week 3: See attached | Psychology

Research Requirement:

See attached 386DISCUSSIONWEEK3.docx From this week’s readings, identify a study/experiment that was discussed that you think might, or might not, improve a stressful situation you experienced in the workplace. Briefly describe the nature of the study/experiment, the study’s methodological design, if provided, and relate the study’s findings to examples from your workplace experience. What are your reasons you would either support or refute the findings from the study/experiment? Use proper APA style citations when referencing all studies. Also, please provide thoughtful and substantive responses to the posts of at least two of your classmates. CLASSMATE POST 1 A study/experiment that I read about that I believe may have improved a stressful situation I experienced in the workplace is in Hurrell's (2005) handbook where he talked about socio-technical interventions but more specifically the work schedule interventions. Socio-technical intervention is explained as a way to eliminate job stressors by either making changes to the work conditions or to the work environment. Then a subtype to that is work schedule interventions, which he explains that evidence from studies show allowing a temporal scheduling (compressed work weeks and flextime) of work has an overall positive impact on employees well-being when compared to a traditional work schedule. When I was working at a daycare center my two kids were there (1 and 3 years old) and my husband was deployed, I worked 40 hours a week and had no time to accomplish any tasks while they were at the daycare because I had to pick them up and drop them off according to the schedule (I worked 7:30-4:30). If I had a more flexible schedule that allowed me even one afternoon off early and I could come in earlier it would have been easier for me as carrying two young children through a Montana winter to get groceries or whatever else I needed was difficult. I definitely support the findings of this study as having a temporal scheduling would have helped my psychological, social, behavioral, and physical well-being as the accommodation would have allowed me time to still fulfill my work obligations but provide adequate breaks in the work week for me to do other tasks as well.  Reference: Hurrell, J. (2005). Organizational stress intervention. In Handbook of Work Stress (pp. 623-646). SAGE Publications, Inc.,  https://doi.org/10.4135/9781412975995 CLASSMATE POST 2 ACHIEVING WORK-FAMILY BALANCE: AN ACTION REGULATION MODEL  This study explores the “model in which demands, resources, and barriers to goal attainment interact with the temporal dimension of work and family goals to predict the use of different action strategies that help to attain work-family balance (Hirschi, 2019).” This study's purpose is to gain insight into how people achieve a work family balance within their lives. In past years, the achievement of a work family balance has been seen as the lack of conflict between the two roles, but it has been discovered that the lack of conflict could be due to one of the roles failing. It is also believed that if both roles are balanced equally, then a person has achieved the balance needed. However, this is not the case depending on the person's more important goal. If family is the more important goal, then they will feel unfulfilled still by giving equal attention. It is highlighted that these needs could fluctuate too. Sometimes work will need more attention than family and vice versa. This would depend on the individuals' goals and overall satisfaction that they feel at any given time.   There are four strategies explained to attain work family balance. Those are listed below:  “(a) achieve their goals directly by activating and allocating existing resources or (b) achieve work and family goals more indirectly by changing resources and/or barriers. The other two strategies represent goal disengagement strategies through which people either (c) partially disengage from a goal by sequencing goals or (d) fully disengage by revising and abandoning goals in their current form and selecting new goals (Hirschi, 2019).”  I was interested in this study because this is what my husband and I have been striving to achieve for the past 8 years (our entire marriage). We both have a very traditional outlook on how families and marriages should be, and this has helped since we both have a common goal and are passionate about it. We met when we were both in the Marine Corps. We had our oldest two children while I was still active. To say the least, it was a nightmare. It was almost as if we weren’t a family at all. I hardly felt like a mother or wife. I got out and became a stay-at-home mom which was a huge step in our happiness. We both felt more in line with our goals. Our babies got the attention they needed while my husband provided, but he was still barely home himself and we didn’t like the kids to not have roots somewhere. My husband got out the next term so we could start living permanently somewhere. His job required him to work a lot of late nights and weekends to maintain a good lifestyle in CA. The next step we looked at was getting into supervision. He just recently got a job doing that, meaning he will not have to work any late nights, weekends, and has a lot of flexibility when it comes to his schedule and vacation. It finally feels like we both have a high satisfaction with where our work-family life is quite balanced.  I like that the study points out that the satisfaction in work life balance can change depending on the individuals' goals and preferred lifestyle. This is nice because not everybody has the same point of satisfaction in their work life balance. Ours was my husband providing for me to stay at home and him to not work too much, giving both of us the opportunity to spend quality time as a family and as parents to the degree that our goals align with.     Hirschi, A., Shockley, K. M., & Zacher, H. (2019). Achieving Work-Family Balance: An Action Regulation Model. Academy of Management Review, 44(1), 150–171.  https://doi-org.ezproxy.umgc.edu/10.5465/amr.2016.0409 300DISCUSSIONWEEK3.docx What is a construct? What is a measure? Discuss different levels of measures and give examples in your description. Pick a construct and describe that construct in detail. Next, find  two research articles from peer reviewed journals studying that construct. You are to find actual research studies talking about the construct, not review articles for measures. For example, here is an article ABOUT a measure:  https://link.springer.com/article/10.1007/BF00917219 (This is not the full text of the article) This is an article that USES measures in a study:  https://jamanetwork.com/journals/jamapsychiatry/article-abstract/494134 (This is not the full text of the article.) (You want to look for articles that USE measures in a study. Please ask if you don't understand the difference.) Include the references for those articles and a link to the articles. What specific measures were used in each study? If you were conducting your own study, which one (if either) would you use and why?   CLASSMATE POST 1 Constructs are variables that cannot be observed directly. A measure is a set of scores that describes or represents characteristics based on test. There are 4 different levels of measurements nominal, ordinal, interval, and ratio. The nominal level is used when you are trying to categorize different variable, for example separating fruits from vegetables, The ordinal level is used when you are ranking variables in order, an example would be socio-economical statuses (low income, middle income, and high income). The interval level is assigning scores so that they represent the precise magnitude of the difference between individuals, but a score of zero does not actually represent the complete absence of the characteristic. An example of this is the Ph balance. The ratio level assigs scores so that there is a true 0 point that represents the complete absence of a characteristic, an example would be weight measure in kilograms.  The construct I chose is self-esteem. Self esteem is how we value and perceive ourselves based on our own values and opinions. There are 2 types of self-esteem, low and high. People who have high self-esteem tend to have more confidence, are able to set boundaries, are able to voice their opinions and needs, and accept themselves for who they are. In comparison to one who has low self-esteem, searches for their flaws, seeks approval, is a perfectionist, and does not accept themselves. Of course, it’s situational because some people with extremely low self-esteem portray themselves to have the highest self-esteem. Article 1 The roles of adolescents’ emotional problems and social media addiction on their self-esteem This article used the Rosenberg Self esteem scale to asses self esteem. They also used the strengths and difficulties questionnaire to assess the emotional problems. The social media addiction scale was also used.  Article 2 Transitions in romantic relationships and development of self-esteem.  This article used the Rosenberg self- esteem scale as well, along with 2 very similar unnamed scales to assess self-esteem. A likert scale was used to assess satisfaction in relationships and intimacy was assessed by the network of relationships inventory.  If I was conducting my own study on self-esteem, I think I would use the Rosenberg self- esteem scale because I am accessing self-esteem. I have previously read in other classes that the Rosenberg self-esteem scale has become the most widely used measure when accessing self- esteem, whether it be for adults or adolescents. References  Acar, I. H., Avcılar, G., Yazıcı, G., & Bostancı, S. (2022). The roles of adolescents’ emotional problems and social media addiction on their self-esteem. Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues, 41(10), 6838–6847.  https://doi-org.ezproxy.umgc.edu/10.1007/s12144-020-01174-5 Luciano, E. C., & Orth, U. (2017). Transitions in romantic relationships and development of self-esteem. Journal of Personality and Social Psychology, 112(2), 307–328.  https://doi-org.ezproxy.umgc.edu/10.1037/pspp0000109 CLASSMATE POST 2 Constructs and measurements go hand in hand with research in psychology. Constructs are the tendencies that cannot be automatically observed in an experiment. Measurements are more able to correlate directly to a specific rating of an individual. An example would be when a scientist wants to test the construct of extroversion. Many online tests have algorithms that automatically tally up the scores of measurements that go from strongly agree to disagree strongly. 1. Bar-On, R., Brown, J., Kirkcaldy, B., & Thomé, E. (2000). Emotional expression and implications for occupational stress: An application of the Emotional Quotient Inventory (EQ-i). Personality and Individual Differences, 28(6).  https://doi.org/10.1016/S0191-8869(99)00160-9 2. Malouff, J. M., Thorsteinsson, E. B., Schutte, N. S., Bhullar, N., & Rooke, S. E. (2010). The Five-Factor Model of personality and relationship satisfaction of intimate partners: A meta-analysis. Journal of Research in Personality, 44(1).  https://doi.org/10.1016/j.jrp.2009.09.004                                                                                                                                          When it comes to studying extraversion, the exact goals of the research will dictate which of these two studies to use. The first research study delves into the impacts over time by studying the correlation between extraversion, perceived social support, and mental health. To gauge extroversion, it employs the EPQ-R test as a measurement. The Eysenck Personality Questionnaire-Revised (EPQ-R) is used to measure extraversion, and self-report measures are used to measure mental health and perceived social support. Mood induction protocols and the correlation between neuroticism, extraversion, and vulnerability are the focus of the second research article. To gauge extroversion, it makes use of the EPQ. The first study is more suited to examine the long-term relationships between extraversion, social support, and mental health. However, the question is whether or not extroversion affects vulnerability to mood inauguration. Picking an option that doesn't fit in with the extraversion traits being studied is a bad idea. In the end, the particular study objectives and questions will determine which article is "better." If the field of study was emotional expressiveness and occupational stress, I would pick Bar-On et al. (2000). If more interested in personality traits and relationship pleasure, then it would be Malouff et al. (2010). References: Bar-On, R., Brown, J., Kirkcaldy, B., & Thomé, E. (2000). Emotional expression and implications for occupational stress; an application of the Emotional Quotient Inventory (EQ-i).  Personality and Individual Differences,  28(6), 1107-1118.  https://doi.org/10.1016/S0191-8869(99)00160-9 Malouff, J. M., Thorsteinsson, E. B., Schutte, N. S., Bhullar, N., & Rooke, S. E. (2010). The Five-Factor Model of personality and relationship satisfaction of intimate partners: A meta-analysis.  Journal of Research in Personality,  44(1), 124-127.  https://doi.org/10.1016/j.jrp.2009.09.004 less 335DISCUSSION3.docx DISCUSSION #3 Your readings in Allen (2016) this week introduced you to three more prominent neo-Freudians who have contributed to our understanding of personality development in different ways. Each of these theorists, Horney, Sullivan and Erickson further extended the work of Freud but in different ways.  Horney addresses the role of anxiety in development as well as the role of culture as a developmental influence. Sullivan focuses on interpersonal relations as a driving force in personality. It was his belief that our interactions with others determine our sense of security and self leading to dynamisms that motivate us to behave in particular ways.  Lastly, Eric Erickson provides a psychosocial developmental model of personality that allows for personality development across the lifespan: a unique concept in contrast to the Freudian tradition. Your Task 1.  Main Entry:  Start a new thread, and update the topic title, identifying the post as uniquely yours (e.g., Joes thoughts on …; Research gone wild…).  Within the body of your post, clearly identify each segment of the required response in order to facilitate discussion development. a.  Both Horney and Erickson consider the influence of culture on personality development. In what ways does each theorist acknowledge this influence according to Allen (2016)?  b. Sullivan discusses "personifications" as a core concept in his interpersonal theory of personality. What are personifications and what role do they serve in personality development? c. Discuss any point in your readings that captured your interest. Explain. 2.  Post Constructive Peer Feedback: In addition to posting your Main Entry, respond to at least TWO (2) of your classmates' entries.  In four (4) or more sentences, provide constructive feedback.  Do you agree with the points presented?  Why?  Do you have some additional thoughts to share?  Share them.  When providing your feedback present the logic behind it. Main post due Saturday  by 11:59PM, Peer responses due Tuesday by 11:59PM READING MATERIAL Personality Theories: Development, Growth, and Diversity Chapter 5 Personality Theories: Development, Growth, and Diversity Chapter 6 Personality Theories: Development, Growth, and Diversity Chapter 7 CLASSMATE POST 1 Horney and Erikson acknowledge that culture plays an important influence in personality formation. Horney's thesis highlights that cultural influences such as society standards and expectations have a significant impact on individuals. She proposes that people absorb cultural norms and standards, which affect their self-image and impact their conduct. For example, if a society values competition, people may develop a competitive personality characteristic in order to match cultural expectations. Erikson's psychosocial theory acknowledges the influence of culture on personality development. He posits a sequence of psychosocial phases through which people go, each with its own set of interpersonal conflicts or challenges. Cultural elements like society expectations and cultural norms influence how these disagreements are resolved. For example, while an individual navigates Erikson's phases, cultural rituals and practices alter their identity development and sense of self in conformity with culturally acceptable standards. b. Sullivan's interpersonal theory of personality defines personifications as internalized representations of important persons with whom an individual has had connections. These personifications are mental representations or symbols that people create to make sense of their interpersonal interactions. Personifications play an important part in human development. They have an influence on how a person interacts with others and how they perceive themselves. For example, if a person has internalized good and supportive personifications from their childhood, they may have a higher feeling of self-worth and form stronger relationships. Negative or critical personifications, on the other hand, might cause poor self-esteem and make it harder to develop trustworthy connections. Personifications have the potential to influence an individual's expectations, emotions, and social actions. They shape people's perceptions of themselves and others, as well as their communication and interaction patterns. For example, if someone has internalized the personification of a loving and caring character, they may behave warmly and compassionately in interactions. On the other side, if they have internalized a personification of a critical or aloof personality, they may struggle to build trust and closeness in relationships. Overall, personifications play an important part in how people traverse their social environments and develop their sense of self and connections with others. C. I found Horney's view on the concept of "basic anxiety" most intriguing to read. I strongly agree with the stance that the family environment contributes to the development of fundamental insecurities. Of course, there may be other factors at play, but the ones mentioned lasting effects make a mark. References: · Allen, B.P. (2016). Personality theories: development, growth, and diversity (5th ed.). Psychology Press.  https://doi.org/10.4324/9781315665115 CLASSMATE POST 2 1a.  Both Horney and Erickson consider the influence of culture on personality development. In what ways does each theorist acknowledge this influence according to Allen (2016)?  Karen Horney acknowledged culture as an essential component to understanding personality. Unlike Freud’s complete disregard of the subject,  Horney realized that societies across the world behaved differently in ways that “‘only the difference in civilizations’ could account for” (Allen, 2016, p. 131). To Horney, social aspects such as greed, love, dependency, competitiveness, and more were the driving forces of human attitudes and actions. Erikson’s idea is that personality and identity are developed over stages of an individual’s life. School age children may develop a sense of inferiority, and adolescents will embark on a quest for identity to become their own person. While children are in the same developmental stages, the individual’s culture affects what they learn and how they grow. For example, Maori children are taught wood and stone carving while "Masai children learn how to care for livestock" (Allen, 2016, p. 192).  b. Sullivan discusses "personifications" as a core concept in his interpersonal theory of personality. What are personifications and what role do they serve in personality development? Harry Stack Sullivan also theorized a social aspect of personality, putting stock in the concept of personifications, “investments of human attributes in persons or objects that do not actually possess the assigned traits, at least not in the degree to which they are applied (Allen, 2016, p. 162). According to Sullivan, people assign good or bad qualities to objects depending on how they make them feel. In the example in the reading, an infant whose need for nourishment is satisfied by a caregiver’s nipple, the infant would personify that as a “good nipple” and the caregiver herself as “good mother” should the infant feel warm and comforted. Conversely, the infant would personify the nipple of an anxiety-inducing caregiver as “bad”. c. Discuss any point in your readings that captured your interest. Explain. Erikson’s stages of personality and identity development were of great interest to me. It was laid out as a kind of blueprint explaining when we are meant to develop and feel certain emotions, from infancy all the way to old age. I found it quite insightful.  Reference Bem P. Allen. (2016). Personality Theories : Development, Growth, and Diversity: Vol. Fifth edition. Psychology Press.