Checklist – Paper II: Study One Methods, Results, and Discussion
We Write Essays for Students
Tell us about your assignment and we will find the best writer for your paper
Get Help Now!Use the check sheet below to make sure your paper is the best it can be! Make sure you answer
“Yes” to all questions before submitting your paper! The first two sections duplicate the Paper I
checklist, but those elements in purple are unique to you Methods / Results / Discussion Paper II
General Paper Format (This section is identical to the Paper I Checklist)
Yes No
1. Is everything in your paper (including headers, the main body of your mini- literature review, and your references) in 12 point Times New Roman font?
2. Is everything in your paper double spaced, including references (here I mean the spacing above and below each line, not the spaces following a period)?
3. Do you have one inch margins on all sides of the paper (one inch from the top of the page, one inch from the bottom, and one inch from each side)
4. Are the first lines of all paragraphs indented another ½ inch (or 1 ½ inches from the page edge)?
5. Are your paragraphs aligned left? (That is, text should be flush left, with lines lining up on the left of the page, but text should NOT line up on the right side
of the page – it should look ragged)
6. Do you need help figuring out how to configure a word document in APA format (inserting headers, page numbers, proper indents, etc.)? If YES or NO,
I highly recommend watching this video which walks you through setting up
an APA formatted paper! http://www.youtube.com/watch?v=9pbUoNa5tyY
Title page (This section is nearly identical to the Paper I Checklist)
Yes No Header
1. Do you have the phrase “Running head” in your header (with a lower case h)?
2. Is the rest of your Running head title in ALL CAPS?
3. Is your Running head in 12 point Times New Roman font?
4. Do you have a page number that is flush right (also in 12 point Times New Roman font)?
5. Is your header 50 characters or less (including spaces and punctuation)?
Title / Name / Institution
1. Is your title 12 words or less (as recommended by the APA)?
2. Does your title describe your general paper theme (while avoiding something blank like “Paper Two: Methods Results, and Discussion”)? Note that your
header and title can differ!
3. Do all title words with three letters or more start with a capital letter?
4. Are your name and institution correct?
5. Are your title, name, and institution elements centered and in 12 point Times New Roman font?
Methods Section (New Information in this section)
Yes No Header
1. Is your header title present and identical to your header title on the title page?
2. Is your header title in ALL CAPS and 12 point Times New Roman font?
3. Does your header on this second page omit the phrase “Running head”
4. Do you have a page number starting on page 2
Yes No Title for the methods section
1. Is the word “Methods” centered and in bold at the top of your methods page?
Participants
1. Do you have the word “Participants” flush left and in bold, right below the word “Methods”?
2. Did you list out your demographic characteristics, including gender, age, and ethnicity / race?
3. Did you provide the descriptive statistics for (means and standard deviations) for age and italicize the letters M and SD?
4. Did you provide frequencies for gender and ethnicity/race and italicize the N?
5. Did you refer readers to Appendix for the full listing of demographic tables?
Materials and Procedure
1. Did you mention informed consent?
2. Did you discuss any instructions the participant may have read?
3. Did you thoroughly describe any stimulus material that might have occurred before your actual independent variables (and photos, descriptions, profiles,
questions, puzzles, etc.) that are a part of your study?
4. Did you thoroughly describe your independent variable (IV) in enough depth and detail that another researcher could recreate your materials?
5. Did you give your IV a name that matches up with the name you refer to in the results section?
6. Did you describe all of your most relevant dependent variables, noting the scales you used (e.g. “Yes / No”, “A scale ranging from 1 (not at all likely) to
9 (very likely))” for EACH of your DVs?
7. Did you fully describe what participants went through in the study, noting the order in which they received study materials (e.g. first informed consent, then
IVs, DVs, and debriefing)?
8. Did you fully describe your attention check (manipulation check) with enough detail that a reader unfamiliar with your study could recreate it, and did you
include the scale for that attention check question?
9. Did you use the past tense when describing your methods (seeing how you already collected the data, and therefore do not discuss what participants will
do)?
Results Section (New Information in this section)
Yes No
1. Do you have the word “Results” centered and in bold, immediately following the methods section?
2. Was the first dependent variable you looked at your manipulation check question, and did you make sure you analyzed the correct DV?
3. Did you analyze at least two different dependent variables for your other two analyses?
a. Note: using a t-Test to analyze a question Like #3) and an ANOVA to once again analyze question #3 does NOT count as two different DVs. It
is the same DV analyzed twice. Make sure to look at two different DVs
4. Did you mention both the IV and the DV by name when talking about your analysis?
5. Did you include means and standard deviations within parentheses for each level of your independent variable?
6. Did you italicize the letters F, t, p, M, SD, and X2 (where appropriate)?
7. Did you round ALL numbers to two decimal places (with the exception of the p value, which can go as low as p .05,
indicating that there was no difference between those who
got the manipulation check question correct across the three
different conditions. (In other words, participants weren’t
more correct in one condition compared to another). My
advice is to go with the chi square in a. above
c. Make sure to italicize the χ and p ii. ANOVA: Since you have a condition independent variable with three levels
(e.g. Support, Oppose, or Mixed), the most appropriate test is a One-Way
ANOVA if your DV is scaled (like a 0 to 5 scale or a 1 to 6 scale). Your lab
and lecture powerpoints show you how to conduct an ANOVA, but there are
some guidelines I want to give you about how to write your results. Below, I
am going to walk you through one analysis specific to this paper. However,
keep in mind that you can run ANOVAs on several different DVs.
1. First, there are several dependent variables to choose from. For my example analysis below, I want to focus on Part II in your survey
PAPER II: METHODS AND RESULTS INSTRUCTIONS 8
(cheating impressions). Since each of these seven questions are
scaled variables that range from 1 to 6, each uses an interval scale,
which is perfect for an ANOVA.
2. Second, given that this study has one IV with three levels and we will look at one DV at a time, a One-Way ANOVA is the best test to
use to see if there are significant differences among the three IV
levels for that one DV. We look first at the ANOVA table (or F
table) and focus on the between subject factor. We note the degrees
of freedom, the F value itself, and the p value. (We’ll get into two-
way ANOVAs later in this course, but here we only have one
independent variable, so it is a one-way ANOVA. Yes, we have
three levels to our IV, but it is still only one IV).
3. If the p value is significant (less than .05), we have one more step to take. Since this is a three level IV, we need to compare mean A to
mean B, mean A to mean C, and mean B to mean C. We do this
using a post hoc test (try using Tukey!). That will tell us which of the
means differ significantly. You then write up the results. For
example, let’s say I ran an ANOVA on the dependent variable
“Abigail’s behavior was wrong”. My write up would look like this
(though note: I completely made up the data below, so don’t copy
the numbers!) …
a. “Using consensus condition (support v. oppose v. mixed) as our independent variable and ratings of “Abigail’s behavior
was wrong” as the dependent variable, we found a significant
condition effect, F(2, 203) = 4.32, p .05. Participants in both the support
condition (M = 4.56, SD = 1.21) and participants in the
oppose condition (M = 4.24, SD = 0.89). said they would
give Abigail the same advice that her friends gave her. This
indicates that participants do pay attention to consensus and
feel fine conforming their own beliefs in line with that
consensus”
b. Repeat for other dependent variables c. Make sure to italicize the t, p, M , and SD (as in the example)
iv. Statistics order recommendation: For this paper, start your results section with the chi square (your manipulation check). Then talk about your main
analyses (Any question from Part II followed by the analysis of the Part III
Question #3 dependent variable). Make sure the analyses line up with your
hypotheses.
e. There is no page minimum or maximum for the results section, though I would expect it to be at least a paragraph or two for each dependent variable
5. Appendices (4 points)
PAPER II: METHODS AND RESULTS INSTRUCTIONS 10
a. I want to make sure you are including the correct numbers in your results section, so I want you to include all relevant SPSS tables for each of your analyses in a
series of appendices.
i. Appendix A: Include your tables for age, gender, and ethnicity. ii. Appendix B: Include your tables for your chi square and the crosstabs
iii. Appendix C: Include your tables for your first dependent variable (This must be an ANOVA table, the descriptive statistics table for that ANOVA,
and the post hoc test whether it is significant or not)
iv. Appendix D: Include your tables for you second dependent variable (You should include t-Test tables here. This would involve both the descriptives
for the t-Test and the t-Test output itself
v. Appendix E: (If applicable) b. Hint: The best way to get these tables is to copy them directly from SPSS. In the
SPSS output, right click on the table, copy it, and then paste it into your appendix.
Another alternative is to use a “snipping” tool (search “snipping tool” in Microsoft
Word to find it). You can highlight an area on any computer page and save it as a
picture. Copy the picture and paste it into your appendix. Easy!
i. I’m not worried if your table is not all on the same line. If it spills over into the next page, that is fine. I just need to see the full table
c. Make sure to give a proper name to the appendix (e.g. Appendix A – Study One Demographics)
6. Discussion Study One (2 points) a. In this section, tell me about your findings and if they did or did not support your
results. It might help to refer back to your hypotheses “We expected to find A but
instead found B” or “We expected to find A and results supported this hypothesis.”
Explain using plain English why you think your study turned out the way it did.
b. IMPORTANT – Do NOT give me statistics again here. I can find those in your results section. Here, all I want is a plain English summary of your findings.
c. Also, don’t give me results for a DV if you did not run an analysis on that DV. Only tell me about the results you actually looked at in the results section.
d. There is no length requirement for this section, but I recommend at least four or five sentences
7. Overall writing quality (3 points) a. Make sure you check your paper for proper spelling and grammar. The FIU writing
center is available if you want someone to look over your paper (an extra eye is
always good!) and give you advice. I highly recommend them, as writing quality
will become even more important on future papers. I also recommend visiting the
FIU Research Methods Help Center if you need additional guidance with writing or
statistical analyses. Also, remember to upload this paper through the Pearson writer
before uploading to Canvas!
b. Make sure to use the past tense throughout your paper. You already did the paper, so don’t tell me what participants are going to do. Tell me what they did!
Other Guidelines for Paper II – Methods and Results (Study One)
1). Page size is 8 1/2 X 11” with all 4 margins should be one inch. You must use a 12-point font in Times New Roman.
PAPER II: METHODS AND RESULTS INSTRUCTIONS 11
2). PLEASE use a spell checker and/or Pearson Writer to avoid unnecessary errors. Proofread everything you write. I actually recommend reading some sentences aloud to see
if they flow well, or getting family or friends to read your work.
Use the Paper II Checklist on the next page before you turn in your paper to make sure it is the best paper you can write!
Finally, go look at the supporting documents for this paper. Like Paper I, there is a checklist, a grade rubric, and an example paper for Paper II. All will give you more
information about what we are specifically looking for as well as a visual example of how
to put it all together in your paper. Good luck!
timulus Materials and Researcher Instructions – Spring, 2020 – Consensus / Conformity Study
Instructions: This Spring, 2020, we are going to run a series of studies looking at how participants respond to a cheating scenario. We’ll do this by showing participants a fake Facebook page that contains the user’s confession to cheating followed by different feedback comments from her friends (opposing, supporting, or mixed feedback). The main focus of our study is to see how our participants perceive the cheating based on whether the user’s friends are unanimously supportive, oppositional, or mixed in response to the cheating. Because research suggests that people don’t like to break unanimity, the likelihood is high that participants will conform their own feedback and thoughts about cheating in the same direction as the user’s friends.
1). For your first experimental study, you will play the role of researcher, and you will collect data from three different participants (though you will combine your data with other class members, so your final data set will have nearly 140 people!). There are two phases to this study. In the first phase, you will orally ask participants if they are willing to participate in a research study. In the second phase, participants will complete a five-part survey. In Part One, participants will read the “About” Facebook page for a college student named Abigail Foster, getting some general information about Abigail, looking at a confession that she made about cheating on an exam, and reading the feedback that her friends gave her regarding her cheating. In Part Two, participants will rate Abigail’s behavior. In Part Three, participants will rate how they would respond to Abigail, how they would respond themselves in the same situation, and provide some ratings of their general impressions of Abigail. In Part Four, participants will complete demographic questions. Finally, in Part Five, participants will tell us about the general nature of the feedback Abigail’s friends gave her (our manipulation check in this study). To run this study, use the following steps:
A). Your first task is to approach three different participants (not all at the same time!). They must be people that you do not know, and cannot be taking a psychology research methods class during the Fall, 2019 semester or the Spring, 2020 semester. Please DO NOT complete this study yourself, and use only FIU students or strangers as participants (no family / friends for this study – You will use them in a later replication study toward the end of the summer semester). There are 48 students in our class, so with each student getting data from 3 people, our final sample will be around 140 participants total.
B). Phase I: Informed Consent
1). Informed Consent:
· Ask the potential participant if he or she is willing to participate in a study for your research methods class. You will get their informed consent verbally. Tell them:
“Hello, this semester in my psychology research methods class, we are collecting different types of data (demographic information, open-ended questions, scaled questions, etc.) that we will analyze in our statistical lab. I was wondering if you would be willing to participate in my study. The study takes about five to ten minutes. There are no risks to participating, and the main benefit is that I can complete my class assignment. Will you participate?”
· An oral Yes or No response is fine. If they say no, thank them and find a different participant. If they say yes, move to the next step (Phase II – Questionnaire).
C). Phase II: “Questionnaire”
1). General Instructions
· After getting participant’s oral informed consent, randomly give them ONE of the three “Research Study – Florida International University – Spring, 2020” documents. These documents contain our primary independent and dependent variables for the study. One third of our research participants will be in the “Support” consensus condition, one third will be in the “Oppose” consensus condition, and one third will be in the “Mixed” condition. Participants should not know what condition they are in.
· Ask participants to follow the instructions at the top of the questionnaire. Tell them to read EVERYTHING on the Facebook page, as they will answer questions about it later and will need to do so through memory. They can move through the five “Parts” in this survey at their own pace. Make sure they complete all questionnaire parts (though they can leave some demographic questions blank if they do not want to provide the details).
2). Questionnaire
· In Part I, participants look at the Facebook “About” page for a college student named Abigail Foster. The page contains a picture masthead profile picture of Abigail, a generic “About” section (which contains basic information About Abigail), fake advertisements, a “Friends” list with selfies of six friends, and a long paragraph that Abigail posted earlier that day. This paragraph is very important, as it discusses an incident in which Abigail accidentally received an exam answer key during an exam and used it to get the best grade in the course (raising the curve and potentially hurting the scores of other test-takers). She feels bad about it, and wants some help from her friends. Please note that EVERYTHING on the Facebook page up to this point is identical across all three conditions (but don’t tell participants that!). So what differs? The comments from her friends! You will notice that in one survey, the comments universally support her cheating. In another survey, the comments universally oppose her cheating. The comments on the third survey are more mixed. That is …
· In the “Support” consensus condition, there are eight comments from Abigail’s friends, which universally support her cheating. These include comments like, “Wow, Abigail, sounds like you really lucked out there. Take the grade. You “earned” it!” and “Listen, it’s not like you intended to cheat going into the exam. The prof should have checked to make sure he was handing out only blank exams. His mistake – your big break! Take the grade.”
· In the “Oppose” consensus condition, there are eight comments from Abigail’s friends, which universally oppose her cheating. These include comments like, “Wow, Abigail, though it sounds like you really lucked out there, you can’t take the grade. You didn’t really “earn” it!” and “Listen, it’s not like you intended to cheat going into the exam. The prof should have checked to make sure he was handing out only blank exams. His mistake – but your integrity! Don’t take the grade.”
· In the “Mixed” no consensus condition, there are once again eight comments from Abigail’s friends, but these are more mixed (with some of the same oppose comments from the “Oppose” condition and some of the same support comments from the “Support” conditions intermixed). Thus there is no real consensus in this condition
· A quick note for you (the researcher): If you look at the bottom of the survey in the footer on the second survey page, you will see one of the following: “S”, “O”, or “M”, which relate to the three study conditions – That is, S is for “Support”, O is for “Oppose”, and M is for “Mixed”. It’s a nice shorthand so you can tell which survey the participant completed (but this is not something you need to report in your papers – it’s just a handy reference for you as you collect data)
· In Part II, participants will rate their impressions of Abigail Foster’s behavior (the Facebook user). Here, participants are asked to agree or disagree with seven statements about Abigail, with all seven using an interval scale ranging from 1 (Strongly Disagree) to 6 (Strongly Agree). These statements include, “Abigail’s behavior was wrong”, Abigail’s behavior was understandable”, “Abigail’s behavior was reasonable”, “Abigail’s behavior was unethical”, “Abigail’s behavior was immoral”, “Abigail’s behavior was appropriate”, and “Abigail’s behavior was unacceptable.” Although you can look at any (or all) of these seven statements when you write Paper II (which focuses on the methods and results for this study), you only need to focus on one of them in your later analyses. You’ll note that many of them are similar (terms like “wrong”, “immoral”, “unethical”, and “unacceptable” are similar, and will produce similar ratings). We expect participant ratings to differ depending on their condition. That is, participants will probably rate Abigail’s behavior as more wrong, immoral, unethical, and unacceptable (and less understandable, reasonable, and appropriate) in the “Oppose Consensus” condition than in the “Support Consensus” condition, with those in the “Mixed Consensus” condition falling closer to the center of the rating scales. That is, participant responses will conform to the consensus of Abigail’s friends.
· In Part III, participants will rate several statements about what advice they would give Abigail, how they would respond in the same situation, and provide ratings of their general impressions of Abigail. Statements 1, 2, and 3 relate to the advice they would give Abigail (“I would advise Abigail to keep silent”, “I would try to comfort Abigail”, and “I would give Abigail the same advice that her friends gave her”). We expect once again that participant ratings will differ depending on their condition, with “Oppose” consensus participants less likely to endorse keeping silent or comforting Abigail than “Support” consensus participants. The third question, though, is very interesting. If conformity is really working in our study, then both “Support” consensus and “Oppose” consensus participants should strongly agree with statement 3! That is, we shouldn’t see differences between those conditions. Statements 4 and 5 are based on how the participant would respond in the same situation. Given social desirability biases, participants will most likely respond in a socially desirable way (say they would not keep silent). The remaining items in statements six through twelve are based on the warmth/competency scales developed by Fiske. We will probably ignore these in our own analyses, but it might be interesting to see how participants rate Abigail in terms of her personality traits.
· In Part IV, participants will complete demographic questions. Most of these items are easy to complete without violating participant’s privacy, but they will know they can leave blank any question(s) they feel uncomfortable answering.
· In Part V, participants will tell us whether the feedback Abigail received from her friends tended to support her behavior, oppose her behavior, or was more mixed. Unlike the statements in Parts II and III (which used interval scales, allowing us to analyze them with t-Tests or ANOVAs), the nominal scale used in Part V (three answer options in no particular order) only permit us to use a chi square analysis. We’ll discuss those more as we get to Paper Two.
D). Once participants have completed the questionnaire, debrief them regarding the study. That is, tell them about Conformity / Consensus and your main hypothesis. Read them the following:
“Thank you for participating. The purpose of this study is to determine if Facebook feedback that seems to support or oppose cheating impacts how participants perceived that cheating. That is, will Facebook feedback that appears to support (versus oppose) a friend who cheated on an exam influence how participants perceive that cheating? To study this possibility, participants all read the same cheating scenario in which a girl (Abigail) cheated on an exam by using an answer key the professor mistakenly gave her. When seeking advice from her friends, he friends either gave her unanimously supportive feedback (“Wow, Abigail, sounds like you really lucked out there. Take the grade. You “earned” it!” and “Listen, it’s not like you intended to cheat going into the exam. The prof should have checked to make sure he was handing out only blank exams. His mistake – your big break! Take the grade.”), unanimously oppositional feedback (“Wow, Abigail, though it sounds like you really lucked out there, you can’t take the grade. You didn’t really “earn” it!” and “Listen, it’s not like you intended to cheat going into the exam. The prof should have checked to make sure he was handing out only blank exams. His mistake – but your integrity! Don’t take the grade.”), or mixed feedback. The word “unanimous” is important here. When the feedback is unanimous (either in support of the user or opposing her), it is harder to voice a contrary opinion. When feedback is mixed, it is easier to voice a true opinion.
In general, we predict that participants who read unanimously supportive feedback will rate the Facebook user’s conduct as more acceptable than participants who read unanimously oppositional feedback, with those who read mixed feedback falling between these extremes.
More specifically, participants in the unanimously supportive condition will more strongly agree with supportive survey statements (“Abigail’s behavior was understandable, “Abigail’s behavior was reasonable”, “Abigail’s behavior was appropriate”, “I would advise Abigail to keep silent”, and “I would try to comfort Abigail”) and more strongly disagree with oppositional survey statements (“Abigail’s behavior was wrong”, “Abigail’s behavior was unethical”, “Abigail’s behavior was immoral”, and “Abigail’s behavior was unacceptable”) compared to participants in the unanimously oppositional condition, with participants in the mixed condition falling between these extremes. However, participants in both the unanimously supportive and unanimously oppositional conditions will strongly agree that they would give Abigail the same advice that her friends gave her.**
We will test these hypotheses in our methods course this semester. Thank you for participating!
**Methods Students: Note that the underlined paragraphs above will be helpful when you write Paper I! In fact, you can use that underlined paragraphs in your first paper if you like (just copy and paste it into your hypotheses). However, the predictions ARE NOT INCLUDED in your minimum page count. That is, you can copy/paste the predictions, but they do not count in the page minimum! Also note that in the last sentence in this paragraph, I highlighted eight different dependent variables (understandable, reasonable, wrong, etc.). Since you are not required to analyze every dependent variable in Part III of your survey, feel free to edit this last paragraph to include ONLY the two dependent variables that you actually analyzed (this applies mostly to Paper II when you figure out which DVs you want to focus on in your Results Section analysis. There is no point in making predictions about dependent variables you did not actually analyze, so just focus on the two dependent variable most relevant to your own study in your predictions.)
2). Hold onto the completed questionnaires, as you will use them in an upcoming lab. You will enter data into SPSS and analyze it during your lab. Important note: Each student researcher is responsible for collecting data from three participants (one participant for each study condition – OC, SC and MC). However, we will combine survey data from ALL students in your lab section, so your final sample will include at least 140 or so participants. In your papers (especially Paper II), you will use this total set of research participants (at least 140), NOT just the three that you collected yourself. Don’t even discuss “Three participants”, as that is not correct. Discuss ALL 140 participants in your papers
3). One last note: Pay close attention to these instructions! You can use them as the basis for Paper II later this semester when you discuss your methods section. That being said, these instructions are too long for a methods section, and includes information you will need to omit for Paper II. When writing that paper, make sure to only report the important aspects (what you actually did in the study). Write about what you actually did in the study!
Study Set-Up
Main Theme and Three Level Independent Variable: Morally ambiguous situation presented via a Facebook post with the female user asking for her friends’ opinions regarding her actions. In some, there is 100% consensus favorable to what she did; in another there is 100% consensus unfavorable to what she did; in the last there is a mixture of positive and negative feedback.
Moral Dilemma: The user relates a story that the instructor handed out exams in class in a class where she was really struggling with the content, but must have included the answer key in the version she got. She didn’t say anything, and simply copied down the correct answers (though she missed a few so it wasn’t so obvious she was cheating). She still got the highest grade by far in the class. The instructor curves the scores, so she knows that her benefit hurt other students. She feels bad about it, and wants to know if students think she is a terrible person and whether she should tell the instructor what happened.
Dependent variables:
1. Warm-Cold Scale
2. Accepting / Rejecting what she did
3. Self-Ratings
Abigail’s Post
So, I did something … well, something I’m kind of embarrassed about. I’ve been having a hard time in my statistics class, and I knew I was going to fail the exam. I studied for it so hard, too! Well, the prof handed out the exam, and he must have made a mistake, because when I got my test, it turned out it was (wait for it!) … the answer key. I know, I know. I should have turned it in, but I REALLY needed to pass the exam. I used the answer key, and got the best score on the exam. Turns out the rest of the class did really bad, and the prof said he had planned to curve the grade. However, since someone got a perfect score, there was no curve needed. I’m sure if I’d done worse, the curve would have brought some other student scores up. So am I a bad person? Should I tell the prof what happened. I don’t know. Help!
Positive Feedback (Consensus)
1. Wow, Abigail, sounds like you really lucked out there. Take the grade. You “earned” it!
2. I agree. You got lucky! Incredibly lucky! I’d probably take the grade, too. I’ve taken that class, and it is impossibly hard. Anything you can do to make it a bit easier on yourself is worth it.
3. Listen, it’s not like you intended to cheat going into the exam. The prof should have checked to make sure he was only handing out blank exams. His mistake – your big break! Take the grade
4. Yeah, I’m of the same opinion. Don’t look a gift horse in the mouth! Take the win
5. You know that if you didn’t get the answer key, another student would have and then THEY would have the highest grade and you’d lose out in the curve. Don’t feel too bad
6. I’ve read the other comments on your wall, Abigail, and I think they gave you some good advice. If you go to the prof now, you might get in real trouble, and it’s not like you went in planning to use the answer key.
7. What can I say that hasn’t already been said? Their loss – your gain!
8. If it were me, I’d tell the prof … NOT! Don’t be crazy, Abby. You might blow the next exam, so it will all even out in the end
Negative Feedback (Consensus)
1. Wow, Abigail, though it sounds like you really lucked out there, you can’t take the grade. You didn’t really “earn” it!
2. I agree. You got lucky! Dishonorably lucky. I’d never take the grade. I’ve taken that class, and it is impossibly hard, but taking the easy way out isn’t worth it.
3. Listen, it’s not like you intended to cheat going into the exam. The prof should have checked to make sure he was only handing out blank exams. His mistake – but your integrity. Don’t take the grade
4. Yeah, I’m of the same opinion. Look this gift horse in the mouth! It’s a loser
5. You know that if you didn’t get the answer key, another student would have and then THEY would have the highest grade and you’d lose out in the curve. How would you feel then?
6. I’ve read the other comments on your wall, Abigail, and I think they gave you some good advice. If you don’t go to the prof now, you might get in real trouble later. Just tell him it’s not like you went in planning to use the answer key.
7. What can I say that hasn’t already been said? The whole class lost – only you gained.
8. If it were me, I’d tell the prof … DEFINITELY! Don’t be crazy, Abby. You might ace the next exam, so it will all even out in the end if you tell
Middling Feedback (No Consensus)
1. Wow, Abigail, though it sounds like you really lucked out there, you can’t take the grade. You didn’t really “earn” it!
2. I disagree. You got lucky! Incredibly lucky! I’d probably take the grade, too. I’ve taken that class, and it is impossibly hard. Anything you can do to make it a bit easier on yourself is worth it.
3. Listen, it’s not like you intended to cheat going into the exam. The prof should have checked to make sure he was only handing out blank exams. His mistake – but your integrity. Don’t take the grade
4. Yeah, I’m of the same opinion. Look this gift horse in the mouth! It’s a loser
5. You know that if you didn’t get the answer key, another student would have and then THEY would have the highest grade and you’d lose out in the curve. Don’t feel too bad
6. I’ve read the other comments on your wall, Abigail, and I think they gave you some good advice. If you go to the prof now, you might get in real trouble, and it’s not like you went in planning to use the answer key.
7. What can I say that hasn’t already been said? The whole class lost – only you gained.
8. If it were me, I’d tell the prof … NOT! Don’t be crazy, Abby. You might blow the next exam, so it will all even out in the end
https://www.classtools.net/FB/1461-xvmsXS
Research Study – Florida International University – Spring, 2020
Part I: Imagine you saw the following Facebook Page. Carefully read EVERYTHING on this page, as we will ask you about your impressions of Abigail Foster (the Facebook owner) on the next page of this survey.
Abigail Foster
Part II: Without looking back, please rate your impressions of Abigail Foster’s test-taking behavior below
Strongly Disagree
Strongly Agree
1
2
3
4
5
6
1. Abigail’s behavior was wrong
2. Abigail’s behavior was understandable
3. Abigail’s behavior was reasonable
4. Abigail’s behavior was unethical
5. Abigail’s behavior was immoral
6. Abigail’s behavior was appropriate
7. Abigail’s behavior was unacceptable
Part III: Without looking back, please rate how YOU would advise Abigail, rate how YOU would respond if you mistakenly received the answer key from the professor, and then generally rate Abigail
Strongly Disagree
Strongly Agree
1
2
3
4
5
6
1. I would advise Abigail to keep silent
2. I would try to comfort Abigail
3. I would give Abigail the same advice that her friends gave her
4. If I received the answers, I would keep silent
5. If I received the answers, I would confess
6. Abigail seems warm
7. Abigail seems good-natured
8. Abigail seems confident
9. Abigail seems competitive
10. Abigail seems sincere
11. Abigail seems moral
12. Abigail seems competent
Part IV: Please provide the following demographic information. Note: you can leave blank any question you feel uncomfortable answering.
1. What is your gender (Mark one with an X)? _____ Male _____ Female
2. What is your age? __________
3. What is your race/ethnicity? (Mark one with an X):
___ Caucasian ___ Hispanic American ____ Native Indian ___ African American
___ Asian American Other: __________________ (Please Indicate)
4. Is English your first language? (Mark one with an X): _____ Yes _____ No
If no, what is your first language? __________________
5. Are you a student at FIU (Mark one with an X): _____ Yes ______ No
6. What is your relationship status? _____ Single / No Relationship _____ In a relationship
Part V: Without looking back, what general feedback did Abigail’s friends give her? (Mark one with an X)
___ The feedback supported her behavior ___ The feedback opposed her behavior ___ Feedback was mixed
SC
The post Methods, Results, and Discussion appeared first on Versed Writers.
Welcome to originalessaywriters.com, our friendly and experienced essay writers are available 24/7 to complete all your assignments. We offer high-quality academic essays written from scratch to guarantee top grades to all students. All our papers are 100% plagiarism-free and come with a plagiarism report, upon request
Tell Us “Write My Essay for Me” and Relax! You will get an original essay well before your submission deadline.
