Assessment-1: Literature Review
Name
Capella University
PSYC-FPX4600: Research Methods in Psychology
Professor’s Name
June 2024
Literature Review
The study of pre-existing data offers a unique opportunity to draw fresh insights from previously collected information, providing a foundation for evidence-based research. This literature review will introduce a hypothesis for a research study using archival data from the “grades.sav” dataset, which contains student grades and related variables. By examining existing scholarly sources, this review will contextualize the research within the broader academic discourse, highlight gaps in current knowledge, and propose a research direction to address these gaps. The goal is to synthesize existing literature, identify patterns, and establish a clear rationale for the forthcoming analysis, ultimately contributing to a deeper understanding of the factors influencing academic performance.
Psychological Concepts
Psychological research methods encompass a variety of approaches to studying human behavior and mental processes (Hayes & Hofmann, 2021). The primary types include experimental, correlational, and observational methods. Experimental methods involve altering one variable to observe its impact on another, thereby establishing cause-and-effect relationships. Correlational methods investigate the associations between variables without altering them, aiming to identify patterns and predict behavior. Observational methods involve systematically recording behaviors as they occur naturally, providing detailed descriptions and insights into phenomena. Each method serves distinct purposes and is chosen based on the research question and the nature of the data available.
The purpose of addressing psychological concepts in research is to enhance our understanding of human behavior and mental processes through evidence-based inquiry. Concepts such as motivation, learning, and cognitive development are integral to studies involving educational outcomes, such as those using the “grades.sav” dataset (Vu et al., 2021). These concepts help researchers to interpret data within a theoretical framework, making sense of complex interactions and underlying mechanisms. For example, the study of motivation can provide insights into why certain students perform better academically while learning theories can inform strategies for improving educational outcomes. By grounding research in established psychological theories, researchers can support their main points with robust, empirical evidence.
In reviewing the literature, several patterns, themes, and trends emerge that are relevant to the analysis of the “grades.sav” dataset. One prominent theme is the impact of socioeconomic status on academic performance, highlighting disparities that influence educational outcomes. Another recurring pattern is the role of internal and external drives on student success, with studies consistently showing that students with increased intrinsic motivation typically demonstrate superior performance (Schunk & DiBenedetto, 2020). Additionally, trends in the use of technology in education reveal a growing interest in how digital tools can support learning and engagement. By identifying these themes and trends, the literature provides a comprehensive backdrop for the current study, guiding the formulation of hypotheses and the interpretation of findings.
Understanding the types of psychological research methods and the purpose of psychological concepts in research is essential for conducting a thorough and insightful analysis. By tracing patterns, themes, and trends in existing literature, researchers can build on previous findings and contribute to the ongoing discourse in the field. This approach not only ensures that the research is grounded in solid theoretical foundations but also enhances its relevance and applicability to real-world educational challenges.
Predict Human Behavior
Designing an ethically appropriate psychological research study involves careful consideration of ethical principles, such as informed consent, confidentiality, and minimizing harm. Utilizing archival data from the “grades.sav” dataset provides an ethically sound foundation for the study, as the data has already been collected and anonymized. The study will employ the Self-Determination Theory (SDT) to explore the dynamics of intrinsic and extrinsic motivators that affect academic performance. SDT, which posits that motivation arises from the desire for independence, proficiency, and connection, will guide the formulation of hypotheses and the interpretation of results (Guay, 2021). By ensuring that all ethical guidelines are adhered to, the study will maintain the integrity of the research process and protect the rights of the participants.
Predicting human behavior using psychological theory involves connecting theoretical constructs to observable outcomes. In this study, the hypothesis will posit that students with higher levels of intrinsic motivation, as measured by their engagement and interest in coursework, will achieve higher grades compared to those primarily driven by extrinsic rewards, such as grades and external recognition. The prediction is grounded in SDT, which suggests that behaviors driven by intrinsic motivation are more sustainable and lead to higher levels of achievement (Howard et al., 2021). By analyzing the “grades.sav” dataset through this theoretical lens, the research endeavors to furnish proof that substantiates the hypothesis and enhances comprehension regarding the elements impacting academic achievement. This approach not only enhances the predictive power of the research but also aligns it with established psychological concepts, ensuring a robust and meaningful investigation.
Value and Limitations of a Theory
Designing an ethically appropriate psychological research study involves adhering to principles such as informed consent, confidentiality, and the avoidance of harm. In this context, the study will leverage the Self-Determination Theory (SDT) to explore the correlation between different types of motivation and academic achievement utilizing the “grades.sav” dataset. The dataset’s archival status ensures that the data is anonymized and pre-collected, reducing potential ethical concerns. SDT, which emphasizes intrinsic and extrinsic motivation’s functions in motivating behavior, provides a robust framework for hypothesizing that students who possess greater intrinsic motivation will experience superior academic outcomes (Ntoumanis et al., 2020). This theoretical approach not only guides the research design but also ensures that the study remains ethically sound and scientifically rigorous.
While Self-Determination Theory offers valuable insights into the factors influencing motivation and behavior, it also has limitations. The value of SDT lies in its comprehensive explanation of how intrinsic and extrinsic motivations impact various aspects of life, including education (Dodds et al., 2020). It helps in predicting academic success based on the type of motivation, providing a clear connection to the hypothesis that intrinsic motivation leads to higher academic performance. However, SDT’s limitation is its potential oversimplification of complex human behavior, as it may not account for all external factors influencing academic performance, such as socio-economic status or environmental influences. Additionally, measuring intrinsic motivation can be challenging due to its subjective nature. Despite these limitations, SDT remains a useful theoretical tool for understanding the nuances of student motivation and guiding educational research.
Plausible Hypothesis
Conducting an ethically appropriate psychological research study involves careful planning to ensure compliance with ethical standards, including informed consent, confidentiality, and the minimization of harm (Pietilä et al., 2020). Utilizing the “grades.sav” dataset, which contains anonymized archival data, provides a sound basis for ethical research as it eliminates concerns related to participant privacy and consent. The research will focus on exploring the “Impact of different types of motivation on academic performance”. Specifically, the study will investigate whether intrinsic motivation, as measured by students’ interest and engagement in their coursework, is a stronger predictor of academic success compared to extrinsic motivation, which includes external rewards like grades and recognition.
The hypothesis is that students who exhibit higher levels of intrinsic motivation will achieve better academic performance compared to those driven primarily by extrinsic motivation (Szulawski et al., 2021). This hypothesis is grounded in Self-Determination Theory (SDT), which proposes that internal motivation leads to more sustained and effective engagement in activities, resulting in better outcomes. The hypothesis is supported by existing scientific evidence that demonstrates the positive correlation between intrinsic motivation and various educational outcomes. By testing this hypothesis using the archival data from the “grades.sav” dataset, the study seeks to add to the comprehensive grasp of motivational aspects in educational psychology, providing insights that can inform interventions and strategies to enhance student performance.
PSYC FPX 4600 Assessment 1 Literature Review Conclusion
In conclusion, this literature review has established a clear foundation for exploring how intrinsic and extrinsic motivation relates to academic performance within the context of the “grades.sav” dataset. Grounded in Self-Determination Theory, the study hypothesizes that intrinsic motivation will be a stronger predictor of academic success than extrinsic motivation. By conducting this ethically sound research, the study aims to contribute valuable insights into educational psychology, informing strategies to enhance student engagement and performance. This research not only reinforces existing theories but also provides a practical foundation for future interventions aimed at fostering intrinsic motivation in educational settings.
PSYC FPX 4600 Assessment 1 Literature Review References
Dodds, R., Holmes, M., & Novotny, M. (2020). Because I believe in it: Examining intrinsic and extrinsic motivations for sustainability in festivals through self-determination theory. Tourism Recreation Research, 47(2), 1–19. https://doi.org/10.1080/02508281.2020.1841375
Guay, F. (2021). Applying self-determination theory to education: Regulations types, psychological needs, and autonomy supporting behaviors. Canadian Journal of School Psychology, 37(1), 75–92. https://doi.org/10.1177/08295735211055355
Hayes, S. C., & Hofmann, S. G. (2021). “Third‐wave” cognitive and behavioral therapies and the emergence of a process‐based approach to intervention in psychiatry. World Psychiatry, 20(3), 363–375. https://doi.org/10.1002/wps.20884
Howard, J. L., Bureau, J., Guay, F., Chong, J. X., & Ryan, R. M. (2021). Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science, 16(6), 1300–1323. https://doi.org/10.1177/1745691620966789
Ntoumanis, N., Ng, J. Y., Prestwich, A., Quested, E., Hancox, J. E., Thøgersen, C., Deci, E. L., Ryan, R. M., Lonsdale, C., & Williams, G. C. (2020). A meta-analysis of self-determination theory-informed intervention studies in the health domain: Effects on motivation, health behavior, physical, and psychological health. Health Psychology Review, 15(2), 1–31. https://doi.org/10.1080/17437199.2020.1718529
Pietilä, A. M., Nurmi, S. M., Halkoaho, A., & Kyngäs, H. (2020). Qualitative research: Ethical considerations. The Application of Content Analysis in Nursing Science Research, 1(1), 49–69. https://link.springer.com/chapter/10.1007/978-3-030-30199-6_6
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60(1), 1–10. Sciencedirect. https://doi.org/10.1016/j.cedpsych.2019.101832
Szulawski, M., Kaźmierczak, I., & Prusik, M. (2021). Is self-determination good for your effectiveness? A study of factors which influence performance within self-determination theory. PLOS ONE, 16(9). https://doi.org/10.1371/journal.pone.0256558
Vu, T., Magis, L., Jansen, B. R., Atteveldt, N., Janssen, T. W., Lee, N. C., Maas, H. L., Raijmakers, M. E., Sachisthal, M. S., & Meeter, M. (2021). Motivation-achievement cycles in learning: A literature review and research agenda. Educational Psychology Review, 34, 39–71. https://doi.org/10.1007/s10648-021-09616-7
