CNL-540-Article Review #2.pptx - ARTICLE REVIEW Nayeli De...

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Unformatted text preview: ARTICLE REVIEW Nayeli De Hoyos College of Humanities and Social Sciences, Grand Canyon University C N L- 5 4 0 : Re s e arc h M e t h o d s a n d Pro g r a m Evaluation D r. Te r r i L u c a s January 26, 2022 • Independent & Dependent Variable • Research Questions • Instruments Used • Internal Consistency Objectives • t Score • Confounding Variables • Qualitative & Quantitative Dimensions • Subjective Well-Being Intervention Program (SWIP) Independent Variable • Subjective Well-Being Intervention Program (SWIP) • Manipulated and/or observed Dependent Variable • Participants experiences • Protective Factors • Life Satisfaction 1. To what degree is a 5-week SWIP associated with changes in constructs representing subjective well-being (protective factors [self-concept and Research Questions self-confidence] and life satisfaction)? 2. What do participants perceive to be salient interpersonal and intrapersonal experiences related to completing a 5week SWIP? (Lenz, et. al., 2020) INDIVIDUAL PROTECTIVE FACTORS INDEX (IPFI) • 12-items • Divided into 2 subscales: oSelf-Concept (6 items) Instruments Used oSelf-Confidence (6 items) SATISFACTION WITH LIFE SCALE FOR CHILDREN (SWLC) • Self-report • Measures satisfaction with life among youth (Lenz, et. al., 2020) INDIVIDUAL PROTECTIVE FACTORS INDEX (IPFI) • Within the good range (α = .83) Internal Consistency SATISFACTION WITH LIFE SCALE FOR CHILDREN (SWLC) • Within the good r ange (α = .86). (Lenz, et. al., 2020) t Score • Used with numerous psychological tests • “Have a mean of 50 and a standard deviation of 10” (Balkin & Kleist, 2016, 112) Confoundin g Variables Qualitative and QUALITATIVE DIMENSIONS • Braun and Clarke’s (2006) six-step thematic analysis Quantitativ e QUANTITATIVE DIMENSIONS Dimensions • Pretest and Posttest contrast of IPFI & SWLC scores The positive psychology principles of: • Kindness SWIP • Gratitude • Character strengths • Optimism • Promotes happiness and subjective well-being (Suldo, 2016; Lenz, et. al., 2020, p. 200) QUESTIONS 1. A m e r i c a n Ps y c h o l o g i c a l A s s o ci a t i o n . ( 20 2 0 a ) . I n d e p e n d e n t v a r i a b l e ( I V ) . A m e r i c a n Ps y c h o l o g i c a l A s s o c i a t i o n . Re t r i e v e d , f ro m h t t p s : // d i ct i o n a r y. a p a . o rg / i n d e p e n d e n t -v a r i a b l e 2. A m e r i c a n Ps y c h o l o g i c a l A s s o ci a t i o n . ( 20 2 0 b ) . I n t e r n a l c o n s i s t e n c y. A m e r i c a n Ps y c h o l o g i ca l A s s o c i a t i o n . Re t r i e v e d , f ro m h t t p s : // d i ct i o n a r y. a p a . o rg / i n t e rn a l - c o n s i s t e n c y References 3. A m e r i c a n Ps y c h o l o g i c a l A s s o ci a t i o n . ( 20 2 0 c ) . D e p e n d e n t v a r i a b l e ( D V ) . A m e r i c a n Ps y c h o l o g i c a l A s s o c i a t i o n . Re t r i e v e d , f ro m h t t p s : / / d i ct i o n a r y. a p a . o rg / d e p e n d e n t -v a r i a b l e 4. A m e r i c a n Ps y c h o l o g i c a l A s s o ci a t i o n . ( 20 2 0 d ) . T- S c o r e s . A m e r i c a n Ps y c h o l o g i c a l A s s o ci a t i o n . Re t r i e v e d , f ro m h t t p s : / / d i ct i o n a r y. a p a . o rg / t - s c o re s 5. B a l k i n , R. S . , & K l e i s t , D . M . ( 2 01 6 ) . C o u n s e l i n g r e s e a r c h . Wi l e y. 6. L e n z , A . S . , G e r l a c h , J . , D e l l ’ A q u i l a , J . , & Pe s t e r , D . ( 2 0 2 0 ) . A M i xe d ‐ M e t h o d o l o g i c a l E v a l u a t i o n o f a S u b j e c t i v e We l l ‐B e i n g I n t e r v e n t i o n Pro g r a m W i t h E l e m e n t a r y ‐A g e S t u d e n t s . J o u r n a l o f C o u n s e l i n g & Development, 98(2), 200–206. 7. References M a l ko ç , A . , & A s l a n , A . E . ( 2 0 1 7 , N o v e m b e r 3 0 ) . T h e e ff e c t o f a s u b j e c t i v e w e l l - b e i n g i n t e r v e n t i o n p r o g r a m o n h a p p i n e s s . E R I C . Re t r i e v e d , f ro m h t t p s : / / e r i c . e d . g o v / ? id=ED587146 8. Suldo, S. M. (2016). Promoting student happiness: P o s i t i v e p s y c h o l o g y i n t e r v e n t i o n s i n s c h o o l s . N e w Yo r k , N Y: G u i l f o r d Pr e s s . 9. T h e U n i v e r s i t y o f C h i c a g o L i b r a r y. ( 2 0 1 4 , J a n u a r y 1 ) . TScores. The University of Chicago Library - The U n i v e r s i t y o f C h i c a g o L i b r a r y. Re t r i e v e d , f ro m h t t p s : / / w w w. l i b . u c h i c a g o. e d u / e / c o l l e c t i o n s / m a p s / t s c o re . h t m l ...
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