An experimental investigation of how power posing affects students concentration at BCU

StandingStudent4.savExperimenterchecklist21 xrosenbrg SPSSAssignment.pptx

An experimental investigation of how power posing affects students concentration at BCU

Experimenter check list

Preparing for collecting data

Which experiment are you doing? Power Posing (Standing) or Duchenne smile (Multitasking)

-If you are doing Duchenne smile, make sure you get 3 sets of chopsticks from the Workshop leader.

What is the random order of your conditions?

The first participant I run will be in condition:

The second participant I run will be in condition:

The third participant I run will be in condition:

Before you start finding participants make sure you go to the Moodle page and reread the information sheet. You can have a look at the experiment by typing “TEST” in the experimenter ID box but do not press Submit.

Decide where you are going to have your participants take part, remember this has to be on the university campus. You can book rooms in Curzon here

https://libcal.bcu.ac.uk/reserve/curzon

.

Make sure you have a computer with an internet connection. You can use a university computer (Laptop or Desktop). Make sure you can play sound and the environment allows participants to hear the videos. Unlike in the seminar the participant will watch the video embedded in the study on the computer screen.

When asking people to take part in the study remember they have to be current BCU students but they CANNOT be studying Psychology.

Set up

· Set up the computer, if it is a laptop ensure it has enough battery or is plugged in.

· Open a browser and check that the YouTube videos play, and the sound is working.

· Log into Your Moodle account.

· Go to PSY4032 Moodle page, go to the Chapter 3 section.

· Click on the link for the correct condition for your participant i.e. Standing condition 1, Standing condition 2, Standing condition 3, Multitasking condition 1, Multitasking condition 2 or Multitasking condition 3.

· Enter
your student number
in the “Experimenters student ID Number” box

Invite the Participant in

· Ask the participant to read the information sheet and answer the questions.

· If they decide not to take part, thank the participant for their time. And find a different participant.

· If they are willing to take part, ask the participant if they have any questions before they start.

· Make sure they know can withdraw at any point.

· Ensure the participant knows how long to hold the pose for.

· Let the participant start the study.

· Be on-hand in case they have any questions or there is a problem. Endure they are following the instructions but respect their space. Do not look at the screen when they are completing the questionnaire.

·

When the experiment is over give them time to read the debrief.

· Thank the participant and ask if they have any questions.

RosenbergSelf-Esteem Scale (Rosenberg, 1965)

The scale is a ten item Likert scale with items answered on a four point scale – from strongly agree
to strongly disagree. The original sample for which the scale was developed consisted of 5,024
High School Juniors and Seniors from 10 randomly selected schools in New York State.

Instructions: Below is a list of statements dealing with your general feelings about yourself. If you
strongly agree, circle SA. If you agree with the statement, circle A. If you disagree, circle D. If
you strongly disagree, circle SD.

1. On the whole, I am satisfied with myself. SA A D SD
2.* At times, I think I am no good at all. SA A D SD
3. I feel that I have a number of good qualities. SA A D SD
4. I am able to do things as well as most other people. SA A D SD
5.* I feel I do not have much to be proud of. SA A D SD
6.* I certainly feel useless at times. SA A D SD
7. I feel that I’m a person of worth, at least on an equal plane with

others.
SA A D SD

8.* I wish I could have more respect for myself. SA A D SD
9.* All in all, I am inclined to feel that I am a failure. SA A D SD
10. I take a positive attitude toward myself. SA A D SD

Scoring: SA=3, A=2, D=1, SD=0. Items with an asterisk are reverse scored, that is, SA=0, A=1,
D=2, SD=3. Sum the scores for the 10 items. The higher the score, the higher the self esteem.

The scale may be used without explicit permission. The author’s family, however, would like to be
kept informed of its use:

The Morris Rosenberg Foundation
c/o Department of Sociology
University of Maryland
2112 Art/Soc Building
College Park, MD 20742-1315

References

References with further characteristics of the scale:

Crandal, R. (1973). The measurement of self-esteem and related constructs, Pp. 80-82 in J.P.

Robinson & P.R. Shaver (Eds), Measures of social psychological attitudes. Revised
edition. Ann Arbor: ISR.

Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton
University Press.

Wylie, R. C. (1974). The self-concept. Revised edition. Lincoln, Nebraska: University of

Nebraska Press.

Look at your chapter 3

Go through the check list:

The Structure of your chapter 3
(800 word Partial Lab Report)
Title
Hypothesis
Method
Participants
Design
Materials
Procedure
Results
Discussion
References
Appendix (Optional)
Supporting Materials
Your SPSS output

400 words
400 words
Do not overword

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The experiment
you will need to participate in the year group experiments yourself, collect data from 3 participants and write up one of the year group experiments. You will be given the opportunity to participate in two experiments in the first seminar. You will then need to collect data for one of the two experiments from three participants who are BCU students that do not study psychology. You will collect one participant for each one of the three conditions within the experiment you chose. You will then analyse the data full data set collected by you and your colleagues and write up the study. 

Do this
The first thing you need to do is name your variables and give value labels, this is the information you need: 
V1 – Standing Group: 1=High-power posers, 2=Neutral posers, 3=Low-power posers
V2 – Score on the Rosenberg self-esteem scale
V3 – Gender: 1=Male,  2=Female, 3=Prefer not to pick a category
V4- What is your current age in years?

Give your Chapter 3 a title
Allows reader to decide if your research is relevant to their interests.
A good title alerts the reader to the overarching theme of the work to be reported.
A good title also captures the reader’s attention. However this is never at the cost to the main goal.
Include your independent and dependent variables
Colons are helpful: you get the main idea immediately
It should not be too long, maximum of 20 words but it should be less than 15 really.
Such phrases as “A Study of…” or “An Experimental Investigation of…” should be avoided.
Do not use abbreviations in the title.

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Hypothesis
Is an educated prediction as to how a scientific experiment will turn out. It is an educated prediction because it is based on previous research, training, observation, and a review of the relevant research literature.
You are replicating in spirit what the original researchers did, but in a slightly different way.
To check the generality of the results with a slightly different procedure and with different materials.
You are doing a simple difference study. Therefore, your hypothesis will consist of a prediction about how 3 variables will differ in relation to one another.

The method section is the only section that has Sub headings
Participants
Number, age range, gender split, important characteristics
Design
State your variables, what has been done to avoid confounding variables e.g. counterbalancing.
Materials
Enough for someone to replicate but not trivial,
Procedure
Concise description to allow replication
Instructions given to the participants

Method

Results
This section is where you present your data and analyses.
Description only, not an explanation of the findings of the experiment
You do not need to explain the statistics you just need to report them correctly
You are writing for someone with a psychology degree

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Results
The section has 2 distinct parts but no subheadings
Description of data
Begin with descriptive statistics in a table – mean, standard deviation
Then describe the data in words to give a picture of what has been found – refer to tables explicitly and point out the important points
Statement about normal distribution – Skewness & Kurtosis
Statistical analysis (inferential statistics)
Report tests in the APA format.
For significant results only:
State the direction of effect
Report the effect size
Report post hoc test
Include a Bar chart with Error bars

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Description of data

Description of data
Begin with descriptive statistics in a table – mean, standard deviation
Then describe the data in words to give a picture of what has been found
Refer to table explicitly and point out the important points

Results: Tables & Figures APA Style
Tables and figures (graphs) should always have titles AND be referred to in the text,
e.g. “From Table 2 it can be seen that adults correctly labelled more emotional faces than children.”
Tables and figures should be labelled consecutively
Tables should not have any vertical lines
Tables are made in Word, NOT SPSS

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Results: Tables & Figures APA Style

House N Mean (SD)
Hufflepuff 38 80.40 (5.68)
Slytherin 34 74.97 (3.85)
Ravenclaw 33 76.18 (3.75)
Gryffindor 39 81.00 (5.05)

Table 1: Means and Standard Deviations (in parenthesis) for the four Hogwarts House groups on the Situational Humour Response Questionnaire.

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Statement about normal distribution
Look at histograms, Skew and Kurtosis limits
If data is normal you can just say it is normal
If data is not normal say how: reporting Skew and Kurtosis values outside of limits in text or add to descriptive statistics table e.g.

Table 1: Means and Standard Deviations (in parenthesis) for the four Hogwarts House groups on the Situational Humour Response Questionnaire.
House N Mean (SD) Skewness Kurtosis
Hufflepuff 38 80.40 (5.68) – 0.170 -0.387
Slytherin 34 74.97 (3.85) . 973 -0.691
Ravenclaw 33 76.18 (3.75) – 0.303 -0.142
Gryffindor 39 81.00 (5.05) – 0.114 -2.899

Homogeneity of variance
Only important in independent measures
Variances for each group must be similar
No one group should have a significantly higher variance (or standard deviation)
Levene’s test

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A one way between measures ANOVA showed there is a significant difference of Situational Humour Questionnaire scores for the different Houses,
F (3,140) = 14.69 p< .001 η2p= .239 (shown in figure 2). This represented a large effect size. Reporting ANOVA (Normal, Sig) Reporting ANOVA (Normal, Sig) Post hoc tests (with Bonferroni correction) revealed that the Hufflepuff and Gryffindor had significantly higher Situational Humour scores than Slytherin and Ravenclaw (ps =< .001). There was no significant difference between Hufflepuff and Gryffindor (p> . 999). There was no significant difference between Slytherin and Ravenclaw (p> . 999).

Reporting ANOVA (Normal, Sig)
A one way between measures ANOVA showed there is a significant difference of Situational Humour Questionnaire scores for the different Houses, F (3,140) = 14.69 p< .001 η2p= .239 (shown in figure 2). This represented a large effect size. Post hoc tests (with Bonferroni correction) revealed that Hufflepuff and Gryffindor had significantly higher Situational Humour scores than Slytherin and Ravenclaw (ps =< .001). There was no significant difference between Hufflepuff and Gryffindor (p> . 999). There was no significant difference between Slytherin and Ravenclaw (p> . 999).
Figure 2: Bars represent the Means score for the four Hogwarts House groups on the Situational Humour Response Questionnaire. The error bars represent 2 standard error.

Reporting ANOVA (Normal, Not Sig)
A one way between measures ANOVA showed there is no significant difference of Situational Humour Questionnaire scores for the different Houses, F (3,140) = 14.69 p= .394 η2p= .239 .

Reporting ANOVA (Assumption violated, Sig)
Levene’s test indicated that the assumption of homogeneity of variance had been violated (p=.002). A one way between measures ANOVA showed there is a significant difference of Situational Humour Questionnaire scores for the different Houses, F (3,140) = 14.69 p< .001 η2p= .239 (shown in Figure 2). This represented a large effect size. Post hoc tests (with Bonferroni correction) revealed that Hufflepuff and Gryffindor had significantly higher Situational Humour scores than Slytherin and Ravenclaw (ps =< .001). There was no significant difference between Hufflepuff and Gryffindor (p> . 999). There was no significant difference between Slytherin and Ravenclaw (p> . 999).
Figure 2: Bars represent the Means score for the four Hogwarts House groups on the Situational Humour Response Questionnaire. The error bars represent 2 standard error.

Begin with a summary of your findings
Words only, no numbers.
How do they fit with the existing literature
The literature discussed in the introduction
Suggest reasons for results based on literature
May inculed a critique the current method based on literature (Not criticise, only if needed).
Implications for future research – your findings and literature
make an explicit suggestion
End with a clear conclusion
Discussion

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Discussion: Were the Findings consistent with the research hypothesis?
Yes
What have we learned about the relationship between the independent and dependent variables?
Does this new understanding allow us to improve our theories or our explanations of particular phenomena?
No
Consider how your experiment differed from past studies.
If there were any specific limitations to your study then they should be used to:
motivate further research
decide between alternative explanations
Essentially your job is to show how the study you have conducted has benefited the research community and improved understanding

24

Discussion
Summary of your findings
Implications for future research
Fit with the existing literature
Reasons for results based on literature
Conclusion for the research area

25

References
Alphabetical by first author
Books and journals in the same list
e.g. Field, A. & Hole, G. (2003) How to design and report experiments. London: Sage.
e.g. Schilt, T., Koeter, M.W.J., Smal, J.P., Gouwetor, M.N., Brink, W. van den, & Schmand, B. (2010). Long-term neuropsychological effects of ecstasy in middle-aged ecstasy/polydrug users. Psychopharmachology 207, 583-591.
When writing references we distinguish between
Primary Sources (ones you have actually read)
Secondary Sources (ones you have cited but not actually read)
Online guide to APA style and tutorial
http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx

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Information that cannot be included in the text but is useful for anyone who wants to replicate the study
Usually materials that have been made for the experiment
e.g. questionnaires, instruction/debrief sheets, examples of stimuli, etc.
No need to include all stimuli but a useful sample
Anything included must be referred to in the text
No raw data!
Appendices

Not found in journal articles
Used by the marker as evidence of required tasks
Supporting materials should contain all SPSS output (tables). Copy and paste:
Explore tables,
ANOVA tables,
Graph
No raw data
Supporting Materials

Style
Think about who you are writing for
Who is your audience?
Writing for other psychologists impacts on the
★ voice: clear and concise
objective & detached
past tense and 3rd person
★ layout: correct sections
correct information in the correct sections
no bullet points
★ formatting: APA at all times
For someone with a Psychology Degree but may not have a in-depth knowledge of the area

Style
Write formally in the past tense and 3rd person
NEVER: “We showed each participant the 20 emotional faces”
NEVER: “Show the participants the 20 emotional faces”
BETTER: “Each participant was shown the 20 emotional faces”

Length: 400 words Method & Results
400 words Discussion
The word limit (maximum) specified for this assessed coursework are intended to promote fairness by ensuring that the same constraints on assessments apply to all students, and to promote professional writing standards.
Word counts should not be exceeded, however, you can go up to 10% over without getting penalised.
The word count must include all the text that it is essential for an assessor to read in order to understand the document fully. 
The word count includes the main text, section headings, citations within the main body of the text.
The word count excludes tables, table titles and table notes and all material which appears outside the main body of the coursework such as the main title, reference list, appendices and supporting materials (statistical printout).
If words have been inappropriately put into tables, the word count will recalculated to include them.  

Marking Criteria
Demonstrates understanding of the design & study that tests a hypothesis.
Reporting of the study is insightful suggesting knowledge of the features of a report.
Ability to compose inferences, conclusions and postulate future areas of development from own research findings and reviewed literature.
APA formatting.
Collecting data
Method
Results

Discussion
Entire Chapter

Chapter 3: To demonstrate how psychological studies are designed, conducted and reported in Psychology. Chapter 3 will be manly composed of 3 sections.
The overall percentage for criterion 3 will be calculated based on overall study write up.
0% -39% 40% – 49% 50%-59% 60%-69% 70% – 79% 80% – 100%
Demonstrates weak or no understanding of the design a study that tests a hypothesis.
Reporting of the study is unclear suggesting weak or not knowledge of the salient features of a report.

No or Weak ability to compose inferences, conclusions and postulate future areas of development from own research findings and reviewed literature.
No or Weak APA formatting. Demonstrates satisfactory understanding of the design a study that tests a hypothesis.
Reporting of the study is unclear however suggests satisfactory knowledge of the salient features of a report.
Adequate ability to compose inferences, conclusions and postulate future areas of development from own research findings and reviewed literature.
Adequate APA formatting Demonstrates good understanding of the design a study that tests a hypothesis.

Reporting of the study is clear suggesting good of knowledge the salient features of a report.

Good ability to compose inferences, conclusions and postulate future areas of development from own research findings and reviewed literature.
Good APA formatting. Demonstrates very good understanding of the design a study that tests a hypothesis.
Reporting of the study is insightful suggesting very good of knowledge of the features of a report.

Very good ability to compose inferences, conclusions and postulate future areas of development from own research findings and reviewed literature.
Very good APA formatting. Demonstrates excellent understanding of the design a study that tests a hypothesis.
Reporting of the study is insightful suggesting excellent of knowledge of the features of a report.

Excellent ability to compose inferences, conclusions and postulate future areas of development from own research findings and reviewed literature.
Excellent APA formatting. Demonstrates outstanding understanding of the design a study that tests a hypothesis.
Reporting of the study is insightful suggesting outstanding of knowledge of the features of a report.
Outstanding ability to compose inferences, conclusions and postulate future areas of development from own research findings and reviewed literature.
Outstanding APA formatting.