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RESEARCH DESIGN
Studies have found that seeking social connection online can result in users’ loss of social skills, damage to existing relationships, depression, anxiety, loneliness, and inability to interact meaningfully in face-to-face situations (Ahn & Shin, 2013; Cain, 2018; Chiou et al., 2015; Oberst et al., 2017). Some even argue that social media use is the newest form of addiction (Cha & Seo, 2018). However, not all researchers have reached the same conclusion.
That said, findings to date suggest excessive social media use looms as a potential real-world problem. Researchers want to know what motivates excessive social media use and, more importantly, what and how it may affect its consumers. Furthermore, researchers may want to know if excessive social media use is age- or gender-specific or if its use is preferred by certain personality types, educational achievement, race, or ethnicity. There are myriad ways to approach this topic, depending on what, specifically, the researcher wants to know.
For this Discussion, you will create a research question related to quantitative or qualitative research in social psychology as well as examine a research method appropriate for the question.
References:
Ahn, D., & Shin, D. H. (2013). Is the social use of media for seeking connectedness or for avoiding social isolation? Mechanisms underlying media use and subjective well-being. Computers in Human Behavior, 29(6), 2453–2462.
Cain, J. (2018). It’s time to confront student mental health issues associated with smartphones and social media. American Journal of Pharmaceutical Education, 82(7), 738–741. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=132137452&site=ehost-live&scope=site
Cha, S., & Seo, B. (2018). Smartphone use and smartphone addiction in middle school students in Korea: Prevalence, social networking service, and game use. Health Psychology Open, 5(1), 2055-1029.
Chiou, W.B., Lee, C.C., & Liao, D.C. (2015). Facebook effects on social distress: Priming with social networking thoughts can alter the perceived distress due to social exclusion. Computers in Human Behavior, 49, 230–236.
Oberst, U., Wegmann, E., Stodt, B., Brand, M., & Chamarro, A. (2017). Negative consequences from heavy social networking in adolescents: The mediating role of fear of missing out. Journal of Adolescence, 55, 51–60.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
TO PREPARE
Review the Learning Resources for this week and consider the types of research questions for quantitative and qualitative research in social psychology as well as research design approaches based on the type of research question.
From the perspective of a social psychologist, consider what information you want to know about users’ motives for and the effects of excessive social media use.
Consider what research question would provide information relevant to what you want to know.
Because your research question determines the appropriate research method, think about the method best suited to address the research question, either quantitative (e.g., observational,correlational, experimental) or qualitative (e.g., phenomenological, case study).
Consider appropriate empirical support for the research method that you chose.
Make sure that your research question and research method align—in other words, make sure that the research method will answer your research question.
Post a research question that reflects a social psychologist’s interest in the motives for and effects of excessive social media use. Indicate the research methodology that best aligns with your research question and provide empirical support for the research method you have chosen.
References to go by
Aronson, E., Wilson, T. D., Akert, R. M., & Sommers, S. R. (Eds.). (2019). Social psychology (10th ed.). Boston, MA: Pearson.
Chapter 2, “Methodology: How Social Psychologists Do Research”
Note: Viewing media and interactives embedded in the electronic version of this course text is not required for this course.
Carsten, M. K., Uhl-Bien, M., West, B. J., Patera, J. L., & McGregor, R. (2010). Exploring social constructions of followership: A qualitative study. The Leadership QuarterlyLinks to an external site., 21(3), 543–562. doi:10.1016/j.leaqua.2010.03.015
Walden University. (2019). Research resources: Research design & analysis.Links to an external site.
Retrieved from Walden University. (2019). Research resources: Research design & analysis. Retrieved from https://academicguides.waldenu.edu/researchcenter/resources/design
Note: On this page, focus on:
Case Study Research: “Case Study Research Tutorial”
Qualitative Design & Analysis: “Phenomenological Research” and “Phenomenology Research Examples”
apply additional peer-reviewed literature per the syllabus and announcement.
The exchange of ideas among colleagues engaged in scholarly inquiry is a key aspect of graduate-level learning and is a requisite activity in this course.
Requirements: When assigned, you are expected to participate at least 2 separate days a week in the weekly Discussion area. Discussion topics/questions are provided in the Discussion area under each weekly button. In addition, you are expected to respond to your fellow students’ postings. To count as participation, responses need to be thoughtful; that is, they must refer to the week’s readings, relevant issues in the news, information obtained from other sources, and/or ideas expressed in other class members’ postings. Where appropriate, you should use scholarly references to support your position. The Discussion questions require a response to at least one or two other colleagues’ postings; this response should be no more than two paragraphs long.
If there is one Discussion question for the week, postings are due by Day 4, and responses are due by Day 6. If there are two Discussion questions for the week, postings to Discussion 1 are due by Day 3, and responses are due by Day 5; postings to Discussion 2 are due by Day 4, and responses are due by Day 6. It is important to adhere to the weekly time frame to allow others ample time to respond to your posting. ( Note: There will be circumstances where the Discussion postings will be due on a completely different day. Please adhere to the instructions set forth in the course.)
Discussions will be graded according to the Discussion Rubric found in the Course Info area and in the above rubric section.
ASSIGNMENTS
Assignments include written assignments submitted to the Submission link and will be evaluated according to the Assignment Rubric as applicable, located in Course Info area and in the above rubric section.
You can find information on scholarly writing in the APA Publication Manual and at the Walden Writing CenterLinks to an external site. website. Also see “Policies on Academic Honesty,” in Walden University Policies and Information in the Guidelines and Policies area.
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