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Journal Article Review #2.docx

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University of Guelph
PSYC 2360
Carol Anne Hendry

Online Submission Assignment Cover Page Name: Sarah Murphy ID#: 0715438 Date: July 18, 2012 Course #: PSYC 2360 Course Name: Introductory Research Methods Instructor: Carol-Anne Hendry Assignment #: 2 Assignment Name: Journal Article Review #2 # of Pages (including this one): 5 (For instructor’s use) Grade: Journal Article Review 1. Write the reference for this article in APA style. Be sure to consult your textbook for assistance and pay close attention to format and spacing. Sandstorm, M. J., & Cillessen, A. H. (2010, September). Life After High School: Adjustment of Popular Teens in Emerging Adulthood [Electronic version]. Merrill- Palmer Quarterly, 56(4), 474-499. 2. Write an "overview" or brief summary of the article in your own words. Indicate your assessment of what the study is about and the major findings of the study. The study examined perceived popularity after high school as well as the role of relational aggression. A sample of 264 adolescents, ranging from grades 9 through 12, was used to determine if perceived popularity in high school was a determinant of any of the four domains of adjustment (depression, psychopathology, victimization, and risk behaviour). The major findings of the study suggested a positive association between popularity in high school and risk behaviours following high school, as well as a combination of low popularity and high relational aggression is associated with higher levels of adjustment problems for boys. The study also proved that, in girls, higher levels of relational aggression is associated with lower levels of depressive symptoms, but higher levels of workplace victimization. 3. According to the introduction, what information was already known about the topic (look for references to previous research)? According to previous research, relational aggression (RA) and perceived popularity are intertwined across development, and become increasingly associated with each other throughout high school. It is also suggested that aggression tends to become more subtle and over the course of development. Children are believed to show a proportional decrease in physical relative to relational aggression as they evolve into middle childhood and adolescence. Therefore, relational aggressing is a particularly powerful moderator of popularity during the high school years. 4. What variables were studied? Identify the Independent and Dependent Variables if applicable. What were the hypotheses concerning these variables? Variables: perceived popularity, sociometric popularity, relational aggression, depression, psychopathology, victimization, and risk behaviour. Independent Variables: perceived popularity, relational aggression, and sociometric popularity Dependent Variables: depression, psychopathology, victimization, and risk behaviour Hypotheses - Significant positive associations between high school popularity and adjustment in emerging adulthood (highly popular teens would show lower levels of subsequent depression, psychopathology, and victimization in the workplace) - Popularity to be positively associated with engagement in risk behaviours in the 3 years following graduation - Relational aggression may moderate the association between early popularity and later adjustment in 2 ways - RA may be adaptive in context of high social status - Higher levels of RA can lead to increases in popularity over time - RA would augment the protective impact of popularity on subsequent adjustment, such that teens who exhibited combination of popularity and RA in high school would show the lowest levels of depression, psychopathology, and workplace victimization in emerging adulthood. - RA intensifies the positive association between popularity and risk behaviours (with highly aggressive-popular teens showing the highest levels of these behaviours in emerging adulthood) 5. What were the operational definitions of the variables studied? High School Measures Perceived Popularity: Each student nominated their peers based on who is “most popular” or “least popular”, each result was counted and standardized to z-scores within the grade Sociometric Popularity: Each student nominated their peers based on who is “liked most” and “liked least”, each result was counted and standardized to z-scores within the grade Relational Aggression: Each student nominated their peers based on who “ignores others when at mad them”, each result was counted and standardized to z-scores within the grade Depression: Each student completed a short version of the Beck Depression Inventory. The four yearly scores were averaged to one high school depression composite. Psychopathology: Internalizing and externalizing behaviour problems were measured from the Child Behaviour Checklist. The scores were averaged to create a general psychopathology score for each grade. Victimization: Each student nominated their peers based on “who gets picked on by others”, these nominations were counted and standardized within each grade. The four yearly scores were averaged to one high school victimization composite. Risk Behaviour: Each student completed the Youth Risk Behaviour Survey (YRBS) in order to indicate the intensity and/or frequency of th
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