Chapter 18- An Amazing Change in Mindset : Student Psychosocial Development and Social Science Research Methods

Students enroll in social science research methods courses with varying backgrounds and experiences with quantitative methods (Clark & Foster, 2017; Murtonen et al., 2015; Papanastasiou & Zembylas, 2008). Although some students approach research methods with self-efficacy and positive perceptions (Papanastasiou & Zembylas, 2008; Sizemore & Lewandowski, 2009), other students enter the course with misconceptions about research, and potentially apprehension regarding statistics or other unknowns about engaging in research (Earley, 2014; Kawulich et al., 2009; Slocum-Schaffer & Bohrer, 2019; Wishkowski et al., 2022). At the end of a research methods course, some students show improvements in knowledge in research methods while others remain stagnant (Balloo et al., 2016; Murtonen, 2015). Some students leave a research methods course with improved attitudes towards research (Kawulich et al., 2009) and others do not experience an improvement in attitude (Ciarocco et al., 2013; Sizemore & Lewandowski, 2009). Student motivation in these courses also improves significantly when they feel a sense of belonging to the learning community (Garrison, 2016). There is certainly learner diversity with students in mid-level social science research methods courses (Nind & Lewthwaite, 2018)

Social Implications of Adolescent Text Messaging

The purpose of this study was to pursue an understanding of social impacts of text messaging on adolescents. Mixed methodologies were used to gain an understanding of the social impacts of text messaging for adolescents. A sample (N = 218) of high school students was used to examine texting behaviors and practices, face-to-face communication preferences, and adolescent opinions about the use of text messaging in common social situations. Texting behaviors and perceptions were related. Adolescents indicated they pretend to text in social situations for various reasons. For some, texting was an avoidance technique of self and others, others pretended to text to maintain a positive appearance in social situations, and for others pretending to text provided a sense of security. Hierarchical multiple regression was used to examine face-to-face communication in relation to texting behaviors and texting perceptions. Overall, texting behaviors and texting perceptions contributed to face-to-face communication. Finally, adolescents explained their perceptions of adult misconceptions of adolescent text messaging. They felt that adults have misconceptions about motivations and practices associated with text messaging, misconceptions concerning message content, and misconceptions about developmental impacts. There were also some participants who felt adults have accurate perceptions of adolescent texting

Perceived Differences in Knowledge About Interactive Technology Between Young Adults and Their Parents

This study was designed to investigate generational differences in knowledge about interactive technology (i.e., cell phones, social networking, email, video chat) between parents and their young adult children. Parents (n = 555) and young adults (n = 604) residing in the United States provided information about their knowledge in the use of interactive technology. Young adult children also reported their perceptions of their parents’ technological knowledge for the various technologies. Comparisons of young adult self-reported technological knowledge and their parents’ own reports of technological knowledge revealed that young adults were perceived to be much more knowledgeable than their parents (by both the young adults and their parents) regardless of the technology medium. The largest differences between parents and their young adult children were associated with newer interactive technologies, with the largest gap between parent and young adult knowledge in the area of social networking. Perceived differences between parents and their young adult children were smaller among the technologies that have been in use longer (such as such as e-mail), and larger among the newer modes of interactive technology (e.g., video chat)

Student Attitudes Toward Research in an Undergraduate Social Science Research Methods Course

This study used a mixed-methods longitudinal design to investigate change in students’ understanding, attitudes, anxiety, perceptions of relevance, and disinterest in a required social science undergraduate research methods course across a semester. Participants were 78 undergraduates (94% women, 6% men; 92% white non-Hispanic/Latinx, M age = 25.62, SD = 7.17) at a university in the United States. Results suggest that participant attitudes toward and perceptions of research methods shifted over the course of the semester. Overall, anxiety decreased, while positive attitudes increased. However, initial perceptions and changes in perceptions varied among the three course sections. Over time, students largely recognized the course’s relevance and conveyed positive attitudes toward research and their success in overcoming the challenge of completing the course. Implications for pedagogy include the need for continued assessment of learners, development of students’ self-concept as researchers, teaching of research as a process, and connection to application

Habits of Mind: Designing Courses for Student Success

Although content knowledge remains at the heart of college teaching and learning, forward-thinking instructors recognize that we must also provide 21st-century college students with transferable skills (sometimes called portable intellectual abilities) to prepare them for their futures (Vazquez, 2020; Ritchhart, 2015; Venezia & Jaeger, 2013; Hazard, 2012). To “grow their capacity as efficacious thinkers to navigate and thrive in the face of unprecedented change” (Costa et al., 2023), students must learn and improve important study skills and academic dispositions throughout their educational careers. If we do not focus on skills-building in college courses, students will not be prepared for the challenges that await them after they leave institutions of higher education. If students are not prepared for these postsecondary education challenges, then it is fair to say that college faculty have failed them

Effectiveness of Graduate Teaching Assistants

The purpose of this study was to identify in which areas of teaching assistant responsibilities graduate teaching assistants, professors, and students viewed TAs as knowledgeable, and in which areas of teaching assistant responsibilities graduate teaching assistants, professors, and students viewed TAs as utilized. Specifically, the purpose of the study was to determine whether teaching assistants were utilized or perceived as knowledgeable in curriculum development, course maintenance, teaching responsibilities, and mentoring. Teaching assistants, students, and instructors (n = 233) were administered a survey purposed to measure TAs\u27 effectiveness based on their utility and knowledge in four areas of TA responsibilities: curriculum development, course maintenance, teaching responsibilities, and mentoring. All three participant groups perceived that TAs were utilized in course maintenance and mentoring, and they perceived the TAs were knowledgeable in course maintenance, teaching responsibilities, and mentoring. Overall, instructors viewed TAs as more knowledgeable than did the TA participant group, and the TA participant group viewed themselves as more knowledgeable than did the student participant group

“I’m Always Available”: Early Adolescent and Parent Perspectives of Parenting through Interactive Technology

Background: Interactive technology (texting, social media, email) is an engrained element of communication in family systems. Methods: This qualitative study examined parenting practices in communication via interactive technology using a sample of 9 parents and 9 early adolescents between the ages of 12 to 15. Parents and adolescents completed phone interviews separately. Data were analyzed using thematic analysis and dyadic techniques. Results: Participants indicated they use interactive technology as channels of communication and for convenient connection. Parenting practices used through interactive technology that both parents and early adolescents identified included open communication and availability, guidance, expressions of parental warmth, and establishing trust. Conclusion: The results of this study provide support for a family systems thinking paradigm when examining interactive technology use in parent-teen relationships

The Association Between Time Spent Using Entertainment Media and Marital Quality in a Contemporary Dyadic National Sample

This study used the Actor Partner Interdependence Model and a national sample of married couples (N = 1368) to explore the relationship between entertainment media use and marital satisfaction, conflict, and perceived marital instability. Entertainment media-use included newer types of media (e.g., social networking websites) as well as traditional media (e.g., television). A number of negative relationships between media use and wives’ and husbands’ marital quality emerged. Husbands’ use of social networking websites, in particular, was associated with many of the marital quality variables. The effect sizes of media use were small, however. We also explored whether the relationship worked in reverse and whether media use differences between the spouses would relate to marital quality. When spouses reported different levels of using video games, they also reported lower levels of marital quality. The findings suggest that as media technology continues to change, it may relate to marital quality in new ways

Help the Procrastinators With User-Friendly Course Calendar, Regular Check-Ins, and Spread-Out Deadlines

Research shows the majority of college students engage in procrastination, potentially hurting their grades. With some simple revisions of course structure, professors can help students to reduce or stop procrastination. For instance, research shows evenly spaced deadlines not only improve the quality of student work but also improve assignment completion rates. We suggest that instead of giving students a big project with a single deadline, professors could break it into smaller tasks with evenly spaced-out deadlines. Not only do students receive more feedback after each task is completed, but they also present their progress at regular checkpoints throughout the semester

Perceptions of Texting: A Comparison of Female High School and College Students

To what extent do female high school and college students differ in perceptions of the appropriateness of texting behaviors? In our study of young women from the southwestern United States, high school students sent and received more messages. They also deemed it more appropriate to send text messages relevant to dating relationships, and more appropriate to communicate during school class and during religious services, as compared to the female college students. Implications and limitations of the study are discussed