Tutor needed
Close Social Relationships and Health: Biblical Integration
Claudia S. Sample
School of Behavioral Sciences, Liberty University
Dr. Ethan Smitherspoon
March 3, 2020
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Close Social Relationships and Health: Biblical Integration
In the first paragraph of this paper briefly, summarize what you now know about your topic (after completing the Topic Development Worksheet and Literature Review). Remember that the use of a first-person perspective should be avoided (do not say, “I learned…”). Note that APA guidelines indicate that this first section should not use the word “Introduction” as the heading. Instead, use the title of your paper as shown above.
Biblical Worldview Integration
In this section answer the question, “What does the Bible say about this topic?” Please provide depth/detail here. Do not just provide a random list of Bible verses, but consider and communicate how examples, principles, and theological concepts align with the topic you are exploring. Be sure to cite Scripture using an APA-formatted citation. An example of properly citing Scripture is here: “I have loved you with an everlasting love; therefore I have continued my faithfulness to you” (English Standard Version Bible, 2001, Jeremiah 31:3b). Note that the reference page should also include the Scripture you have cited in your text. Use a level-one heading to separate each section. This section should include approximately 500 words.
Conclusion
Bring the various concepts together as you describe what you have learned about your topic and what you have discovered about how a Biblical worldview informs our study of social psychology. The entire body of the paper should include at least 1,000 words.
Reference
English Standard Version Bible. (2001). ESV Online.
https://esv.literalword.com/
PSYC312
Research Project: Biblical Integration Project Assignment
Instructions
Overview
This assignment is the third and final installment of our Research Project series. You now have an opportunity to explore what the Bible says about your chosen topic. In doing so will begin to understand how psychological science aligns with Biblical truth. The process we have followed in this series is one you are likely to find useful in future classes.
Instructions
For this assignment, you will:
1. Include the following main sections (introduce each section with a level 1 heading):
a. Introduction: briefly describe what you learned about your topic through completion of the Research Project: Topic Development Worksheet Assignment and the Research Project: Literature Review Assignment. Note that APA guidelines indicate that this first section should not use the word “Introduction” as the heading. Instead, use the title of your paper as the heading for this introductory section.
b. Biblical Worldview Integration: What does scripture say about your topic? Please provide depth/detail here. This section should include approximately 500 words. Do not just provide a random list of Bible verses, instead consider and communicate how examples, principles, and theological concepts align with the topic you are exploring.
c. Conclusion: Bring the various concepts together as you describe what you have learned about your topic and what you have discovered about how a Biblical worldview informs our study of social psychology.
2. Apply current APA formatting guidelines within the following structure:
a. Title page (apply APA student standards).
b. Body/text (1000 words minimum; include appropriate APA headings).
c. References page (must include all sources cited in your paper). Remember that if Scripture is cited in your paper it must also be listed in your reference section. Please see the Research Project: Biblical Integration Project Example for examples.
3. Adhere to these guidelines related to mechanics/structure:
a. All lines of the paper must be evenly double-spaced.
b. Use 1” margins on all sides.
c. Avoid the use of a first-person perspective.
d. Do not include direct quotes (except for brief quotations from Scripture). Instead, re-write in your own words to demonstrate your understanding of the information.
e. Include an appropriate citation to identify your source(s) whenever you include information that is not considered common knowledge.
f. Check your work carefully to eliminate spelling, punctuation, and grammatical errors.
g. Ensure a logical and clear flow by including appropriate transitions between sections.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
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Factors Affecting Academic Performance
Student’s name
Institutional affiliation
Course
Due date
Instructor’s name
Sumaira Kayani Tayyaba Kiyani, Jin Wang, María Luisa Zagalaz Sánchez, Saima Kayani and Haroona Qurban (2018). Physical Activity and Academic Performance: The Mediating Effect of Self-Esteem and Depression
Academic excellence has a direct relationship with physical exercise. According to Sumaira et al, (2018), physical exercise has the advantage of boosting learners’ performance. Setting aside some time for physical activities improves the cognitive abilities of most learners. Through building the psychological wellbeing of learners, physical therapy allows for more time to concentrate in studies and increases their level of understanding what is being taught to them. Research on the different methods that can boost learners’ cognition has revealed that there is truth in physical activity.
Physical activity has been recommended by many doctors for prevention against certain diseases such as obesity and diabetes. The constant exercise of our bodies helps in the breaking down of unnecessary fats and calories that increase the chances of us contracting diseases. By ensuring that our bodies are fit, physical activity can be recommended to students. Learners can use these activities to prevent diseases which will keep them from their studies and reduce their morale. With more time allocated for their studies, the learners can evaluate their classes more than they would when they are unhealthy.
The other positive impact of physical exercise is on the mental health of the students. Physical exercise has been noted for its contribution towards reducing stress and managing depression. Stress and depression have a characteristic of lowering the concentration levels and reducing the performance of students academically. Divided attention will result to cases like sleeping during classes which make it difficult for learners to understand what is being taught. By attending physical fitness classes or setting aside time for exercise, learners can reduce the pressure they have and concentrate more on their academic performance (Sumaira et al, 2018) Physical activities boost the learners’ self-esteem not only academically but also in the different aspects of life. According to research, high self-esteem is important in boosting effectiveness and efficiency. This is important as it will make students to be more confident in their abilities and perform better academically.
Christian S. Ugwuanyi, Chinedu I.O. Okeke, and Chinyere G. Asomugha (2020). Prediction of learners’ mathematics performance by their emotional intelligence, self-esteem and self-efficacy.
Mathematics is a subject that learners are expected to do well in due to the many fields that its application is required in. Most learners, however, have displayed a downward performance in the different tests in mathematics. This is a worrying trend and research on the different ways that students can do better in their calculations has been carried out (Christian et al 2020). Although many schools aim at achieving the intelligence quotient of their learners, the effects of emotions have been felt and a solution should be given. Some causes of the decreasing performance in mathematics include emotional quotient, self-esteem, and self-efficacy.
Emotional intelligence relates to the ability to control ones emotions. In most cases, emotional quotient is an inbuilt ability for learners to grip their emotions. EI has impacts on one’s health in the sense that it will limit the impacts that emotions have on their wellbeing. This means that they can control how one reacts to different life happenings. According to Christian et al (2020) the concentration abilities of learners varied from one level of EI to the other. Learners with the highest EI were doing better in mathematics than the others.
Self-esteem is explained as the ability of students to believe in their capability to solve difficulties. The students who have high self-esteem are confident that they can offer correct responses in the different tests that they get in school. Low self-esteem reduces the motivation to do well. Learners with low self-esteem have a thin chance of doing well in mathematics. As an effort to improve performance, learners are encouraged to believe in their abilities and approach difficulties in confidence (Christian et al, 2020). Self-efficacy relates to the ability of learners to control their behavior so as to attain certain results. Academic prowess requires discipline which can only be attained when learners control how they respond to certain conditions. Coming up with academic timetables that guide revisions and concentration and adhering to them is one way that they can improve their performance.
Seyithan Demirdag (2020). Critical Thinking as a Predictor of Self Esteem of University Students
Critical thinking is necessary in boosting self -esteem towards good performance. It entails the different steps involved in coming up with decisions and why certain decisions, and not others, are appropriate. According to Seyithan (2020), the main aim of critical thinking is to help learners in transiting from one phenomenon to another. The decisions made should be relevant for any of the scenarios and should play part in making their performance better. Research has revealed that the ability of a learner to display good performance does not relate to what they do in the tests and exams but rather on the preparations they made for the exams. Critical thinking therefore boosts confidence.
Schools are being encouraged to teach their students more on analytical skills and less on memorizing. Analytical and critical skills are applicable on the day to day activities of learning and can therefore boost the students’ ability in class. When the students’ decisiveness has been improved, confidence in their ability to solve problems increases. Self- esteem comes with a positive attitude towards our ability to make decisions. This means that a student will be able to trust that they are enough or equal to any tasks that are given to them (Seyithan, 2020). Among university students, research has revealed that self-esteem increases the chances of learners to be more effective. It boosts the learners’ motivation and encourages them to show up occasionally for the different tasks that they have.
The relationship between critical thinking and self-esteem is that critical thinking boosts self-esteem. Being more knowledgeable about a certain unit or topic increases the chances of doing better in that test. When a student has not done enough research on a certain topic, their confidence reduces and they may even be unwilling to set for different tests. Critical thinking therefore prepares us for challenging conditions and makes us more confident that we can get the solution to any problem that we have.
Jana Lay-Hwa Bowden, Leonie Tickle & Kay Naumann (2021). The four pillars of tertiary student engagement and success: a holistic measurement approach
Institutions of learning have used different approaches to evaluate the learners. Some have used involvement as one way. Involvement according to Jana, Leonie, and Kay (2021), relates to the relevant contribution which students give towards their academics. Being involved means that the student is interested and engaged in what is being taught. In classes, the participation, positively, of a learner relates to how involved he or she is to what is being taught. Being involved increases emotions like value, joy, and passion for what is being taught. When a student becomes involved in the activities relevant to studies, he begins to love the engagement and the chances of giving good results increase. Being involved therefore contributes to a positive cognitive gain, social engagement, and behavioral engagement.
Behavioral engagement is when the behavior of the learner contributes positively to their academic success. Positive behavioral engagement can be seen in the positive academic results posted. Being active in all the activities that relate to academic success is one way of displaying behavior that can be described as positive. Affective behavior sums up the emotions that learners display while in school. It could be pride, happiness, or curiosity. The emotions tell us if the learners are engage to gain more from school. Social engagement relates to the relationships that learners build while in school (Jana, Leonie, and Kay, 2021) It could be with the academic staff, fellow students, or any member of the institution they go to. Failed relations can affect the academic performance of the students while good relationships with others may contribute to their academic success. Cognitive engagement will relate to the time a learner takes before grasping ideas on a certain topic. Some learners take short time to understand and positively relate to a certain idea while others take a longer period.
María del Mar Ferradás, Carlos Freire, José Carlos Núñez and Bibiana Regueiro (2019). Associations between Profiles of Self-Esteem and Achievement Goals and the Protection of Self-Worth in University Students
Self-esteem is related to the how students handle challenges and how they respond to negative results in their academics. Some students anticipate their failure while to others the failure comes as a surprise to them probably because they were not well prepared against the exam. Some students create or come up with an excuse for their failure and therefore do not stick a lot to the failure but rather on the excuse (María et al, 2019). Some come up with blaming games were they can accuse their tutors of inadequate baking. Others excuse their failure to certain conditions like sickness or absence from school. Instead of reviewing their performance and identifying the areas they need to improve in the learners escape the effects of failure through excuses.
Other students work hard in school not because they want to do well but they are afraid that their failure will reduce their self-worth. Failure to these learners is scarily and should never happen. In case it happens, their self- esteem is not high; such learners will feel hurt by failure. Academic achievement is divided into attaining self-set goals and what the institution holds as success. Although some of the learners may meet the school’s set goals, they may not meet their personal goals. Others may not meet the schools and their personal goals.
The different approach to studying and setting goals differs from one student to the other. Some set one goal while others have multiple goals to achieve. In conclusion, self- esteem, self- efficacy, physical exercise, and performance goals contribute to the cognitive abilities and overall performance of students. Apart from mental health, social, and behavioral attitudes can be used to weigh the relationship between the learner and the performance they are posting.
References
Sumaira Kayani Tayyaba Kiyani, Jin Wang, María Luisa Zagalaz Sánchez, Saima Kayani and Haroona Qurban (2018). Physical Activity and Academic Performance: The Mediating Effect of Self-Esteem and Depression
Christian S. Ugwuanyi, Chinedu I.O. Okeke, and Chinyere G. Asomugha (2020). Prediction of learners’ mathematics performance by their emotional intelligence, self-esteem and self-efficacy.
Seyithan Demirdag (2020). Critical Thinking as a Predictor of Self Esteem of University Students
Jana Lay-Hwa Bowden, Leonie Tickle & Kay Naumann (2021). The four pillars of tertiary student engagement and success: a holistic measurement approach
María del Mar Ferradás, Carlos Freire, José Carlos Núñez and Bibiana Regueiro (2019). Associations between Profiles of Self-Esteem and Achievement Goals and the Protection of Self-Worth in University Students
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Close Social Relationships and Health
Student name
Course name
Institute of affiliation
Date
Topic Development Worksheet
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Instruction |
Example |
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Step One |
Begin with a general topic. |
Social Thinking |
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Step Two |
Narrow your general topic by selecting a topic from one chapter in our textbook. |
Chapter 2; The self in a social world |
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Step Three |
Skim the chapter to identify one topic within the chapter that interests you. Read that section and write down questions that come to mind. |
The nature and motivating power of self esteem What is the motivating factor behind self-esteem? Is self-worth and self-esteem a determinant for student success? |
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Step Four |
Identify one question that interests you most. This will become your research question. |
Is self-worth and self-esteem a determinant for student success? |
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Step Five |
Begin your search to determine what has been discovered on your topic. This will be a preliminary look at the topic. Feel free to flag articles that look like they may be helpful but don’t be in a hurry to create a final list. |
Research Tips: 1. Make a list of key words from the section of our textbook pertaining to your topic to use as search terms. Self esteem External sources Internal sources Determinant Student success 2. Search for one of the articles cited in our textbook in the JF Library. Your search will produce a list of related articles. Crocker, J., & Knight, K. M. (2005). Contingencies of self-worth. Current directions in psychological science, 14(4), 200-203. 3. Type your research question in the Google Scholar search box to locate related articles. Within Google Scholar you can then look at the “Cited By” articles as well as the “Related Articles.” Is self-worth and self-esteem a determinant for student success? 4. Remember to narrow your search to include only articles from the last five years. 5. In the JFL search engine you can specify the date range, the type of article, etc. I limited my research to articles written from the year 2018. The search was also limited to articles written about effects of high or low self-esteem on student performance. The search was based on articles that had been highly cited by other researchers. |
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Step Six |
Based on what you find in the literature, formulate a preliminary purpose/thesis statement. Your thesis statement should: 1. Be a response to your research question that identifies your topic, 2. State your position, and 3. Provide evidence to support your position. This purpose statement may need to be adjusted/refined as you conduct your research. |
Students whose major source of self-esteem was external coming from sources such as other people’s opinion or gaining good grades performed worse in comparison to students whose main source of self-esteem was from internal sources such as their person virtues. this shows that self-esteem has an impact on the students level of performance based on similar studies conducted by Bowden, (2021), Demirdag, (2019), Ferradás,(2019), Kayani (2018) and Ugwuanyi, (2020). |
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Step Seven |
Finalize your research process by choosing at least 5 articles from the JF Library. All 5 must be from peer-reviewed journals published within the past 5 years. All five must describe original research and each article must support your research question and purpose statement. How to identify “original research” Original research articles will include the following sections: • Abstract • Introduction (will not always identified with a label) • Methods • Results • Discussion • References The abstract for original research will likely include words such as these: • Study • Sample The abstract for original research will NOT include these words: • Review • Meta-Analysis • Editorial • Commentary |
Sample article list: Bowden, J. L. H., Tickle, L., & Naumann, K. (2021). The four pillars of tertiary student engagement and success: a holistic measurement approach. Studies in Higher Education, 46(6), 1207-1224. Demirdag, S. (2019). Critical thinking as a predictor of self-esteem of university students. Alberta Journal of Educational Research, 65(4), 305-319. Ferradás, M. D. M., Freire, C., Núñez, J. C., & Regueiro, B. (2019). Associations between profiles of self-esteem and achievement goals and the protection of self-worth in university students. International journal of environmental research and public health, 16(12), 2218. Kayani, S., Kiyani, T., Wang, J., Zagalaz Sánchez, M. L., Kayani, S., & Qurban, H. (2018). Physical activity and academic performance: the mediating effect of self-esteem and depression. Sustainability, 10(10), 3633. Ugwuanyi, C. S., Okeke, C. I., & Asomugha, C. G. (2020). Prediction of learners’ mathematics performance by their emotional intelligence, self-esteem and self-efficacy. Cypriot Journal of Educational Sciences, 15(3), 492-501. |
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Step Eight |
Download a PDF copy of each article selected. |
Download a PDF copy of each article. These copies will be submitted with your assignment (you will upload a total of six documents: This worksheet and 5 separate articles). The PDFs should be named using the first author’s last name as the document identifier. For example: Smith.PDF |
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Step Nine |
Final Steps |
· Create an APA-formatted title page to use as a cover sheet for this document. · Self-check using the assignment instructions and grading rubric. · Begin reading and taking notes on your articles as they will be used for the upcoming Research Project: Literature Review Assignment. |
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Formatting
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