Agression Survey Psychology

Introductory Psychology students (N = 305) from a mid-western university participated in the study online for course credit. Sixty-eight percent of the participants identified as female, 32% of the participants identified as male, and one participant did not indicate their gender. The majority of the participants were Caucasian (73%), and the average age of the participants was 19.04 (SD = 1.10).

The materials used for this study included PsychMate Student Version 2.0 (St. James, Walter Schneider and Amy Eschman.) Psychology Software Tools, Inc. Along with the PsychMate software, a computer provided by Queens College was used in order to successfully complete the study.

The study was conducted using college students. Fifty-nine female and thirteen male students in introductory psychology courses at New York University

The sample was a total of 25 Stage 2 Psychology students from Woodville High School who underwent the investigation. This investigation only covers a small group of the population,

A total of forty participants were used in the study. They had been recruited from friends and family and had not been offered any reward or incentives to take part in the study such as money, or credits for a course they were taking. Anyone who was either themselves a student of psychology or had knowledge of the experiment and its contents were not able to take part. An equal number of males and females took part in the experiment. The mean age of the participants involved was 39.3. The oldest was 65 and the youngest 21.

Approximately 168 participants, self-identifying female students from the University of Guelph in Guelph, Ontario will partake in this study. The participants will either volunteer to participate with the chance to win one $50 Stone road Mall gift card or to obtain credit towards their first-year psychology course. The participants will be asked to fill out a single online questionnaire that can be accessed from an electronic deceive (mobile device, desktop, laptop) and will take approximately twenty-five minutes to complete. Participants will be able to exit the online survey at any point without penalty.

Burton, L., & Westen, D. (2012). Psychology (3rd Australian and New Zealand ed.). Milton, Qld.: John Wiley and Sons

We worked with 50 research participants in our study. These participants were other students who attend Binghamton University, which is considered a convenience sample because it allows us to easily recruit participants for our study. For this reason, our participants will be young adults who are similar in age. These participants were recruited both in our Psychology class’ discussion section and outside of class by the experimenters.

College of Education and Professional Studies. Department of Psychology, 100 N. University Dr., Edmond, OK 73034

In a research done by Casaundra and Michael (2014), it was proposed that the happiness level of an individual increases when he practice gratitude. Total participants recruited for this study were 164 undergraduates from a large Midwestern university. The scales used for this research were Subjective Happiness Scale (SHS) (Lyubomirsky & Lepper, 1999) and Gratitude questionnaire-6 (GQ-6) (McCullough, Emmons, & Tsang, 2002). An ANOVA test was done which showed significant results among both scales (F (2, 159)=15.75, p<0.01). The author has suggested form his research that exercising gratitude can effectively enhance happiness (Harbaugh & Vasey,

The association between gratitude and well-being can be explained by different mechanisms including schematic hypothesis, coping hypothesis, and broaden-and-build hypothesis (Wood, Froh, & Geraghty, 2010). As schematic hypothesis states, gratitude is a moral emotion that an individual experience when receiving helps that is viewed as valuable, costly to benefactor, and genuinely intended. To explain, grateful people have specific schemas that bias them to perceive help as more beneficial and feel more gratitude following help (Wool et al., 2010). Coping hypothesis indicates that grateful people are more likely to use positive coping strategies and social supports as well as experiencing less stress. Therefore, gratitude is indirectly associate

PANAS instructions are simple. However, I did not find it easy to rate some of the emotions, like “strong”. The list of emotions and feeling presented in the PANAS has been drawn from Zevon and Tellegen’s mood content checklist (Zevon & Tellegen, 1982) . One difference between the two scales is that, in Zevon’s checklist, moods are presented and qualified with three adjectives each. Adding descriptions for the PANAS’ list of emotions would have made answering much easier for me. As a result, I did not want to do the test again at the end of

This study was overseen by the department of psychology at Creighton University in Omaha, NE. There were 112 student participants. As part of the experiment, they either performed a

The participants in this experiment were recruited through opportunistic sampling, the class members of a Psychology Masters Course in Hertfordshire University. The class was made up of both male and female students of a variety of ages.

A total of 278 participants aided in the formation of the data and statistics of this study. This sample was chosen through a voluntary questionnaire given to Fall Semester 2016 Psychology300 students. It was a convenient sample to take from due to the high likelihood of most of the student’s taking the survey. The questionnaire was administered through an online survey website termed “Qualtrics.” The incentive to take this questionnaire and complete it accurately was eight points worth of extra credit awarded to students who did so. Additionally, it was disclosed that students would be using the survey data for later project purposes and should answer truthfully to provide themselves with the