Research on adolescent girls who attend different schools Essay Example for Free

Research on stripling girls who attend different schools EssayThe study consists of research on immature girls who attend four different schools. These researchers emphasis on societal behavior would be reflected in both quantitative and qualitative measures. The research question Is social put throughs be central to the adolescent experience in girls. The hypothesis is social experiences are central to the adolescent experience in girls. The methods the study consists of are preference session at school that day for the girls who participate in the study. Then they were told that via email to go to studys website and roll in the hay the forms. The girls were given instructions to complete the activities questionnaire and the writing sample online. They are given till 800pm that night to complete the online forms after school. There were dickens measurements or instruments that were used in the study, drill assessment online and writing sample online. The activity asses sment online was revised of Passmore and Frenchs (1998)Lessure questionnaire/revised for their age group. Example from the article was leisure turned into activities little common modified to tell or describe their activities for that particular day (Feyberg, 2009). The activity assessment consisted of three domains, sense of accomplishment often through argument or a personal challenge (achievement activities). The second domain is those that are social in nature (social activities). Lastly, the third domain is that promotes remainder and is often hermit (relaxation activities) (Feyberg, 2009). The participants were allowed to report up to ten activities for each domain. Then they had to tell the three they spent the most time doing, most enjoyed, most meaningful, and how ofttimes they engaged in the activity. Then they were to rate them from 1 to 5. This scale that was used is known as the five point Likert carapace from 1 is being less than 30 proceedings and 5 being more than four hours (Feyberg, 2009). Then they were added up to a maximum points of 15 per domain. Participants reported their sport of up to three achievement, social, relaxation activities on a 4 point Liker Scale from 1 (not enjoyable) and four (very enjoyable) for a maximum of 12 points per domain. The next one is degree of meaningful based points of Likert Scale 1 (not meaningful) and 4 (very meaningful). The last one is to choose if they are engaged in certain activities. They would mark 1 if they were engaged in it and 0 if they are not engaged in it for a maximum of three points (Feyberg, 2009). The secondactivity is a writing assessment written online. Previous research proves that lyric poem use convey extensive information about social and emotional processes. The writing samples would provide meaningful information about personal experience and not to be captured by self- report scales. Writing examples is to be written on a website by the author for the study. They were t o think about a personal experience that you participated and have a good recollection of (Feyberg, 2009). The written sample is was needed to be a descriptive of the experience include feelings and could write as much as they wanted. The written sample examines different in affiliation, achievement, or power etymons. Each theme was composed of four subcategories and if the written sample contained at least(prenominal) one of them, it was awarded one point and if all three was in the sample then four points were awarded (Feyberg, 2009).The three themes were afflication, achievement, and narratives. Afflication consisted of four subcategories, positive effect, dialogue, commitments, and surrender of code. Achievement theme consisted of achievement imagery, anticipating success, world block, and negative feelings. Narratives theme consisted of general power imagery, increased prestige, lower prestige, and effect. Particapants consisted of 57 adolescent girls who attended four differ ent schools. They ranged from ages 11 to 19 years of age and in grades from 6th to 12th. The girls age ranged from 12 girls 11 to 13 (early adolescent), 22 girls 14-16 (middle adolescent), 23 17 to 19 (late adolescent). 49 describe themselves as white, 4 as African American, 2 as other, and 1 as Hispanic (Feyberg, 2009).The results were evualted by ANOVA. ANOVA showed significant differences for reported time, enjoyment, meaningfulness, and choice in achievement, social, and relaxation activities. Follow up contrast present spent more time in achievement then relaxation. The trend for spending more time in social then relaxation. No significant different in achievement and social. Employment results showed significant main effect found. Follow up reported greater enjoyment in relaxation then achievement. Reports show higher levels of enjoyment in social than in achievement. No significant differences in the amount of enjoyment reports for social and relaxation. Meaningfulness resul ts show higher levels of achievement than social activities. No reports for meaningfulness for social and relaxation. Significance of social behavior in adolescent girls by the use of twomethods, self-reports, and narrative analysis. Recalling social behavior for adolescent girls, the two methods, which were different in their approaches to understanding adolescent experiences.Although it was predicted that both methods would provide similar information about adolescent social experience. According to the narrative analysis demonstration that participated used more afflication themes than achievement or power theme. the strengths of the experiment was too asked to describe a personal experience, so researches could identify their narratives. The weakness is that they only test this on girls. The limitations of the study were that they examine one gender due to likelihood of an invalid across-group comparison. Study demonstrated that quantities and qualitative methods were not signif icantly correlated with one another (Feyberg, 2009). One suggestion I could say would benefit is examine this same study on boys.ReferenceFreyberg, R. (2009). Quantitive and Qualitive Measures of Behavior in Adolescent Girls. Adolescene, 44(173),33-54.