Write research paper

Swinburne University of Technology, Lilydale PSS110 Introduction to Psychology I, SP2, 2012.

Swinburne University of Technology, Lilydale

PSS110 Introduction to Psychology I, Study Period 3, 2012

Assignment 2
__________________________________________________________________________

Length: 1500 words (+/- 10%)

Date Due: End of Week 9 – Sunday 28

th
October by 11.55pm

Method of Submission: Electronically through Blackboard

Assessment Value: 30% of your PSS110 mark

__________________________________________________________________________

The second assignment builds on the introduction that you submitted for Assignment 1.
In addition to this handout, there is another handout that contains the participant and
measures details, and the statistical summary of the findings from the survey that was
filled in during the first week of the study period.

Your task now is to write a complete research report (see the mini-lecture on writing
research reports and Findlay’s text), including Title page, Abstract, Introduction,
Method, Results, Discussion and References. Do not include any appendices for this
report.

Marks for this assignment are divided up as follows and then converted to 30%. The
criteria we use to mark Assignment 2 have been included at the end of this document for
your information.

Section % of the mark for
this assignment

Title page 5
Abstract 10
Intro 20
Method 15
Results 10
Table 5
Discussion 25
References and citations
Presentation

5
5

Texts and lecturers sometime disagree about whether you are allowed to use new
references in the Discussion. In this unit you can put new references in the Discussion.
This is often done to make sense of an unexpected finding.

Swinburne University of Technology, Lilydale PSS110 Introduction to Psychology I, SP2, 2012.

INSTRUCTIONS FOR ASSIGNMENT 2

Statistical analysis:
You will be given a summary of the results (download via Blackboard). You are
not expected to conduct any statistical analysis except comparing and reporting the
descriptive results (i.e., doing a means comparison). The analysis of results will be
discussed in the online tutorial chat sessions and in the discussion board forums.

Sections of the lab report:

Make sure to consult Findlay (2012) for how to structure and write a laboratory
report. Below are some guidelines specific to this assignment.

Abstract:
The Abstract should be a summary of the aim, method, hypotheses/results, and
conclusions of the report. It should be no longer than 120 words. (Not included in the
overall word count).

Introduction:
You are expected to revise or change your Introduction from Assignment 1
incorporating the corrections suggested by your tutor in your feedback.

Method:
In the Method section there are 3 sections you need to describe: (1) the
participants (information is provided in the separate handout which includes results);
(2) measures/materials (details of which are also provided in the separate results
handout); and (3) procedures which were utilised in the study (or the way the study was
conducted). The important point to remember when writing a method section is that
you need to provide enough information so that the study could be replicated (or
repeated) by another researcher. You should describe the Neuroticism and Openness
scales from Australian Personality Inventory (API: Murray et al. 2009), and the Study
Process Questionnaire (Biggs, Kember, & Leung, 2001).
The Method section is NOT included in your word count for Assignment 2, but is
included in your overall mark.

Results:
Here you need to present the results of the study – only present and describe
them. There should be no interpretation (i.e., discussion) of the data. The results should
be directly linked with the hypotheses. There are 3 things expected: 1) the overall
means, standard deviations, and ranges of the data (descriptives) should be provided for
the total sample and written into the text; 2) The means and standard deviations for
Neuroticism and Openness for the different approaches to learning (Deep and Surface)
placed in a correctly formatted table; then 3) give a brief description of what you see in
the table (e.g., the results show that high N participants were more/less likely to adopt a
Surface approach to learning than high O participants…etc.). Don’t try and say whether
the results are significantly different because we don’t give you that data and you aren’t
expected to know that yet.

Swinburne University of Technology, Lilydale PSS110 Introduction to Psychology I, SP2, 2012.

Discussion:
The findings of the study should be discussed in relation to the aims and
hypotheses presented in the introduction. First, there need to be clear statements as to
whether the hypotheses were supported. Second, based on the findings, the differences
between high N and high O in terms of approaches to learning should be discussed in
the context of previous research where available, in particular the literature that was
cited in your Introduction. If they were not supported then you will need to discuss
potential reasons for the discrepancy, and this is where you can bring in new references
to try and explain the findings. Third, the Discussion section should recognise the
limitations of the study, suggest possible directions for future research, and say what the
implications might be for real life situations. Finally, there should be a final paragraph
with appropriate concluding statements relating to findings of your research. This is a
more global statement than just summarising the results.

Submission requirements:
For the second assignment, you are asked to submit an entire research report.
This will include a revised version of the first assignment (Title page, Introduction, and
References) and in addition the following sections:

• Abstract
• Method
• Results
• Discussion

The word limit for Assignment 2 is 1500 words, not counting the Title page,
Abstract, Method section, tables/figures, and Reference list (although you will still
receive marks for these sections). NB: In-text references are counted.

The report should be typed in 12 point font (Times New Roman) and double-spaced.
The report must be formatted according to the specifications outlined in Findlay (2012)
and/or the Publication Manual (6th edition) of the American Psychological Association.

This second assignment is due at the end of Week 9 and is worth 30% of your final

grade.

The readings for this assignment are available via the library’s electronic reserve under
PSS110 Introduction to Psychology I or access through Blackboard under Assignment
1.

Swinburne University of Technology, Lilydale PSS110 Introduction to Psychology I, SP2, 2012.

References

Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred
learning environments to stimulate deep approaches to learning: factors
encouraging or discouraging their effectiveness. Educational Research Review,
5, 243-260. doi: 10.1016/j.edurev.2010.06.001

Biggs, J. & Tang, C. (2007). Teaching for quality learning at university. Berkshire:

Open University Press. (This is a book – you only need to read Chapter 2).

Chamorro-Premuzic, T. & Furnham, A. (2009). Mainly Openness: the relationship

between the Big Five personality traits and learning approaches. Learning and
Individual Differences, 19, 524-529. doi: 10.1016/j.indif.2009.06.004

Marton, F. & Saljo, R. (1997). Approaches to learning. In F. Marton, D. Hounsell, and

N.J. Entwistle (Eds.), The experience of learning (pp. 39-58). Edinburgh:
Scottish Academic Press.

Plus at least one more reference that you have found.

The following are references for the scales used in the study:
These two articles relate to the scales that you will need to report in the Method section
in Assignment 2. In Assignment 1, you may use them to define your constructs, but not
to describe scales.

Australian Personality Inventory
Murray, G., Judd, F., Jackson, H., Fraser, C., Komiti, A., Pattison, P., & Robins, G.

(2009). Personality for free: Psychometric properties of a public domain
Australian measure of the five-factor model. Australian Journal of Psychology,
61, 167-174. doi: 10.1080/00049530802326784

Study Process Questionnaire
Biggs, J., Kember, D., & Leung, D.Y.P. (2001). The revised two-factor Study Process

Questionnaire. British Journal of Educational Psychology, 71, 133-149.

Swinburne University of Technology, Lilydale PSS110 Introduction to Psychology I, SP2, 2012.

PSS110 Introduction to Psychology
Assignment 2 Marking Criteria

Title page (5 marks)
Abstract (10 marks)
Concise and correct summary of:
Aims
Hypotheses
Method
Results
Conclusion

Introduction (20 marks)
General statement of area of research
Definitions of personality and approaches to learning
Critical review of relevant literature
Aims
Hypotheses

Method (15 marks)
Clear and correct description of:
Participants
Materials
Procedure

Results (10 marks)
Clear and correct presentation of all results
Overall statistics
Description of results in relation to hypotheses
Table (5 marks)
Format
Correct data
Discussion (25 marks)
Clear and correct interpretation of results in relation to hypotheses
Clear and correct evaluation of results in relation to other studies/literature
Clear implications of results in relation to psychological processes, theory, and
everyday life
Clear discussion of limitations of study and suggestions for future research
Coherent conclusion?

References (5 marks)
In-text
Reference list

Presentation (5 marks)
Typed, double-spaced, indenting, correct font, etc.
Errors: spelling, typographical, grammar, punctuation.
Writing style: sentence structure, organisation of paragraphs, transitional
sentences, paragraphing.
Overall organisation of information
Word limit

Swinburne University of Technology, Lilydale

PSS110 Introduction to Psychology 1,
SP3, 2012

Swinburne University of Technology, Lilydale

PSS110 Introduction to Psychology I, Study Period 3, 2012

Assignment 2: Results handout

__________________________________________________________________________

These pages provide statistical summaries of the data from the survey and informatio

about your Method section. Your final report should contain a table which presents the data

on personality differences in approaches to learning (see Findlay, 2012, for correct

presentation of a table of means – NB: the tables presented on this handout are NOT correct

APA format).

RESULTS FROM SURVEY

Participant details:

Total Sample Size: 242 students (Female n = 192; Male n = 50)

Age range: 16-62 years

Mean age = 31.55 years, SD = 10.75

Total Neuroticism (N) sample size: 242

Sample size for High N: n = 120

(low N: n = 122 – but you don’t need this figure. It is here so you understand

the sample breakdown – these 2 figures add up to 242)

Total Openness (O) sample size: 242

Sample size for High O: n = 122

(low O: n = 120 – as above)

Overall Statistics for whole sample: write these statistics in text, NOT in a table.

Score range

Minimum Maximum Mean Std. Deviation Median score

Neuroticism 11 48 27.44 7.96 27

Openness 26 50 38.73 5.48 39

Deep Learning 15 50 34.69 6.98

Surface Learning 10 36 19.41 5.80

NB: To get the High N and High O groups, both Neuroticism and Openness scores were split

at the median score to give a high and low score group in each variable.

Swinburne University of Technology, Lilydale PSS110 Introduction to Psychology 1,
SP3, 2012

Statistics Broken Down by Personality: put these statistics into a correctly formatted APA

style table (See Findlay, 2012).

Personality Mean Std.

Deviation

Deep learning High N 20.16 6.07 120

High O 36.53 7.03 122

Surface learning High N 33.83 6.66 120

High O 17.5 5.05 122

N = 242

MEASURES AND PROCEDURE

You will need to put this information in your own words. DO NOT COPY AND

PASTE FROM THIS HANDOUT. See Findlay (2012) for help in writing up this section.

Copies of each measure are provided for your information on the next page.

Measures

The Australian Personality Inventory (API) (Murray et al., 2009) measures personality

domains. The scale consists of 50 items, which are divided into five subscales (Extraversion,

Neuroticism, Conscientiousness, Openness to experience, Agreeableness) each with 10 items.

For this study, two of the subscales were used: Neuroticism and Openness to experience. Each

item as scored on a 5-point Likert scale (1 = Very inaccurate, to 5 = Very accurate). Give an

example of a question from each subscale.

The Study Process Questionnaire (SPQ; Biggs, Kember, & Leung, 2001) is a 20-item

measure of approaches to learning adopted by students. Two subscales, each with 10 items,

measure ‘deep’ and ‘surface’ approaches to learning, respectively. Participants were asked to

indicate their responses on a 5-point Likert-type scale ranging from 1 (“this item is never or

only rarely true of me”) to 5 (“this item is always or almost always true of me”). Higher

scores on each of the subscales correspond to greater levels of deep and surface approaches to

learning, respectively.

Procedure

The Australian Personality Inventory and the Study Process Questionnaire were

compiled into a survey along with demographics questions (e.g., age and gender). The survey

was completed online using Opinio software. After reading the information sheet participants

completed the anonymous survey in their own time. Filling out the survey implied informed

consent and respondents were free to withdraw at any time.

Swinburne University of Technology, Lilydale PSS110 Introduction to Psychology 1,
SP3, 2012

Australian Personality Inventory

Instructions:

The following items contain phrases describing people’s typical behaviours. Please use the

rating scale below to describe how accurately each statement describes you generally.

Describe yourself as you honestly see yourself, in relation to other people you know of the

same sex as you are, and roughly your same age.

Very

accurate

Moderately

inaccurate

Neither

inaccurate or

accurate
Moderately
accurate
Very
accurate

1. Often feel blue.

1 2 3 4 5

2. Feel

comfortable

around

people.

1 2 3 4 5

3. Do not like art. 1 2 3 4 5
4. Have a

good

word for

everyone.

1 2 3 4 5

5. Am always
prepared.

1 2 3 4 5

6. Dislike myself. 1 2 3 4 5
7. Make friends

easily.
1 2 3 4 5

8. Have a vivid
imagination.

1 2 3 4 5

9. Believe that
others have

good

intentions.

1 2 3 4 5

10. Pay attention
to details.

1 2 3 4 5

11. Am often
down in the

dumps.

1 2 3 4 5

12. Am skilled in
handling social

situations.

1 2 3 4 5

13. Have a rich
vocabulary.

1 2 3 4 5

14. Respect others. 1 2 3 4 5
15. Get chores

done right

away.

1 2 3 4 5

16. Have frequent
mood swings.

1 2 3 4 5

17. Am the life of
the party.

1 2 3 4 5

Swinburne University of Technology, Lilydale PSS110 Introduction to Psychology 1,
SP3, 2012

18. Carry the
conversation to

a higher level.

1 2 3 4 5

19. Accept people
as they are.

1 2 3 4 5

20. Carry out my
plans.

1 2 3 4 5

21. Panic easily. 1 2 3 4 5
22. Know how to

captivate

people.
1 2 3 4 5

23. Enjoy hearing
new ideas.

1 2 3 4 5

24. Make people
feel at ease.

1 2 3 4 5

25. Make plans
and stick to

them.

1 2 3 4 5

26. Seldom feel
blue.

1 2 3 4 5

27. Have little to
say.

1 2 3 4 5

28. Am not
interested in

abstract ideas.

1 2 3 4 5

29. Have a sharp
tongue.

1 2 3 4 5

30. Waste my
time.

1 2 3 4 5

31. Feel
comfortable

with

myself.

1 2 3 4 5

32. Keep in the
background.

1 2 3 4 5

33. Enjoy wild
flights of

fancy.

1 2 3 4 5

34. Cut others to
pieces.

1 2 3 4 5

35. Find it difficult
to get down to

work.

1 2 3 4 5

36. Rarely get
irritated.

1 2 3 4 5

37. Would
describe my

experiences as

somewhat dull.

1 2 3 4 5

Swinburne University of Technology, Lilydale PSS110 Introduction to Psychology 1,
SP3, 2012

38. Avoid
philosophical

discussions.

1 2 3 4 5

39. Suspect hidden
motives in

others.

1 2 3 4 5

40. Do just enough
work to get by.

1 2 3 4 5

41. Am not easily
bothered by

things.

1 2 3 4 5

42. Don’t like to
draw attention

to myself.

1 2 3 4 5

43. Do not enjoy
going to art

museums.

1 2 3 4 5

44. Get back at
others.

1 2 3 4 5

45. Don’t see
things through.

1 2 3 4 5

46. Am very
pleased with

myself.
1 2 3 4 5

47. Don’t talk a lot. 1 2 3 4 5
48. Rarely look for

a deeper

meaning in

things.
1 2 3 4 5

49. Insult people. 1 2 3 4 5
50. Shirk my

duties.
1 2 3 4 5

Neuroticism items: 1, 6, 11, 16, 21, 26, 31, 36, 41, 46

Extraversion items: 2, 7, 12, 17, 22, 27, 32, 37, 42, 47

Openness items: 3, 8, 13, 18, 23, 28, 33, 38, 43, 48

Agreeableness items: 4, 9, 14, 19, 24, 29, 34, 39, 44, 49

Conscientiousness items: 5, 10, 15, 20, 25, 30, 35, 40, 45, 50

Swinburne University of Technology, Lilydale PSS110 Introduction to Psychology 1,
SP3, 2012

Study Process Questionnaire

Instructions:

This questionnaire has a number of questions about your attitudes towards your online studies

and your usual way of studying online.

Note that there is no right way of studying online. It depends on what suits your own style and

the online course you are studying. It is accordingly important that you answer each question

as honestly as you can. If you think your answer to a question would depend on the online

subject being studied, give the answer that would apply to the subject(s) most important to

you.

Please choose the one most appropriate response to each question and select the relevant

button attached to that response. There are only five possible responses, and they are the sa

for each question. The possible responses can be seen in the first row. Do not spend too much

time on each item: your first reaction is probably the best one.

Do not worry about projecting a good image. Your answers are CONFIDENTIAL.

Never or

only

rarely

true of

Sometimes

true

of me

True of

about

half the

time

Frequently

true of me

Always or

almost

always true

of me

1. I find that at times
studying gives me a

feeling of deep personal

satisfaction.

1 2 3 4 5

2. I find that I have to do
enough work on a topic so

that I can form my own

conclusions before I am

satisfied.

1 2 3 4 5

3. My aim is to pass the
course while doing as

little work as possible.

1 2 3 4 5

4. I only study seriously
what’s provided in online

classes or in the course

outlines.

1 2 3 4 5

5. I feel that virtually any
topic can be highly

interesting once I get into

it.

1 2 3 4 5

6. I find most new topics
interesting and often

spend extra time trying to

obtain more information

1 2 3 4 5

Swinburne University of Technology, Lilydale PSS110 Introduction to Psychology 1,
SP3, 2012

about them.

7. I do not find my course
very interesting so I keep

my work to the minimum.

1 2 3 4 5

8. I learn some things by
rote, going over and over

them until I know them by

heart even if I do not

understand them.

1 2 3 4 5

9. I find that studying
academic topics can at

times be as exciting as a

good novel or movie.

1 2 3 4 5

10. I test myself on important
topics until I understand

them completely.

1 2 3 4 5

11. I find I can get by in most
assessments by

memorizing key sections

rather than trying to

understand them.
1 2 3 4 5

12. I generally restrict my
study to what is

specifically set as I think

it is unnecessary to do

anything extra.

1 2 3 4 5

13. I work hard at my studies
because I find the material

interesting.

1 2 3 4 5

14. I spend a lot of my free
time finding out more

about interesting topics

which have been

discussed in different

classes.

1 2 3 4 5

15. I find it is not helpful to
study topics in depth. It

confuses and wastes time,

when all you need is a

passing acquaintance with

topics.

1 2 3 4 5

16. I believe that lecturers
shouldn’t expect students

to spend significant

amounts of time studying

material everyone knows

won’t be examined.

1 2 3 4 5

17. I come to most online
classes with questions in

mind I want answering.

1
2 3 4 5

18. I make a point of looking
at most of the suggested

readings that go with the

1 2 3 4 5

Swinburne University of Technology, Lilydale PSS110 Introduction to Psychology 1,
SP3, 2012

lectures.

19. I see no point in learning
material which is not

likely to be in the

examination.

1 2 3 4 5

20. I find the best way to pass
examinations is to try to

remember answers to

likely questions.

1 2 3 4 5

Deep Approach items: 1, 2, 5, 6, 9, 10, 13, 14, 17, 18

Surface Approach items: 3, 4, 7, 8, 11, 12, 15, 16, 19, 20

Swinburne University of Technology, Lilydale

PSS110 Introduction to Psychology I, Study Period 3, 201

Assignment 1

______________________________________________________________________

Length: 800 words (+/- 10%)

Date Due: End of Week 4 – Sunday September 23rd by 11.55pm

Method of Submission: Electronically through Blackboard

Assessment Value: 15% of your PSS110 mark

______________________________________________________________________

As part of your assessment in PSS110 you are expected to complete two written

assignments. Assignment 1 and Assignment 2 combined will make a complete research
report (also called a laboratory report or lab report). Research reports provide a
standardised writing format which all psychologists utilise to explain their research
findings. This standardised format allows psychologists to communicate their findings
to other psychologists in a concise and efficient way. To help you with the write up of
your assignments, time has been set aside in each of your online tutorials, and
discussion forums are available on the Blackboard website.

Aims of the two assignments:

1. To teach you design, analysis, interpretation, and reporting of experiments in
Psychology.

2. To teach you how to present research in a standardised format.
3. To raise your awareness of stress and coping.

What are the assignments investigating?

The full research report (a combination of Assignments 1 and 2) will consist of a report
on the differences that exist between two personality domains (Neuroticism and
Openness) in how they relate to two approaches to learning (Deep and Surface). It has
been shown that deep approaches to learning result in better learning outcomes (Biggs
& Tang, 2007) and that personality is one factor that can affect whether a student adopts
a deep learning approach (Chamorro-Premuzic & Furnham, 2009). The current research
project investigates relationships between personality and learning approaches in a
sample of undergraduate students studying psychology online.

Swinburne University of Technology, Lilydale! ! PSS110 Introduction to
Psychology I, SP3, 2012.

Information on Neuroticism, Openness, and the different approaches to learning can be
found in your text book, or in the articles that you have been referred to (details under
References below), and perhaps in the other article that you are required to find using
Swinburne’s library resources such as the electronic databases.

Data for your assignment is being collected via the survey that you are asked to
complete in Week 1 of the study period in PSS110 Introduction to Psychology 1. The
survey can be found under the SURVEY button on the Blackboard menu. Participation
in the survey is voluntary. You are free to omit any questions you do not wish to answer
and you can withdraw at any time during the survey. Your decision to participate (or
not) will not affect your ability to complete the assignment. Completion of this online
survey will be taken as your consent to participate. All data will be anonymous.

Assignment 1 timetable:

Week 1: Complete self-report survey. Discussion of the assignment in your online
tutorial class or on the discussion board forum.

Week 2: Library tutorial on using the electronic databases to find appropriate material
for your assignment. Complete the activity on finding your own journal article details
(correctly APA formatted citation) to your tutor via student email.

Week 3: Mini-lecture on writing research reports (all sections). Develop your two
hypotheses and or research questions and send these to your tutor for checking.

Week 4: Discussion of review questions. Assignment 1 is due at the end of this week –
Sunday 23rd September.

Background information about Personality and Student Approaches to Learning:

Educational researchers differentiate between two approaches to learning that can be
adopted by students in tertiary education settings. Deep approaches to learning involve
engaging fully and meaningfully in a task with the intention of extracting optimal
learning from the task. Surface approaches on the other hand, are adopted by students
who wish to ‘get by’ on the minimal amount of work possible while still meeting the
course requirements. It is not surprising that deeper approaches to learning result in
better learning outcomes (e.g., Marton & Saljo, 1997).

A number of factors can affect the approach to learning adopted by students. Student
factors include beliefs, attitudes, and personal resources (Biggs & Tang, 2007). A
student’s personality can also affect their approach to learning. Chamorro-Premuzic and
Furnham (2009) showed that students with higher levels of Openness tend to adopt a
deeper learning approach. In a large review of similar studies, Baeten, Kyndt, Struyven,
and Dochy (2010) confirmed that higher levels of Openness were strongly associated

Swinburne University of Technology, Lilydale! ! PSS110 Introduction to
Psychology I, SP3, 2012.

with deeper learning approaches. They also reported that higher levels of Extraversion,
Agreeableness, and Conscientiousness, and lower levels of Neuroticism, were also
associated with a deeper learning approach, albeit to a lesser extent than Openness.

The teaching environment can also affect approaches to learning adopted by students.
Teaching factors that may encourage deeper learning practices in students include a
focus on structure and depth of information rather than detail and breadth of information
(Biggs & Tang, 2007).

The current study (which you are to report) focuses only on the student factors that may
affect approaches to learning. In particular, the links between personality and
approaches to learning in a sample of online first year psychology students are
examined.

Design:

1. The study is a self-report survey of undergraduate students.
2. Personality is measured using the Australian Personality Inventory (Murray et

al., 2009).
3. Learning approaches are measured using the Study Process Questionnaire

(Biggs, Kember, & Leung).
4. Results will be reported using descriptive statistics (means, and standard

deviations) for the personality domains of Neuroticism and Openness.

Sections of the research report pertinent to Assignment 1 are:

•

Title page

• Introduction
•

References

Make sure to consult Findlay (2012) and the mini-lecture on Writing Research Reports
(on Blackboard) on how to structure and write a research report. Below are some
guidelines specific to this assignment.

Title page

Include a 10-12 word title, your name and student number, your institution, your tutor
and the due date of the assignment (see example title page in Findlay).

Introduction

The Introduction needs to provide a succinct but critical review of the literature on
approaches to learning as well as definitions of the key terms – deep vs. surface
learning, and the personality domains of Neuroticism and Openness. The review should
address the definitions of each concept, and specific findings from studies relevant to

Swinburne University of Technology, Lilydale! ! PSS110 Introduction to
Psychology I, SP3, 2012.

your aims/hypotheses. The most important thing to remember is that the Introduction is
providing an argument for the hypotheses to follow. The hypotheses should be
operationalised and flow smoothly and compellingly from the evidence provided by the
research literature. The research literature should be evaluated in terms of its strengths
and weaknesses (i.e., a critique). While several references have been provided for you,
it is expected that you will find a minimum of one other reference. Please note that you
should only use references that are peer-reviewed (i.e., books, journal articles). Using
un-authored information taken from web sites (e.g., Wikipedia) is not appropriate!

References

In text referencing follows APA format of author-date. If direct quotes must be used, do
so sparingly and place the page number in brackets after the quote. The reference list
consists of all the references actually cited in the study (it is not a bibliography) and
should be formatted according to APA standards (see Findlay). You may use your
Burton, Westen, and Kowalski (2012) text to define your constructs as necessary.

Submission
requirements:

Assignment 1:

For the first assignment you are asked to complete the following sections of a research
report:

• Title page
• Introduction (800 words)
• References

To help with structuring your Introduction, please attempt to answer the following
questions. Answers will be discussed in the online tutorials and in the Discussion board
forums.

• What are the constructs referred to as Neuroticism, Openness, deep learning, and
surface learning?

• How are the deep and surface learning constructs operationalised in real life?
(give examples)

• What are the learning outcomes associated with the two different types of
learning approaches?

• What are some of the theoretical reasons proposed to explain why there may be
personality differences in relation to the different learning approaches?

• What is the aim of the current research?

Swinburne University of Technology, Lilydale! ! PSS110 Introduction to
Psychology I, SP3, 2012.

• Construct two hypotheses based on the design of the study and past research that
we could test for in this report. The first hypothesis should address differences in
learning approaches for those high in Neuroticism and those low in Neuroticism.
The second hypothesis should address differences in learning approaches for
those high in Openness and those low in Openness. If the literature is not
conclusive one way or the other, develop a research question instead of a
hypothesis.

The research report should be typed in 12 point font (Times New Roman) and double-
spaced. The report must be formatted according to the specifications outlined in Findlay
(2012) and the Publication Manual (6th edition) of the American Psychological
Association.

The primary readings for this assignment are available via the library.

Assignment 2:

For the second assignment, you will be asked to submit an entire research report at the
end of Week 9. This will include your revised version of the first assignment (Title
page, Introduction, and Reference list) and in addition the following sections:

• Abstract
• Method
• Results
• Discussion

In Week 6 you will be given a summary of the results of the survey on personality and
approaches to learning (which you completed via Blackboard). You are not expected to
conduct any statistical analysis except comparing and reporting the descriptive results
(i.e., means comparisons). The analysis of results, along with the other sections of the
research report, will be discussed in the online tutorial classes and in the discussion
forums.

References

Biggs, J. & Tang, C. (2007). Teaching for quality learning at university. Berkshire:
Open University Press. (This is a book – you only need to read Chapter 2).

Swinburne University of Technology, Lilydale! ! PSS110 Introduction to
Psychology I, SP3, 2012.

Chamorro-Premuzic, T. & Furnham, A. (2009). Mainly Openness: the relationship
between the Big Five personality traits and learning approaches. Learning and
Individual Differences, 19, 524-529. doi: 10.1016/j.indif.2009.06.004

Marton, F. & Saljo, R. (1997). Approaches to learning. In F. Marton, D. Hounsell, and
N.J. Entwistle (Eds.), The experience of learning (pp. 39-58). Edinburgh:
Scottish Academic Press.

Plus at least one more reference that you have found.

Swinburne University of Technology, Lilydale! ! PSS110 Introduction to
Psychology I, SP3, 2012.

Australian Personality Inventory
Murray, G., Judd, F., Jackson, H., Fraser, C., Komiti, A., Pattison, P., & Robins, G.

(2009). Personality for free: Psychometric properties of a public domain
Australian measure of the five-factor model. Australian Journal of Psychology,
61, 167-174. doi: 10.1080/00049530802326784

Study Process Questionnaire
Biggs, J., Kember, D., & Leung, D.Y.P. (2001). The revised two-factor Study Process

Questionnaire. British Journal of Educational Psychology, 71, 133-149.

The readings for this assignment are available via the library’s electronic reserve under
PSS110 Introduction to Psychology I or access through Blackboard under Assignment
1.

Swinburne University of Technology, Lilydale! ! PSS110 Introduction to
Psychology I, SP3, 2012.

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