Research Article Critique Paper Due Date: October 28, 2021 Guidelines: Select an article of your choosing from a nationally recognized peer-reviewed journal Research must be qualitative or...

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Research Article Critique Paper



Due Date: October 28, 2021



Guidelines:



  1. Select an article of your choosing from a nationally recognized peer-reviewed journal

  2. Research must be qualitative or quantitative in nature (no mixed-method studies, a systematic review of the literature, etc.)

  3. You will write a two-page paper that outlines the following.

    1. A brief overview of the study

    2. Identify the research question

    3. Identify the research approach, design, and methodology

    4. Explain the data collection procedures and how the data were analyzed

    5. Identify the outcomes/findings

    6. Identify any potential issues with the research (research questions, methodological, procedural, analysis, interpretation, or multicultural)

    7. If you were conducting this research, what change(s) would you make?




Attached is the following article that needs to be critiqued for paper




SUMMER 2021 PSI CHI JOURNAL OF PSYCHOLOGICAL RESEARCH 150 COPYRIGHT 2021 BY PSI CHI, THE INTERNATIONAL HONOR SOCIETY IN PSYCHOLOGY (VOL. 26, NO. 2/ISSN 2325-7342) *Faculty mentor https://doi.org/10.24839/2325-7342.JN26.2.150 Despite recent concerns about the economic and social value of college, research has suggested that more than 90% of American parents hope their children will attend college (Fingerhut, 2017). This makes sense given that the benefits of earning a college degree include an increase in lifetime earnings (Abel & Deitz, 2019; Carnevale et al., 2011). In addition, most college graduates say that their education prepared them for their career and fostered both personal and intellectual development (Heimlich, 2011). From a societal perspective, college graduates contribute to their communities financially and tend to be more civically active than noncollege graduates (Campbell, 2006). According to a Lumina Foundation Survey, earning a bachelor’s degree increases an indi­ vidual’s annual income, lifetime earnings, access to health insurance and retirement benefits, job security, and health (Trostel, 2015). College graduates also benefit society, both in terms of their skilled contributions to their communities and the economic benefits of having a strong workforce. They are also more civically and socially engaged (Campbell, 2006; Edelson, 2020). Unfortunately, starting a degree and complet­ ing one are not the same thing. According to the National Center for Education Statistics (2018), only 60% of first­year students who started school in 2010 had obtained a degree by 2016. Research has indi­ cated that, at the individual level, failing to complete a college degree exacts a financial cost in terms of lost tuition and loans (U.S. Department of Education, 2019) and a psychological cost including distress (Hoeschler & Backes­Gellner, 2019). Universities also suffer since poor retention and graduation rates can have a negative impact on their status and recognition. Given these micro­ and macro­level costs, it is imperative to increase the understanding of the correlates of student achievement. ABSTRACT. Although more students are enrolling in college than ever before, far too many fail to complete their degrees. The financial, personal, and societal costs of leaving college can be high. The current study explored the relationship between 2 key psychosocial factors, social support and coping, and 2 measures of psychological well­being; specifically, life satisfaction, and perceptions of the campus environment, both of which have been related to grade point average (GPA) and student retention. Path analysis results indicated that social support (B = .31, p < .001) and life satisfaction (b = .36, p = .005) were positively related to perception of university environment, whereas the use of problematic coping strategies (b = −.42, p = .003) was negatively related to perception of university environment. in addition, higher class year (b = −.11, p = .004) and first­generation student status (b = −.25, p = .013) were negatively related to gpa. these findings suggest that university efforts to help students develop positive social support resources and effective coping strategies have the potential to increase both psychological well­being and academic success. keywords: social support, coping, life satisfaction, retention, academic success social support, coping, life satisfaction, and academic success among college students mary e. mcnaughton-cassill1*, stella lopez1, cory knight1, jessica perrotte1, nicholas mireles1, carolyn k. cassill2, stephanie silva1, and aaron cassill3 1department of psychology, university of texas at san antonio 2clinical psychology, university of texas southwestern medical center 3department of biology, university of texas at san antonio summer 2021 psi chi journal of psychological research 151copyright 2021 by psi chi, the international honor society in psychology (vol. 26, no. 2/issn 2325-7342) prior research on academic success grade point average (gpa) has traditionally been considered the predominant measure of academic success (mould & deloach, 2017), although it is a complex indicator. for example, prior education (reid & moore, 2008) is a predictor of academic performance, but the skills necessary to succeed in high school do not always prepare students to excel in college courses (ferenstein & hershbein, 2016). likewise, first­generation status (i.e., being the first member of the family to attend college) has been linked to a reduced gpa (ramos­sánchez & nichols, 2007), but not all studies have found such differences (aspelmeier et al., 2012). a number of psychosocial factors are also thought to contribute to academic performance and gpa. for example, coping strategies (skidmore et al., 2016), life satisfaction (lepp et al., 2014), stress (mahmoud et al., 2012), social support (dennis et al., 2005), and self­efficacy (aspelmeier et al., 2012) are all thought to contribute to academic performance. importance of environmental and person-level factors one psychosocial factor robustly related to psycho­ logical well­being is social support. social support, or the degree to which one feels connected and supported by others, has been linked to a positive university experience (lee et al., 2002). research has suggested that social connections play a key role in first­year student adjustment to college (rahat & ilhan, 2016) and may reduce the harmful effects of stress (whitney, 2010). similarly, a lack of peer support has been shown to be predictive of poor academic performance (dennis et al., 2005). it has also been reported that feeling you belong and have support on campus predicts retention in a diverse stu­ dent population (gloria & robinson kurpias, 1996). the degree to which an individual believes that their campus is a supportive place may also be a factor in academic success. gloria and robinson kurpius (1996) argued that a student’s perception of how well their university environment meets their personal needs is related to increased life satisfac­ tion and social support. importantly, believing that their university is a good fit is thought to increase academic persistence in students considering quit­ ting school (castillo et al., 2006; gloria & robinson kurpius, 1996, 2001). although prior research has examined the influence of the university environ­ ment on academic persistence, few studies have assessed both gpa and university environment as measures of academic success. further, there is evidence that numerous fac­ tors are linked to academic success at the personal level. life satisfaction, for example, may be crucial in influencing academic performance in college students. students who are less satisfied with their current life are less likely to feel supported by peers and more likely to engage in harmful coping strategies (whitney, 2010). however, research has also found that students with greater life satisfaction have higher gpas (lepp et al., 2014) and have better psychological outcomes (mahmoud et al., 2012) when compared to their peers. research has also demonstrated that coping, or the way a person deals with stressful events, is another component of academic success (struthers et al., 2000). traditionally, coping has been con­ ceptualized as cognitive, behavioral, and affective process (lazarus & folkman, 1984). relevant to college student achievement, a supportive university environment may reduce the influence of maladap­ tive coping strategies such as denial and substance abuse that have been shown to positively relate to poor academic performance (alarcon et al., 2013; byrd & mckinney, 2012; chow, 2005). further, maladaptive coping strategies have been linked to greater feelings of isolation and distress (dunkley et al., 2000), suggesting an indirect link. in contrast, when students perceive that they are supported and belong on their campus, they are more likely to see their university in a positive light. this perception of the university environment can help them to thrive psychologically and academically. present study overall, the literature on college student success indicates that a variety of environmental and person­level factors contribute to a student’s suc­ cess. the current study was designed to examine the relationships between first­generation status, social support, life satisfaction, coping, and student suc­ cess in a single model. we know that frst­generation students have lower college completion rates than other students, and all three of the other psycho­ social factors have been shown to make significant contributions to student well­being and academic success (gloria et al., 2015). this study included gpa as a measure of academic success. however, a growing body of research suggests that it doesn’t capture the entirety of a student’s academic accomplishments (mould & deloach, 2017). while some students leave college before graduation because of a low gpa, others in good standing still fail to finish their mcnaughton-cassill, lopez, knight, perrotte, mireles, cassill, silva, and cassill | psychosocial resources and academic success summer 2021 psi chi journal of psychological research 152 copyright 2021 by psi chi, the international honor society in psychology (vol. 26, no. 2/issn 2325-7342) psychosocial resources and academic success | mcnaughton-cassill, lopez, knight, perrotte, mireles, cassill, silva, and cassill degree. therefore, we also included a measure of student’s perception of their university envi­ ronment since it has been shown to be a strong predictor of academic persistence (suhlmann et al., 2018). the central aim of the study was to assess whether the combination of satisfaction with social support, the use of effective coping strategies, and expressed life satisfaction would be associated with academic success as assessed by gpa and positive perceptions of the university environment. method participants and procedures undergraduate participants were recruited from the university of texas at san antonio (utsa), a large public university in southwest texas. the present study was approved by utsa’s institutional review board. participants were eligible for inclusion if they were at least 18 years old and currently enrolled in an introduction to biology course. the study was described to potential participants as an investigation of factors related to student performance. on the date of administration, 230 students were provided with sealed envelopes containing paper surveys. after the completion of these surveys, all responses .001)="" and="" life="" satisfaction="" (b=".36," p=".005)" were="" positively="" related="" to="" perception="" of="" university="" environment,="" whereas="" the="" use="" of="" problematic="" coping="" strategies="" (b="−.42," p=".003)" was="" negatively="" related="" to="" perception="" of="" university="" environment.="" in="" addition,="" higher="" class="" year="" (b="−.11," p=".004)" and="" first­generation="" student="" status="" (b="−.25," p=".013)" were="" negatively="" related="" to="" gpa.="" these="" findings="" suggest="" that="" university="" efforts="" to="" help="" students="" develop="" positive="" social="" support="" resources="" and="" effective="" coping="" strategies="" have="" the="" potential="" to="" increase="" both="" psychological="" well­being="" and="" academic="" success.="" keywords:="" social="" support,="" coping,="" life="" satisfaction,="" retention,="" academic="" success="" social="" support,="" coping,="" life="" satisfaction,="" and="" academic="" success="" among="" college="" students="" mary="" e.="" mcnaughton-cassill1*,="" stella="" lopez1,="" cory="" knight1,="" jessica="" perrotte1,="" nicholas="" mireles1,="" carolyn="" k.="" cassill2,="" stephanie="" silva1,="" and="" aaron="" cassill3="" 1department="" of="" psychology,="" university="" of="" texas="" at="" san="" antonio="" 2clinical="" psychology,="" university="" of="" texas="" southwestern="" medical="" center="" 3department="" of="" biology,="" university="" of="" texas="" at="" san="" antonio="" summer="" 2021="" psi="" chi="" journal="" of="" psychological="" research="" 151copyright="" 2021="" by="" psi="" chi,="" the="" international="" honor="" society="" in="" psychology="" (vol.="" 26,="" no.="" 2/issn="" 2325-7342)="" prior="" research="" on="" academic="" success="" grade="" point="" average="" (gpa)="" has="" traditionally="" been="" considered="" the="" predominant="" measure="" of="" academic="" success="" (mould="" &="" deloach,="" 2017),="" although="" it="" is="" a="" complex="" indicator.="" for="" example,="" prior="" education="" (reid="" &="" moore,="" 2008)="" is="" a="" predictor="" of="" academic="" performance,="" but="" the="" skills="" necessary="" to="" succeed="" in="" high="" school="" do="" not="" always="" prepare="" students="" to="" excel="" in="" college="" courses="" (ferenstein="" &="" hershbein,="" 2016).="" likewise,="" first­generation="" status="" (i.e.,="" being="" the="" first="" member="" of="" the="" family="" to="" attend="" college)="" has="" been="" linked="" to="" a="" reduced="" gpa="" (ramos­sánchez="" &="" nichols,="" 2007),="" but="" not="" all="" studies="" have="" found="" such="" differences="" (aspelmeier="" et="" al.,="" 2012).="" a="" number="" of="" psychosocial="" factors="" are="" also="" thought="" to="" contribute="" to="" academic="" performance="" and="" gpa.="" for="" example,="" coping="" strategies="" (skidmore="" et="" al.,="" 2016),="" life="" satisfaction="" (lepp="" et="" al.,="" 2014),="" stress="" (mahmoud="" et="" al.,="" 2012),="" social="" support="" (dennis="" et="" al.,="" 2005),="" and="" self­efficacy="" (aspelmeier="" et="" al.,="" 2012)="" are="" all="" thought="" to="" contribute="" to="" academic="" performance.="" importance="" of="" environmental="" and="" person-level="" factors="" one="" psychosocial="" factor="" robustly="" related="" to="" psycho­="" logical="" well­being="" is="" social="" support.="" social="" support,="" or="" the="" degree="" to="" which="" one="" feels="" connected="" and="" supported="" by="" others,="" has="" been="" linked="" to="" a="" positive="" university="" experience="" (lee="" et="" al.,="" 2002).="" research="" has="" suggested="" that="" social="" connections="" play="" a="" key="" role="" in="" first­year="" student="" adjustment="" to="" college="" (rahat="" &="" ilhan,="" 2016)="" and="" may="" reduce="" the="" harmful="" effects="" of="" stress="" (whitney,="" 2010).="" similarly,="" a="" lack="" of="" peer="" support="" has="" been="" shown="" to="" be="" predictive="" of="" poor="" academic="" performance="" (dennis="" et="" al.,="" 2005).="" it="" has="" also="" been="" reported="" that="" feeling="" you="" belong="" and="" have="" support="" on="" campus="" predicts="" retention="" in="" a="" diverse="" stu­="" dent="" population="" (gloria="" &="" robinson="" kurpias,="" 1996).="" the="" degree="" to="" which="" an="" individual="" believes="" that="" their="" campus="" is="" a="" supportive="" place="" may="" also="" be="" a="" factor="" in="" academic="" success.="" gloria="" and="" robinson="" kurpius="" (1996)="" argued="" that="" a="" student’s="" perception="" of="" how="" well="" their="" university="" environment="" meets="" their="" personal="" needs="" is="" related="" to="" increased="" life="" satisfac­="" tion="" and="" social="" support.="" importantly,="" believing="" that="" their="" university="" is="" a="" good="" fit="" is="" thought="" to="" increase="" academic="" persistence="" in="" students="" considering="" quit­="" ting="" school="" (castillo="" et="" al.,="" 2006;="" gloria="" &="" robinson="" kurpius,="" 1996,="" 2001).="" although="" prior="" research="" has="" examined="" the="" influence="" of="" the="" university="" environ­="" ment="" on="" academic="" persistence,="" few="" studies="" have="" assessed="" both="" gpa="" and="" university="" environment="" as="" measures="" of="" academic="" success.="" further,="" there="" is="" evidence="" that="" numerous="" fac­="" tors="" are="" linked="" to="" academic="" success="" at="" the="" personal="" level.="" life="" satisfaction,="" for="" example,="" may="" be="" crucial="" in="" influencing="" academic="" performance="" in="" college="" students.="" students="" who="" are="" less="" satisfied="" with="" their="" current="" life="" are="" less="" likely="" to="" feel="" supported="" by="" peers="" and="" more="" likely="" to="" engage="" in="" harmful="" coping="" strategies="" (whitney,="" 2010).="" however,="" research="" has="" also="" found="" that="" students="" with="" greater="" life="" satisfaction="" have="" higher="" gpas="" (lepp="" et="" al.,="" 2014)="" and="" have="" better="" psychological="" outcomes="" (mahmoud="" et="" al.,="" 2012)="" when="" compared="" to="" their="" peers.="" research="" has="" also="" demonstrated="" that="" coping,="" or="" the="" way="" a="" person="" deals="" with="" stressful="" events,="" is="" another="" component="" of="" academic="" success="" (struthers="" et="" al.,="" 2000).="" traditionally,="" coping="" has="" been="" con­="" ceptualized="" as="" cognitive,="" behavioral,="" and="" affective="" process="" (lazarus="" &="" folkman,="" 1984).="" relevant="" to="" college="" student="" achievement,="" a="" supportive="" university="" environment="" may="" reduce="" the="" influence="" of="" maladap­="" tive="" coping="" strategies="" such="" as="" denial="" and="" substance="" abuse="" that="" have="" been="" shown="" to="" positively="" relate="" to="" poor="" academic="" performance="" (alarcon="" et="" al.,="" 2013;="" byrd="" &="" mckinney,="" 2012;="" chow,="" 2005).="" further,="" maladaptive="" coping="" strategies="" have="" been="" linked="" to="" greater="" feelings="" of="" isolation="" and="" distress="" (dunkley="" et="" al.,="" 2000),="" suggesting="" an="" indirect="" link.="" in="" contrast,="" when="" students="" perceive="" that="" they="" are="" supported="" and="" belong="" on="" their="" campus,="" they="" are="" more="" likely="" to="" see="" their="" university="" in="" a="" positive="" light.="" this="" perception="" of="" the="" university="" environment="" can="" help="" them="" to="" thrive="" psychologically="" and="" academically.="" present="" study="" overall,="" the="" literature="" on="" college="" student="" success="" indicates="" that="" a="" variety="" of="" environmental="" and="" person­level="" factors="" contribute="" to="" a="" student’s="" suc­="" cess.="" the="" current="" study="" was="" designed="" to="" examine="" the="" relationships="" between="" first­generation="" status,="" social="" support,="" life="" satisfaction,="" coping,="" and="" student="" suc­="" cess="" in="" a="" single="" model.="" we="" know="" that="" frst­generation="" students="" have="" lower="" college="" completion="" rates="" than="" other="" students,="" and="" all="" three="" of="" the="" other="" psycho­="" social="" factors="" have="" been="" shown="" to="" make="" significant="" contributions="" to="" student="" well­being="" and="" academic="" success="" (gloria="" et="" al.,="" 2015).="" this="" study="" included="" gpa="" as="" a="" measure="" of="" academic="" success.="" however,="" a="" growing="" body="" of="" research="" suggests="" that="" it="" doesn’t="" capture="" the="" entirety="" of="" a="" student’s="" academic="" accomplishments="" (mould="" &="" deloach,="" 2017).="" while="" some="" students="" leave="" college="" before="" graduation="" because="" of="" a="" low="" gpa,="" others="" in="" good="" standing="" still="" fail="" to="" finish="" their="" mcnaughton-cassill,="" lopez,="" knight,="" perrotte,="" mireles,="" cassill,="" silva,="" and="" cassill="" |="" psychosocial="" resources="" and="" academic="" success="" summer="" 2021="" psi="" chi="" journal="" of="" psychological="" research="" 152="" copyright="" 2021="" by="" psi="" chi,="" the="" international="" honor="" society="" in="" psychology="" (vol.="" 26,="" no.="" 2/issn="" 2325-7342)="" psychosocial="" resources="" and="" academic="" success="" |="" mcnaughton-cassill,="" lopez,="" knight,="" perrotte,="" mireles,="" cassill,="" silva,="" and="" cassill="" degree.="" therefore,="" we="" also="" included="" a="" measure="" of="" student’s="" perception="" of="" their="" university="" envi­="" ronment="" since="" it="" has="" been="" shown="" to="" be="" a="" strong="" predictor="" of="" academic="" persistence="" (suhlmann="" et="" al.,="" 2018).="" the="" central="" aim="" of="" the="" study="" was="" to="" assess="" whether="" the="" combination="" of="" satisfaction="" with="" social="" support,="" the="" use="" of="" effective="" coping="" strategies,="" and="" expressed="" life="" satisfaction="" would="" be="" associated="" with="" academic="" success="" as="" assessed="" by="" gpa="" and="" positive="" perceptions="" of="" the="" university="" environment.="" method="" participants="" and="" procedures="" undergraduate="" participants="" were="" recruited="" from="" the="" university="" of="" texas="" at="" san="" antonio="" (utsa),="" a="" large="" public="" university="" in="" southwest="" texas.="" the="" present="" study="" was="" approved="" by="" utsa’s="" institutional="" review="" board.="" participants="" were="" eligible="" for="" inclusion="" if="" they="" were="" at="" least="" 18="" years="" old="" and="" currently="" enrolled="" in="" an="" introduction="" to="" biology="" course.="" the="" study="" was="" described="" to="" potential="" participants="" as="" an="" investigation="" of="" factors="" related="" to="" student="" performance.="" on="" the="" date="" of="" administration,="" 230="" students="" were="" provided="" with="" sealed="" envelopes="" containing="" paper="" surveys.="" after="" the="" completion="" of="" these="" surveys,="" all="">
Answered 2 days AfterOct 26, 2021

Answer To: Research Article Critique Paper Due Date: October 28, 2021 Guidelines: Select an article of your...

Shubham answered on Oct 29 2021
121 Votes
Running Head: RESEARCH ARTICLE CRITIQUE PAPER                1
RESEARCH ARTICLE CRITIQUE PAPER                            5
RESEARCH ARTICLE CRITIQUE PAPER
T
able of Contents
1. Overview of the Study    3
2. Research Question    3
3. Research Approach, Design and Methodology    3
4. Data Collection Procedures and Analysis    3
5. Findings    4
6. Potential Issues with the Research    4
7. Changes Proposed    4
Reference    5
1. Overview of the Study
The research article by McNaughton et al. (2021) discusses about the impact of psychological factors – social support and coping and psychological measures – life satisfaction and perceptions of university environment on continued education of students while completing their degree courses. It is done in order to analyze the factors, which led to discontinuation of courses, by students. This affects their families and universities creating financial losses and wastage of resources.
2. Research Question
· How psychological factors and measures are interrelated?
· How they together influence the academic success in university environment?
3. Research Approach, Design and Methodology
The research study was conducted on first generation to examine the relation between first generation status, social support, life satisfaction, coping, and student...
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