PSY10003: Psychology 100

 

 

 

 USING YOUR ANNOTATED BIBLIOGRAPHY IN THE ESSAY

 

Treat your annotated bibliography as your own personal notes and use it as required in the essay. It is acceptable to copy directly from your own AB into the essay as long as the segment was in your own words to begin with.

 

 DOUBLE-SPACING

 

Double-space everything, including the references (reference list). In the current edition of Word, you are able to do this via ‘Page Layout’. Click on the small arrow beside ‘Paragraph’ and choose double-spacing in the ‘Line Spacing’ area.

 

USING THE FOUR REFERENCES FROM THE ANNOTATED BIBLIOGRAPHY

 

Use your four references from the Annotated Bibliography and make sure you cite each reference you use at least once. If you feel that one (or more) of the references is wholly unsuitable, you are permitted to replace them with new references that are more suitable. However, it might be better to still retain the relatively unsuitable references as well, as long as you are able to find one place where you are able to cite them.

 

 MINIMUM / MAXIMUM NUMBER OF REFERENCES

 

You should present a minimum of four references, usually the four from the annotated bibliography. It is not essential to present any additional references and it is possible to achieve a high grade with four. However, essays that receive a high grade usually do present a few additional references. There is no maximum but you should consider time versus potential marks available from additional references equation. In this unit, more than seven or eight references in total might not necessarily broaden your argument sufficiently to earn additional marks.

 

SOME THOUGHTS ON CITING

 

Be sure to cite any statement of fact and, of course, definitions. However, when you reflect, offer an opinion (based on facts presented previously), juxtapose and compare articles that have already been cited, you may not need to cite. That being said, much of your essay will focus on reviewing the literature on the topic and you will therefore need to cite frequently. Look at the example essay in the Collaborate Links area. Note that there are frequent citations, sometimes with small gaps where some form of reflection, argument-building or linking occurs. The only paragraph where there are no citations is the concluding paragraph. Of course, we do not expect to see any citations in a concluding paragraph.

 

 

 

HOW MANY WORDS PER SECTION / THEME

 

Generally speaking, the introductory and concluding paragraphs often take up around ten percent of the word count EACH. The remainder of the words are devoted to the body. In the body, you will need to make use of the guiding questions (themes) mentioned in the specification and I have seen a number of questions asking ‘how many words per theme?’ This will depend upon your overall argument but I would certainly expect to see more words devoted to some of these themes than others. For example, the third guiding question (focusing on the relationship between personality and coping) is at the core of the essay and is likely to be the subject of more words than any of the other themes – much of the literature review will revolve around this.

 

 PARAGRAPHING

The example essay in the Collaborate Links area provides an example of good paragraphing style. Ideally, the majority of paragraphs should be in the 150-200 word range. There is scope for a limited number of short linking paragraphs but, even then, avoid paragraphs under three sentences and absolutely avoid one-sentence paragraphs.

 

PSY10003: Psychology 100

Assessment 2: Essay

Word/Time limit: 2200 (+/- 10%)

Weighting: 35%

Due date: 5pm AEST Monday 25 September 2017 (Week 11)

 

Assessment overview

This assessment task requires you to write an essay that critically reviews the current research literature on how personality relates to proactive coping in university students. In the essay you will refer to the four articles included in your Annotated Bibliography, as well as any others you think would make a useful contribution to your essay.

________________________________________

Assessment details

This essay requires you to build upon your research skills from Assessment 1: Annotated bibliography, and write an essay on the topic below. You should incorporate the feedback you received from Assessment 1 into your essay, particularly the feedback on APA 6th style of referencing, the relevance and credibility of your references, and any feedback on the annotations associated with each reference.

You are expected to conform to the style and conventions presented in the Findlay (2015) textbook (available in Blackboard) and your essay will be marked accordingly. For this assessment, the following pages are prescribed: Chapters 2 and 5; pages 86-93.

An abstract is not required for this assessment.

You are required to include a title page and reference list as per the formats presented in Findlay.

Additional information about this assessment may be provided in announcements during the trimester. Please read all announcements.

Assessment topic

With particular reference to the ‘Five Factor Model of personality’ discuss how personality relates to proactive coping amongst university students and critically evaluate the research evidence linking these two constructs.

Background information for your research

Coping involves the use of personal attributes, skills, and social supports to manage stressful and challenging life circumstances. Proactive coping is a specific type of coping that employs future-oriented strategies to prevent the negative outcomes associated with potential stressors and to see them as opportunities for personal growth. An individual’s unique set of personality attributes is one factor that is likely to be associated with their tendency to use proactive coping strategies.

Read page 574 of the Bernstein et al. (2013) textbook (eText available in Blackboard) for an introduction to the topic and contextual information (Note: You might also search for the original Five Factor Model paper by McCrae and Costa (1997)).

 

Structure for your essay

 

Introduction

The introductory paragraph should broadly outline the topic that will be discussed, explain why it is an important issue, and provide some idea of what you will discuss and/or argue in the essay.

 

Body

The body of the essay should define key concepts, as well as describe and evaluate the research literature that is relevant to the topic.

You will need to work the research literature into a story or narrative that helps you to present your perspective on the topic in a logical and coherent manner.

 

Some questions to help guide you:

 

  • What is coping? What is proactive coping? How is it measured?
  • What is personality? What is the Five Factor Model of personality? How is it measured?
  • How is personality related to coping, and proactive coping in particular?
  • Why is it important to understand how personality relates to coping?
  • What sorts of stressors are university students exposed to?
  • What are the practical applications for university students in understanding how personality relates to coping, and how it relates to proactive coping in particular?

 

Conclusion

The concluding paragraph is an integrated summary of your major points and a final statement of your understanding of what the research literature has to say on this topic. You should not introduce new material in the conclusion and should avoid citations.

Reference list, word count and citations.

 

The reference list should include all of the research literature you have cited in your essay, listed in alphabetical order by first author’s surname, and presented in correct APA 6th edition style. The following will not count towards the total word count: Title page and references (reference list). Everything else will count, including direct quotes and citations (in-text references). In academic essays, it is essential that you cite sources. When you cite, you are revealing the sources of your information. You are expected to cite regularly and a paragraph would typically contain multiple citations. Sometimes, a single citation at the beginning of the paragraph will suffice if it is absolutely clear that the whole paragraph is covered by this citation. However, even in cases like this, it is usually safer to cite again – citing the same article multiple times in a paragraph is permitted. The example essay demonstrates reasonably dense citation in practice.

________________________________________

Assessment criteria

  1. Introduction.
  2. Organisation of material in body of essay.
  3. Evaluation of material and development of argument in body of essay.
  4. Conclusion.
  5. Reference list.
  6. Language, grammar, proofing.

Your work will be assessed using the following marking guide:

________________________________________

Criteria           No Pass          Pass

50-59%          Credit

60-69%          Distinction

70-79%          High Distinction

80-100%

Introduction

(10%) Did not meet criterion.         OK—provides concise contextual information but somewhat deficient in accuracy and/or detail. Essay outline is present but lacks detail or is unclear.            Good—provides concise contextual information but not completely accurate and/or not sufficiently detailed; relatively clear outline of essay. Attempts to engage reader and set the scene but with limited success.         Very good—accurate and concise contextual information on topic and clear outline of essay, with minor deficiencies. Engages reader and sets the scene well.       Excellent—accurate and concise contextual information on topic and clear outline of essay. Engages reader and sets the scene very well. Establishes why the topic is important.

 

Organisation of material in body of essay

(25%) Did not meet criterion.         Basic organisation—defines key concepts reasonably well, clear structure but little evidence of narrative and logical progression of ideas. Description of relevant research literature meets basic standards. Significant issues relating to paragraphing, internal cohesion and expression but argument remains relatively easy to follow.          Good organisation—defines key concepts reasonably well, clear structure with some evidence of narrative and logical progression of ideas. Reasonably clear and accurate description of relevant research literature. Writing relatively precise and focused but some problems with paragraphing, cohesion or expression.    Very good organisation—defines key concepts well, clear structure with good narrative and logical progression of ideas. Clear and accurate description of relevant research literature with minor deficiencies. Writing precise and focused with strong paragraphing and internal cohesion.          Excellent organisation—defines key concepts well, clear structure with strong narrative and logical progression of ideas. Clear and accurate description of relevant research literature. Writing very precise and focused with very strong paragraphing and internal cohesion.

 

Evaluation of material and development of argument in body of essay

(40%) Did not meet criterion.         Basic coverage of relevant research—mostly surface level analyses and basic evaluation of research literature. Attempts to make an argument with limited success. Little insight into literature. Makes use of the guiding questions with omissions.  Good breadth of coverage of relevant research, good but not overly critical evaluation of research literature, makes a solid argument and provides a reasonably balanced evaluation of literature. Some insight into literature and topic but tending towards the descriptive. Makes sound use of the guiding questions with limited omissions. Very good breadth of coverage of relevant research, good narrative, makes a strong argument and provides a balanced evaluation of literature. Good level of insight into literature and topic. Makes good use of guiding questions.       Excellent breadth of coverage of relevant research, strong narrative, makes a very strong argument and provides a highly balanced evaluation of literature. High level of insight into literature and topic. Makes good use of guiding questions.

 

Conclusion

(10%) Did not meet criterion.         Provides a basic summary, but doesn’t demonstrate an overly clear understanding of the topic. Concluding point or points absent or unconvincing. Falls well short of achieving optimal length/structure—may be well over/under optimal length, contain too many citations, etc. Position of author on topic unclear and/or no linkage to thesis statement.        Provides a good summary, demonstrates reasonable understanding of the topic. Comes to a sound concluding point or points largely based on evidence. Reasonable length/structure but falls short in some ways e.g. length. Makes an attempt to take a position and link to thesis statement.     Provides a very good summary, demonstrates good understanding of the topic. Comes to a strong and logical concluding point or points based on evidence. Close to optimal length and structure. Clearly states position of author and is linked to thesis statement.            Provides an excellent summary, demonstrates clear understanding of the topic. Makes a forceful and logical concluding point or points based on evidence. Optimal length and structure. Clearly states position of author and is strongly linked to thesis statement.

 

Reference list

(10%) Did not meet criterion.         Reference list appears on a separate page at the end of the assessment

Reference list entries are in alphabetical order

Reference list entries follow the general format of APA 6th ed.

In-text citations directly match with end text reference entries

Direct quotes are cited and referenced.

Evidence of paraphrasing and summarising the work of others.           Reference list entries use APA 6th ed.

In-text citation format is followed for direct quotes and paraphrasing

All ideas that are not your own have been cited.  Reference list entries include:

  • Full stops, commas, brackets
  • Journal name or book title in italics
  • Page numbers
  • Dates
  • Indentation of subsequent lines

In-text citation format is followed for paraphrasing and summarising the work of others,

Direct quotes are cited and within double quotation marks

No evidence of plagiarism (e.g., all direct quotes are used and cited, and other’s ideas are paraphrased and summarised) All reference list entries are formatted correctly using APA 6th ed. and include:

  • Correct use of full stops, commas, brackets, quotation marks

Volume number in italics

 

Language, grammar, proofing

(5%)   Did not meet criterion.         Several spelling and/or grammatical and/or expression errors present that affect readability, but overall meaning is still reasonably clear.      Several spelling and/or grammatical and/or expression errors present, but they do not greatly affect readability. A few spelling and/or grammatical and/or expression errors.    Virtually free of spelling, grammatical and expression errors.

Additional resources

You might like to take a look through the following resources for help with your assessment:

You can create an APA formatted reference list using Word 2013, 2010 or 2007. Microsoft Office have provided information about how to automatically format bibliographies in APA, MLA and Chicago (Microsoft, 2015), which you may find useful.

 

 

 

PSY10003, Dalibor Otruba, Score : 57/100

 

 

Assessment 1: Annotated Bibliography

 

 

Bartley, C. E., Roesch, S. C. (2011). c: The role of conscientiousness. Personality and Individual Differences, 50, 79-83. DOI: 10.1016/j.paid.2010.08.027

http://isiarticles.com/bundles/Article/pre/pdf/78054.pdf

 

This study is aimed to assess the relationships between specific coping strategies within college environment and the role of Conscientiousness (C) on coping and positive affect (PA).

Electronic form of questionnaire, internet- based diary page was distributed over period of five days amongst the participants (college students).  Financial prize was given to each participant prior to completion of the study.

This article is useful to my research topic especially in explanation and demonstration on a particular example, how coping and stress experience has an impact on Conscientiousness.

The study was particularly strong in terms of internet-based daily diary design.  The number and different demographics, multiethnic sample of college students were beneficial to the study too.

However, there were a few limitation to this study, PA could differ amongst the participants, short period of the observation or self-report could be exchanged for more reliable peer report.

Author is stating that the stress has an impact on relationship between C and PA according our sample test.

 

 

Hambrick, E. P., &MvCord, D. M. (2010). Proactive Coping and its Relation to the Five-Factor Model of Personality. Individual Differences Research, 8(2), 66-77. Retrieved from http://paws.wcu.edu/mccord/pdf/Hambrick-McCord-IDR-2010.pdf

 

This study has conducted a research on personality’s role in coping and it is hypothesized that this can prepare an individual for life’s challenges.

The aim of this article is to reflect and explain the theory of proactive coping and its relation to Five-Factor Model (FFM) of Personality, studying if the personality can affect coping ability.

Undergraduate psychology students are participating in this research. The M5-336 Questionnaire to analyze FFM within each participant and The Proactive Coping Inventory (PCI) 4-point self-report measure are being used it this research.

This article is useful to my research topic because it provides and example of two different measures to interpret the relation of proactive coping and FFM.

This study wasn’t very strong in terms of lacking with the numbers of participants and that the M3-336 instrument is still reliability and validity evaluation.

Findings of this study suggested, that some people cope better in life than others. It reports on the differences in people with exceptional coping analysis in comparison people with low score. The individual personality has an impact on the score.

Author suggested for future research to consider the age factor or a population with a similar life experiences may have an affect individual personality.

 

 

 

Hanley, A. W. (2016). The mindful personality: Associations between dispositional mindfulness and the Five Factor Model of personality. Personality and Individual Differences, 91, 154-158. DOI: 10.1016/j.paid.2015.11.054

 

http://www.sciencedirect.com/science/article/pii/S0191886915300751

 

This study is aimed to assess the relationship between mindfulness and personality, to explore relationship between dispositional mindfulness (DM) and Five Factor Model (FFM) as previous study reported mixed results.

It sought to determine whether FFM is more specific level of assessment.

A canonical correlation analysis was conducted to study the relationship between DM and Big Five.

Five Faced Mindfulness Questionnaire was used to measure DM and Big Five Inventory to measure personality amongst the college students with majority of female participants.

The article is useful to my research topic because it provides an explanation, use and impact of mindfulness on personality, to explore of relationship between DM and FFM.

This article was particularly strong in terms of measures DM and FFM, however it is suggested the need for continued study of the relationship between facet of mindfulness and personality factors.

Author claims the benefits of this study of mindfulness and link between DM and FFM, understanding its relationship to personality to prevent future population from possible suicide.  Also future research should consist of more diverse populations,  to provide more evidence of relationship between DM and FFM.

 

 

 

Straud, C., McNaughton-Cassil, M., Fuhrman, R. (2015).The role of the Five Factor Model or personality with proactive coping and preventative coping among college students.Personality and Individual Differences, 83, 60-64. DOI: 10.1016/j.paid.2015.03.055

http://www.sciencedirect.com/science/article/pii/S0191886915002408

 

The aim of this article is a research conducted by the author on the relationship between proactive coping and preventative coping among college student with measuring Five-Factor Model (FFM) of personality and its relation to it.

Meta-analysis conducted to study the FFM relationship and coping style and its differences with the personality application.

A self-report questionnaire was conducted amongst the college, undergraduate students from introductory psychology courses.  Small sample of males and females, with same demographic background. Questionnaire base on FFM inventory and Proactive and Preventative Coping Inventory.

This article is useful to my research topic because it provides an understanding, a demonstration how a FFM significantly correlates with proactive and preventative coping.

This study was stronger than previous study in the pass conducted by Hambrick and McCord. Particularly in findings that Agreeableness one of the five factors was not related to proactive and preventative coping and on another hand Openness to Experience was related to either coping styles. The sample size definitely helped to support these findings. Author relates to the future research improvements should be considered a longitudinal study of coping and personality.

This article will help me in my Assessment 2 essay to support a question what is personality or how is it measured.

 

Additional reference, number 5 could be added to my essay. Relating to the topic, ‘Five Factor Model of personality’

Maybe this one:

Five-factor personality measures in Chinese university students: effects of one-child policy?

Wei Wanga,*, Wuying Dub, Ping Liuc, Jianhui Liuc, Yehan Wanga

aDivision of Neuropsychology, Anhui Institute of Stereotactic Neurosurgery, Anhui Provincial Hospital, LuJiangLu 17, Hefei, Anhui 230001, PR China
bDepartment of Basic Sciences, Southern Anhui Medical College, Wuhu, PR China
cCenter of Psychological Counseling, Anhui Medical University, Hefei, Anhui, PR China

Received 8 September 2000; received in revised form 13 June 2001; accepted 16 August 2001

http://www.sciencedirect.com/science/article/pii/S0165178101003614

 

 

 

These were the requirements for the first assignment, Annotated Bibliography:

PSY10003: Psychology 100

Assessment 1: Annotated bibliography

Word/Time limit: 800 (+/- 10%)
Weighting: 10% 

Assessment overview

This assessment task requires you to compile an annotated bibliography of four references that relate to the central topic provided in this assessment document. The purpose of the task is to assist you with developing fundamental skills in APA-style referencing. The resources and feedback from this assessment directly relate to Assessment 2: Essay.

Assessment details

Read page 574 of the Bernstein et al. (2013) textbook (eText available in Blackboard) for an introduction to the topic and contextual information (Note: You might also search for the original Five Factor Model paper by McCrae and Costa (1997)). Do not include the textbook in your list of annotations. You may use this information in your essay for Assessment 2, in which case you should include the textbook in the reference list for that assessment.

You will be provided with two Starting References (see the topic box) that you will need to locate through the library’s online database of journal articles. These starting references make up 50% of the annotated bibliography; you are required to then source two articles through independent research to complete your submission.

You will use your annotations to write an essay on the topic in Assessment 2.

You are expected to conform to the style and conventions presented in the Findlay (2015) textbook (eText available in Blackboard) and your essay will be marked accordingly. For this assessment, the following pages in Findlay are prescribed: pages 86-93.

Additional information about this assessment may be provided in announcements during the trimester. Please read all announcements.

 

Assessment topic

With particular reference to the ‘Five Factor Model of personality’ discuss how personality relates to proactive coping amongst university students and critically evaluate the research evidence linking these two constructs.

Background information for your research

Coping involves the use of personal attributes, skills, and social supports to manage stressful and challenging life circumstances. Proactive coping is a specific type of coping that employs future‐oriented strategies to prevent the negative outcomes associated with potential stressors and to see them as opportunities for personal growth. An individual’s unique set of personality attributes is one factor that is likely to be associated with their tendency to use proactive coping strategies.

Starting references

You must locate and read the following journal articles:

Title: Proactive coping and its relation to the Five‐Factor Model of personality
Authors: Erin Hambrick& David McCord
Journal: Individual Differences Research
Details: Published 2010, Vol. 8, Issue No. 2, Pages 67‐77

Title: The role of the Five Factor Model of personality with proactive coping and preventative coping among college students
Authors: Casey Straud, Mary McNaughton‐Cassill& Robert Fuhrman
Journal: Personality and Individual Differences
Details: Published 2015, Vol. 83, Pages 60‐64

*Note that these references are NOT in APA style. One of your tasks in this assessment is to create correctly formatted references for the sources you use

Things to remember when completing your assessment:

Your annotated bibliography will consist of four references related to the assessment topic—this includes two starting references plus twoothers you find yourself through the library.

Follow the format used in the annotated bibliography example shown below in the Additional resources section of this document. You will lose marks if you do not use this format.

List your four references in alphabetical order by first author’s surname.

Each reference must be presented in APA 6th edition style and annotations must be written entirely in your own words. Do not use direct quotes or phrases from the source article in your annotation.

Do not cite any studies in an annotated bibliography. Write only about the article you are discussing in the annotation.

Each reference must be followed by a 150-200 word annotation (one paragraph) that briefly describes:

  • the aim of the research
  • the research design (e.g. experiment, review, meta-analysis)
  • key research findings/outcomes/recommendations
  • strengths or weaknesses of the research.

See the video in the Additional resources section, which containing instructions on how to write an annotated bibliography.

Marks are awarded for including four relevant and credible references, adherence to APA 6th referencing style, as well as the clarity, accuracy, and overall quality of the annotations.

 

 

THANK YOU

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