University : Deakin University UniLearnO is not sponsored or endorsed by this college or university.
Subject Code : HPS307
Country : Australia
Assignment Task:

HPS307/791 has four main aims: 
1. Understand the major theoretical approaches used to explain consistent patterns in thoughts, feelings, and behavior. This is important as these theories underlie the major approaches used to treat clients in clinical and health-related contexts and are also relevant to understanding behavior in other settings such as organizations. 
2. Be able to apply these theories to solve real problems. 
It is important that you have some understanding of how to apply theoretical frameworks in a way that allows you to gain insights into behaviors you may want to alter. 
3. Develop your analytic and communication skills. 
Research has shown that both employers and recent graduates rate graduate skills (especially communication skills) as one of the most important factors affecting employability. Also, many of you want to move into the fourth year and then postgraduate programs. Analytic and communication skills (especially written) are very important to success in these courses which have a substantial thesis component. 
4. Understand how personality inventories are used to assess personality. 
Like almost all constructs that we study in psychology, personality is not a physical ‘thing’ that is able to be objectively measured. Hence, in order to try to measure something we can’t see, we make scales that are tested on big populations and hopefully feel reasonably confident that they are measuring what we think they are measuring. Understanding the psychometric properties of different scales, as well as their strengths and weaknesses, is an important part of being able to decide what scale, if any, you use in clinical practice or research design. 
The assignment tasks are designed to not only improve your application, analytic, and writing skills in the context of personality theory but also your interest in the subject matter. We hope that this will help you perform well on the assessment tasks, but, more importantly, that it will teach you important skills that will help you as a graduate regardless of whether you enter the workforce or continue to do further study. 

Overview of Assessment Tasks - (HPS307)
The assessment tasks for HPS307consist of: 
• Assessment 1: Lab report (40% of overall grade) 
• Assessment 2: Personality Profile report (20% of overall grade) 
• Assessment 3: Examination (40% of overall grade) 
Two major features of this unit are that we (a) base your AT1 lab report on real data that we will collect at the start of the trimester, and (b) we return your own personality profile data to you for use in AT2. We hope that this will help you feel connected to the assessments and be inspired to delve deeper into understanding your own personality as well as the processes involved in understanding personality more generally. 
We will help you develop the skills required for your assessment tasks in the seminar stream, and I encourage you to take advantage of the seminars to your fullest ability. 
Data for AT1 & AT2 
We need to collect some data for your lab report and your personality profile report, so we would like you to consider completing a survey about personality and some outcome measures. This aspect of the unit is entirely voluntary. If you do not wish to complete the survey, the data you use for AT2 will be that of a made-up person (though perhaps not as interesting for you as your own data maybe). There will be a Plain Language Statement at the start of the survey, which explains that you are able to contribute your data to ongoing research in this area if you would like to. You have no obligation to consent to contribute your data whatsoever. If you decline to have your data pooled for research purposes, it will be deleted at the end of T3 (i.e. when your assessment tasks are completed and marked). If you consent to contribute your data, it will be anonymized before being added to a larger data set. The data may be used in journal publications. There is no compulsion to allow your de-identified data to be used in this way, and the unit team, including the Unit Chair, will not know if you have elected to contribute your data or not. It’s wholly your decision. 
In addition to collecting your own data, this year we are trying a new way of helping to add to your understanding of the strengths and weaknesses of personality testing. At the end of your survey, you will have an opportunity to invite three people who know you really well to complete the same personality and smartphone usage survey about you. That means we can give you your personality data as you see yourself, and an averaged profile of how other people see you (i.e. averaged across the three people who have completed the personality inventory for you). Will they be the same or different? Please note that in order to protect relationships, we will only give you your other-rater data back if you have three surveys completed. This is to ensure there are no issues between you and your important other people (i.e. you won’t be able to identify anyone person’s responses). Before you enter the other-raters email addresses in the survey, please contact each person you would like to nominate and ask them if they mind completing the survey. You can reassure them that they should answer the questions honestly and that you won’t ever know what their actual responses were (because they will be averaged with two other people’s responses). This aspect of the assessment is a big undertaking, and we hope that it runs smoothly as well as provides you with some really interesting data to sink your teeth into. It’s entirely new to HPS307/791, so if you or your other-raters have any questions or feedback, please feel free to email the HPS307 or HPS791 inboxes. 
1. Lab Report - (HPS307)
In this lab report, your task is to write up a study that has investigated the extent to which an individual’s problematic smartphone use is related to both personality and emotional intelligence. To orient you to this task, an overview of the rationale underlying the study is provided below. 
Note: The survey will have items that measure personality, communication style, and emotional intelligence. Emotional intelligence is the topic for T3, but as the T3 cohort is typically quite small, we asked T2 students to complete the additional items to provide a robust sample size for the T3 cohort. 
1.1 The research topic 
In recent years, the use of smart technologies in research and therapy has been increasing dramatically. Smartphones and other portable internet-enabled devices are routinely used for real-time data collection and dissemination of online therapeutic programs. Smart devices are proving to be very successful in supporting people with mental health concerns, with apps and programs that are designed to encourage mindfulness, supportive professional, and peer networks, as well as ‘bite-size’ therapeutic videos. In this sense, smart technologies can have a positive impact on wellbeing. 
Over the past decade, however, a completely novel individual and the social issue have been emerging—problematic smartphone use (also occasionally referred to as smartphone addiction, internet addiction, or screen addiction). Social media and easy access to the online world has become a ubiquitous and normal part of life. However, our consumption of internet-based media is far from what might be considered normal. In Australia, data* from 2015 indicated that: 
• Approximately 88% of Australians own a smartphone* 
• Of Australian adolescents, approximately 94% own a smartphone 
• Australian households currently have an average of 9 internet-connected devices ? 
• 35% of Australians check their phone within five minutes of waking up in the mornings 
• 70% of Australians use phones during mealtimes with family and friends 
• On average, Australians check their phones 35 times per day 
Data retrieved from *Deloitte, 2016; royal Children’s Hospital Melbourne, Australian Government, Department of Communications and the Arts. 
We are a nation of screen users; however, excessive screen use can become problematic for some people. Addiction-like behaviors can emerge, such as cravings, tolerance, and withdrawal. Addiction to screens has been associated with decreases in productivity, social functioning, positive affect, and wellbeing. In the case of adolescents, the potential developmental impacts of screen addiction (e.g. neurological development, social skills development, intimate relationship formation, etc.) will not be known for many years to come. We are in the midst of a completely new social paradigm. 
So, here’s the problem. How do we begin to understand a relatively new phenomenon in psychology? What are the possible mechanisms that might explain a growing trend in the problematic use of smartphones? One way we can approach the problem is to look at broad personality factors (e.g. neuroticism) and/or specific traits (e.g. emotional intelligence) to see if there is a relationship between personality and behaviours that are associated with problematic smartphone use. We can also look to research in related areas, such as behavioral addiction research. 
In order to look more closely at this issue, we will investigate whether trait emotional intelligence is related to problematic smartphone use. HPS307 students will develop their hypothesis/es using domain-level trait emotional intelligence as a minimum. HPS791 students will develop their hypotheses using both domain-level trait emotional intelligence and at least one four facets of trait emotional intelligence (wellbeing, sociability, emotionality, self-control). HPS307 students are welcome to also use trait emotional intelligence facets but are not required to. 
Your task is to think about why emotional intelligence may be important to consider in trying to understand the mechanisms of problematic smartphone use style and why. 
The papers we have supplied you to reflect this issue. You must include these papers in your lab report, as well as any other articles you deem appropriate. In addition to these publications, you will need to do some research. Though, we have still provided you with some additional articles that you may find useful (see AT1 Readings folder in Cloud Deakin). 

HPS307 and HPS791 AT readings: 
Van Deursen, Bolle, Hegner, & Kommers, (2015). Modeling habitual and addictive smartphone behavior: The role of smartphone usage types, emotional intelligence, social stress, self-regulation, age, and gender. Computers in Human Behavior, 45, 411-420. 
Horwood, S., & Anglim, J. (2018). Personality and problematic smartphone use: A facet-level analysis using the Five-Factor Model and HEXACO frameworks. Computers in Human Behavior, 85, 349-359. 
These papers are available for you to download in the AT1 folder in Cloud Deakin. We will begin working on the Lab Report in our Week 2 seminar, but you are encouraged to start thinking and reading as early as possible. 
1.2 Survey Information—AT1 and AT2 
We will use the following questionnaires in our survey, they feed into both AT1 and AT2. You are welcome to look up the associated papers, but the below information will be enough for you to write up your materials section for AT1. Full references are at the end of this document. These scale descriptors can be used verbatim in AT1 (where appropriate and formatted in APA6 style). 
i. International Personality Items Pool (IPIP) NEO (Goldberg et al., 2006; AT2) 
The IPIP NEO is a 50-item self-report inventory that provides a reasonably faithful measure of the Big 5 factors—Neuroticism, Extraversion, Conscientiousness, Agreeableness, and Openness to experience. The IPIP subscales correlate well with the NEO-PI-R factors and facet subscales (more info on this in the seminar). Items are answered on a 5-point Likert scale, ranging from 1= ‘Very inaccurate’ to 5 = ‘Very accurate’. 
Why don’t we just use the NEO-PI-R to measure the Big 5 you ask? The NEO-PI-R and other broad-bandwidth inventories are proprietary instruments, whose items are copyrighted by the test authors. For us to use the NEO-PI-R (or any version of Costa & McCrae’s inventory), we would need to pay-per-use. Unfortunately, that makes research on a large scale expensive. 
ii. Trait Emotional Intelligence Questionnaire—Short Form (Petrides, 2009; AT1) 
The Trait Emotional Intelligence Questionnaire is a 30 item scale that measures trait emotional intelligence. The items can be used to calculate a general trait emotional intelligence score, or four facet-level scores: wellbeing, self-control, emotionality, and sociability. 
All items were answered on a Likert-type scale with answering categories ranging from 1 (completely disagree) to 7 (completely agree).  
iii. Adolescent Pre-occupation with Screens Scale, modified (Hunter et al., 2017; AT1) 
This 21-item self-report scale assesses potential preoccupation with screen use across a broad range of screens and screen-based activities in non-clinical settings. The items are scored on a 5-point Likert scale, ranging from 1= ‘Never’ to 5 = ‘Always’. The scale has been modified for adult use by changing the word ‘parents’ to ‘family and friends’. The word ‘screens’ has been replaced with more specific criteria, ‘smartphone’. 
iv. HEXACO Personality Inventory (Lee & Ashton, 2004; AT2) 
This 100-items inventory measures the six factors of Honesty-humility, Emotionality, Extraversion, Agreeableness, Conscientiousness, and Openness. It also measures the facets that underpin each factor. Items are answered on a 5- point Likert scale, ranging from 1= ‘Strongly Disagree’ to 5 = ‘Strongly Agree’. 

 

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  • Posted on : February 12th, 2019
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