Fluent Essays

Whether in a scholarly or practitioner setting, good research and data analysis should have the benefit of peer feedback. For this Discussion, you will perform an article critique on t tests. Be sure and remember that the goal is to obtain constructive feedback to improve the research and its interpretation, so please view this as an opportunity to learn from one another. To prepare for this Discussion: Review the Learning Resources and the media programs related to t tests. Search for and select a quantitative article specific to your discipline and related to t tests. Help with this task may be found in the Course guide and assignment help linked in this week’s Learning Resources. Also, you can use as a guide the Research Design Alignment Table located in this week’s Learning Resources   Write a 3- to 5-paragraph critique of the article. In your critique, include responses to the following: Which is the research design used by the authors? Why did the authors use this t test? Do you think it’s the most appropriate choice? Why or why not? Did the authors display the data? Do the results stand alone? Why or why not? Did the authors report effect size? If yes, is this meaningful?   Be sure to support your Main Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.   Required Readings Frankfort-Nachmias, C., Leon-Guerrero, A., & Davis, G. (2020). Social statistics for a diverse society (9th ed.). Thousand Oaks, CA: Sage Publications. Chapter 8, “Testing Hypothesis” (pp. 243-279) Wagner, III, W. E. (2020). Using IBM® SPSS® statistics for research methods and social science statistics (7th ed.). Thousand Oaks, CA: Sage Publications. Chapter 6, “Testing Hypotheses Using Means and Cross-Tabulation” (previously read in Week 5) Chapter 11, “Editing Output” (previously read in Week 2, 3, and 4) https://academicguides.waldenu.edu/rsch8210r Article is attached https://academicguides.waldenu.edu/rsch8210rRubric Detail – Blackboard Learn file:///C/Users/bryants/Pictures/Camera Roll/Rubric Detail – Blackboard Learn.html[3/29/2021 10:17:23 AM] Rubric Detail Select Grid View or List View to change the rubrics layout. Excellent Good Fair Poor Discussion Posting Content 7.2 (36\%) - 8 (40\%) Discussion posting demonstrates an excellent understanding of all of the concepts and key points presented in the text(s) and Learning Resources. Posting provides significant detail (including multiple relevant examples), evidence from the readings and other scholarly sources, and discerning ideas. 6.4 (32\%) - 7.1 (35.5\%) Discussion posting demonstrates a good understanding of most of the concepts and key points presented in the text(s) and Learning Resources. Posting provides moderate detail (including at least one pertinent example), evidence from the readings and other scholarly sources, and discerning ideas. 5.6 (28\%) - 6.3 (31.5\%) Discussion posting demonstrates a fair understanding of the concepts and key points as presented in the text(s) and Learning Resources. Posting may be lacking or incorrect in some area, or in detail and specificity, and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings. 0 (0\%) - 5.5 (27.5\%) Discussion posting demonstrates poor or no understanding of the concepts and key points of the text(s) and Learning Resources. Posting is incorrect and/or shallow, and/or does not include any pertinent examples or provide sufficient evidence from the readings. Peer Feedback and Interaction 7.2 (36\%) - 8 (40\%) Response posting is excellent and fully contributes to the quality of interaction by offering substantive 6.4 (32\%) - 7.1 (35.5\%) Response posting is good and partially contributes to the quality of interaction by 5.6 (28\%) - 6.3 (31.5\%) Response posting is fair and partially contributes to the quality of interaction but offers insufficient 0 (0\%) - 5.5 (27.5\%) Student does not interact with peers (0 points) or the response posting does not contribute to the Name: RSCH_8210_Week6_Discussion_Rubric Grid View List View https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16810844_1&rubric_id=_2228875_1# https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16810844_1&rubric_id=_2228875_1# https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16810844_1&rubric_id=_2228875_1# Rubric Detail – Blackboard Learn file:///C/Users/bryants/Pictures/Camera Roll/Rubric Detail – Blackboard Learn.html[3/29/2021 10:17:23 AM] constructive critiques, suggestions, in- depth questions, additional resources, and stimulating thoughts and/or probes that draw from the readings and other scholarly sources. offering adequate constructive critiques, suggestions, in- depth questions, additional resources, and stimulating thoughts and/or probes that draw from the readings and other scholarlStudent Name:       Date:       Research Design Alignment Table | Using an alignment table can assist with ensuring the alignment of your research design. Research Problem, Purpose, and Framework Provide one sentence for each. These must align with all rows. Research Question(s), Method, & Design List one or more RQs, as needed; select method; identify design. Use a separate form for additional RQs. Data Collection Tools & Data Sources List the instrument(s) and people, artifacts, or records that will provide the data for each RQ. Data Points List the variables, specific interview questions, scales, etc. that will be used for each RQ. Data Analysis Briefly describe the statistical or qualitative analysis that will address each RQ. Problem:       Purpose:       Framework:       RQ1:       Design:                         RQ2:       Design:                         RQ3:       Design:                         Note. The information in the first column must align with all rows, and each individual RQ row must show alignment across the columns for that row. Once your Research Design Alignment Table is completed, reflect on your design alignment. Ask yourself: 1. Is there a logical progression from the research problem to the purpose of the study? 2. Does the identified framework ground the investigation into the stated problem? 3. Do the problem, purpose, and framework in the left-hand column align with the RQ(s) (all rows)? 4. Does each RQ address the problem and align with the purpose of the study? 5. Does the information across each individual row match/align with the RQ listed for that row? · By row, will the variables listed address the RQ? · By row, will the analysis address the RQ? · By row, can the analysis be completed with the data points that will be collected?The effect of positive psychology interventions on hope and well- being of adolescents living in a child and youth care centre Krysia Teodorczuka, Tharina Guse b and Graham A du Plessisa aDepartment of Psychology, University of Johannesburg, Johannesburg, South Africa; bDepartment of Psychology, University of Pretoria, Pretoria, South Africa ABSTRACT This study evaluated the effect of positive psychology interventions (PPIs) on hope and well-being among adolescents living in a child and youth care centre (CYCC) in South Africa. Adolescents (n = 29) were allocated to either the experimental or control group through matched sampling. The experimental group engaged in one-hour intervention sessions weekly for six weeks. Measures of well-being and hope were recorded at three time intervals. Independent- and paired-sample t-tests were conducted to establish group differences. There were no statistically significant differences in well-being and hope between the two groups after the interventions. We discuss moderating factors and offer a qualitative reflection to better understand these outcomes. With this understanding, preliminary guidelines are proposed for implementing PPIs in CYCCs. ARTICLE HISTORY Received 18 June 2018 Accepted 9 July 2018 KEYWORDS Vulnerable adolescents; child and youth care centres; residential care; positive psychology interventions; well-being; hope Adolescence is a transitional period of life involving rapid physical, biological, cognitive and psy- chosocial development (Berger, 2011; Santrock, 2010). These substantial changes contribute towards a notoriously tumultuous and challenging decade of life (Santrock, 2010). Adolescents living in Child and Youth Care Centres (CYCCs) experience stressors beyond those of their family-nurtured peers. Because of a history of complex and frequently maladaptive home, school and social environments, these youths are vulnerable to increased developmental challenges and psychological malady. Research has repeatedly revealed significantly higher levels of psychopathology (Kjelsberg & Nygren, 2004; Richardson & Lelliott, 2003) and lower levels of well-being (Leslie, Gordon, Ganger, & Gist, 2002; Zimmer & Panko, 2006) among residents of youth care facilities when compared to their family-nurtured peers. Moreover, these vulnerable youths are also prone to low levels of self- worth, self-esteem and hope towards positive outcomes for their future (Aguilar-Vafaie, Roshani, Has- sanabadi, Masoudian, & Afruz, 2011; Milkman & Wanberg, 2012). In combination, increased psycho- pathology, reduced well-being and low levels of hope reduce vulnerable youths’ prognosis for optimal functioning. Traditionally, research on mental health of youths in general and more specifically vulnerable youths focussed almost exclusively on psychological disorder (Evans et al., 2005). However, interven- tions associated with this framework gave no attention to individuals’ positive attributes or strengths (Seligman,Dr. Bill’s Notes: 6D 6110 Week 6 Discussion How To Complete the Discussion Requirement Define and discuss internal and external validity. Identify threats to internal and external validity in quantitative research. Explain a strategy to mitigate these threats. Identify an ethical issue in quantitative research and explain how it influences design decisions. Explain how a quantitative research topic is amenable to scientific study. Support your Main Issue Post and Response Post with references to Learning Resources and other scholarly sources from peer reviewed journals