by the group as a
y,
determinant of male nonconformity. Journal of Personality and Social Psychology, 40(2), 384
(2), 384-394.
Feist, J., & Feist, G.J. (1998). Theories of Personali (4th ed). USA: McGraw- Hill Publishing.
Personality
Martin, R., & Hewstone, M. (2002). Conformity and Independence in Groups: Majorities and Minorities. In M.A.
Hogg, & R.S. Tindale (Eds.), Blackwell Handbook of Social Psychology: Group processes (pp 209-228). USA:
Wiley-Blackwell Publishing.
Sistrunk, F., Clement, D.E., & Guenther, Z.C. (1971). Developmental Comparisons of Conformity across Two
cultures. Journal of Child Development 42(4), 1175-1185.
Development,
Stang, D.J. (1976). Group Size Effects on Conformity. Journal of Social Psychology, 98(2), 175
(2), 175-181.
Table 1- Independent t- test, Means of scores of student introverts and student extraverts
Subjects N Mean SD df t sig
-
Introverts 10 2.80 1.03
1 18 0.43 0.04
Extraverts 10 2.00 1.05
The results of the Independent t test presented in Table 1 indicates that there is a significant difference between
the conforming scores of student introverts and student extraverts as indicated in the independent t test (t = -0.43,
df = 18, p = 0.04, one- tailed).
Table 2- Independent t- test, Means of scores of introverted males and introverted females
Subjects N Mean SD df t sig
Introverted males 5 2.50 1.00 8 0.66 0.02
Introverted females 5 2.90 1.15
Results of the Independent t test in Table 2 above shows that there was a significant difference in
significant
the conforming behaviors of introverted males (M = 2.50, SD = 1.00) and introverted females(M=2.90, SD =
1.15) as indicated in the independent t test (t = 0.66, df = 8, p = 0.02, one
one-tailed).
Table 3: Summary of correlational scores between age and conforming behavior among students
scores
Conforming Behavior
Age Pearson Correlation 0.39*
Sig(one-tailed)
tailed) 0.04
N 20
It was observed that there was a significant positive correlation between the age of the students and their
conforming behavior (r = 0.39, N= 20, p = 0.04, one- tailed). It was a moderate correlation with 15% of the
variance explained.
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