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Running head: LITERATURE REVIEW INSTRUCTIONS

1

Instructions for Paper I: Study One Literature Review Instructions (Worth 25 Points)

Ryan J. Winter

Florida International University

PAPER II: METHODS AND RESULTS INSTRUCTIONS

2

Purpose of Paper I: Study One Literature Review

1). Psychological Purpose

This paper serves several purposes, the first of which is helping you gain insight into

research papers in psychology. As this may be your first time reading and writing papers

in psychology, one goal of Paper I is to give you insight into what goes into such papers.

This study one-lit review will help you a). better understand the psychology topic chosen

for the course this semester (Selfies), b). learn about the various sections of an empirical

research report by reading five peer-reviewed articles (that is, articles that have a Title

Page, Abstract, Literature Review, Methods Section, Results Section, and References

Page), and c). use information gathered from research articles in psychology to help

support your hypotheses for your first study this semester (Selfies). Of course, you’ll be

doing a study two literature review later in the semester, so think of this Paper I as the

first part of your semester long paper. I recommend looking at the example Paper V,

actually, to see what your final paper will look like. It might give you a better idea about

how this current paper (as well as Papers II, III, and IV) all fit together into your final

paper of the semester.

In this current paper (Paper I), you will read five research articles, summarize what the

authors did and what they found, and use those summaries to support your Selfie Study

hypothesis. IMPORTANT: Yes you need five references, but keep in mind that you can

spend a lot of time (a page or two!) summarizing one them and just a sentence or two

summarizing others. Thus spend more time on the more relevant articles!

For this paper, start your paper broadly and then narrow your focus (think about the

hourglass example provided in the lecture). My suggestion is to give a brief overview of

your paper topic in your opening paragraph, hinting at the research variables you plan to

look at for study one. Your next paragraphs will review prior research (those five

references required for this paper). Make sure to draw connections between these papers,

using smooth transitions between paragraphs. Your final paragraphs should use the

research you just summarized to support your research hypothesis. And yes, that means

you MUST include your study predictions (which we provided in the researcher

instructions and debriefing statement. Use them!). In other words, this first paper will

look like the literature reviews for the five research articles you are summarizing for this

assignment. Use those articles as examples! See what they did and mimic their style!

Here, though, you will end the paper after providing your hypothesis. In Paper II, you

will pick the topic up again, but in that future paper you will talk about your own study

methods and results.

2). APA Formatting Purpose

The second purpose of Paper I: Study One Literature Review is to teach you proper

American Psychological Association (APA) formatting. In the instructions below, I tell

PAPER II: METHODS AND RESULTS INSTRUCTIONS

3

you how to format your paper using APA style. There are a lot of very specific

requirements in APA papers, so pay attention to the instructions below as well as Chapter

14 in your textbook!

3). Writing Purpose

Finally, this paper is intended to help you grow as a writer. Few psychology classes give

you the chance to write papers and receive feedback on your work. This class will! We

will give you extensive feedback on your first few paper in terms of content, spelling,

and grammar. You will even be able to revise aspects of Paper I and include them in

future papers (most notably Papers III and V). My hope is that you craft a paper that

could be submitted to an empirical journal. Thus readers may be familiar with APA style

but not your specific topic. Your job is to educate them on the topic and make sure they

understand how your study design advances the field of psychology.

In fact, your final paper in this class (Paper V), might be read by another professor at

FIU and not your instructor / lab assistant. Write your paper for that reader - the one

who may know NOTHING about your topic and your specific study.

Note: The plagiarism limit for this paper is 30% (though this excludes any overlap your paper

might have with regard to citations, references, and the predictions). Make sure your paper falls

under 30% (or 35% if including predictions).

Note: I am looking for 2.5 pages minimum with predictions.

PAPER II: METHODS AND RESULTS INSTRUCTIONS

4

Instructions for Paper I: Study One Literature Review (Worth 25 Points)

Students: Below are lengthy instructions on how to write your study one literature review. There

is also a checklist document in Canvas, which I recommend you print out and “check off” before

submitting your paper (we are sticklers for APA format, so make sure it is correct! We mark off

if you have a misplaced “&”, so carefully review all of your work and use the checklist! It will

help). Also look at the example paper in Canvas. It will show you what we expect.

1. Title Page: I expect the following format. (

5 Points

)

a. You must have a header and page numbers on each page.

i. If you don’t know how to insert headers, ask your instructor or watch this

very helpful video!

ii. The header goes at the top of the paper and it is left justified.

1. Use “Insert Headers” or click on the top of the page to open the

header. Make sure to select the “Different first page” option so that

your title page header will differ from subsequent pages

2. The R in Running head is capitalized but the “h” is lower case,

followed by a colon and a short title (in ALL CAPS). This short

running head title can be the same one as the rest of your paper or

it can differ – the choice is yours, but it should be no more than 50

characters including spaces and punctuation

3. Insert a page number as well. The header is flush left, but the page

number is flush right.

iii. Want an example header? Look at the title page of these instructions! You

can use other titles depending on your own preferences (e.g. SOCIAL

MEDIA AND NARCISSISM; SEFLIES VS. GROUPIES; JUDGING

OTHERS; etc.).

b. Your Title should be midway up the page. Again, see my “Title” page above as an

example of the placement, but for your title try to come up with a title that helps

describe your study one. Avoid putting “Paper One”. Rather, consider the titles

you saw in PsycInfo. Create a similar title that lets the reader know what your

paper is about

c. Your name (First Last) and the name of your institution (FIU) beneath the title.

For this class, only your own name will go on this paper. Double space

everything!

i. You can also refer to Chapter 14 in your powerpoints and/or Smith and

Davis textbook

d. This Title Page section will be on page 1

2. Abstract?

a. You DO NOT need an abstract for Paper I: You cannot write it until you run both

study one and two, so omit it for now

3. Literature Review Section (

12 points

)

a. First page of your literature review (Page 2)

PAPER II: METHODS AND RESULTS INSTRUCTIONS

5

i. Proper header with page numbers. Your running head title will appear in

the header of your page WITHOUT the phrase “Running head”. To insert

this header, use the headers program.

ii. The title of your paper should be on the first line of page two, centered. It

is IDENTICAL to the title on your title page. Just copy and paste it!

iii. The beginning text for your paper follows on the next line

b. Citations for the literature review

i. Your paper must cite a minimum of five (5) empirical research articles

that are based on studies conducted in psychology. That is, each of the

three citations you use should have a literature review, a methods section,

a results section, a conclusion/discussion, and references.

1. For this first paper, you MUST use at least three of the five articles

provided in the blackboard folder. You can use four if you like, but

you must use three at minimum – however, you cannot use all five.

For that fifth article, you must find it using PsycInfo. There are

some other conditions for this fifth article that you must follow:

a. First, remember that the fifth article cannot be any of the

five found in the blackboard folder.

b. Second, for your fifth article, it can be based on a wide

variety of topics, including general priming studies, studies

on narcissism (without a social media angle), studies on

social media (without a narcissism angle), studies on

impression formation, studies on friendships, etc. Trust me,

there are TONS of topics that can help you in your paper.

Just choose one that will help you support your

experimental hypothesis for your Selfie study. That is, it

has to help you justify your study one hypothesis (all

students are using this same hypothesis, so make sure to

read it. You can find it in the researcher instructions along

with the questionnaires you are giving to participants. I

actually suggest copying and pasting that hypothesis into

this first paper at the end).

c. Finally, you can have more than five references if you

want, but you must have a minimum of five references.

ii. Proper citations must be made in the paper – give credit where credit is

due, and don’t make claims that cannot be validated.

iii. If you use a direct quote, make sure to provide a page number for where

you found that quote in the citations. Do not directly quote too often,

though.

You can have no more than three direct quotes in the whole

paper

(though zero quotes would be even better). Instead, I would like

you to paraphrase when possible.

c. Requirements for the information in your literature review

PAPER II: METHODS AND RESULTS INSTRUCTIONS

6

i. Your study one literature review should use prior research as a starting

point, narrowing down the main theme of your specific project – think

about the hourglass example I gave in class.

ii. The last part of your literature review should narrow down your focus onto

your own study, eventually ending in your study hypothesis. However,

DO NOT go into specific details about your methods. You will talk about

your specific methods in Paper II in a few weeks.

iii. Again, to make it clear, at the end of your paper you will give an overview

of your research question, providing your specific predictions/hypotheses.

d.

The literature review must have minimum of two (2) full pages NOT

INCLUDING THE HYPOTHESES. It has a maximum of five (5) pages

(thus,

with the title page and references page, the paper should be between 4.5 and 7

pages). If it is only four and a half pages (again, including the hypotheses), it

better be really, really good. I don’t think I could do this paper justice in fewer

than five pages, so if yours isn’t at least five pages, I doubt it will get a good

grade.

4.

References (

6 points

)

a. The References section starts on its own page, with the word References centered.

Use proper APA format in this section or you will lose points.

b. All five references that you cited in the literature review must be in this section

(there should be more than five references here if you cited more than five

articles, which is fine in this paper). However, at least three must come from the

article folder on blackboard while the remaining two can come from either the last

blackboard paper or two new ones from psychinfo. Only peer-reviewed articles

are allowed here (no books, journals, websites, or other secondary resources are

allowed for paper one).

c. For references, make sure you:

i. use alphabetical ordering (start with the last name of the first author)

ii. use the authors’ last names but only the initials of their first/middle name

iii. give the date in parentheses – e.g. (2007).

iv.

italicize

the name of the journal article

v. give the volume number, also in

italics

vi. give the page numbers (not italicized) for articles

vii. provide the doi (digital object identifier) if present (not italicized)

5.

Writing Quality (

2 Points

)

a.

This includes proper grammar and spelling. I recommend getting feedback on

your paper from the Pearson Writer program prior uploading it on Canvas.

6.

Between the title page, literature review, and reference page, I expect a minimum of 4

pages and a maximum of 7 pages for this assignment. But like I said, the shorter the

paper, the less likely it is to get a good grade, so aim for 5 pages minimum.

The above information is required for your paper, but I wanted to provide a few tips about

writing your literature review as well. Students often struggle with the first paper, but hopefully

this will give you some good directions:

PAPER II: METHODS AND RESULTS INSTRUCTIONS

7

First, remember that you need 5 references, all of which MUST be peer-reviewed (three

coming from the blackboard folder and one or two that you find on your own using

PsycInfo).

Second, I don't expect a lengthy discussion for each and every article that you cite. You

might spend a page talking about Article A and a sentence or two on Article B. The

amount of time you spend describing an article you read should be proportional to how

important it is in helping you defend your hypotheses. See if there is a prior study that

looks a lot like yours (hint – there is at least one, which I based this study on, but you’ll

have to find it on your own!). I would expect you to spend more time discussing that

prior research since it is hugely relevant to your own study. If an article you read simply

supports a global idea that ties into your study but has very different methods (like

"frustrated people get mad!"), you can easily mention it in a sentence or two without

delving into a lot of detail. Tell a good story in your literature review, but only go into

detail about plot elements that have a direct bearing on your study!

Third, this paper is all about supporting your hypotheses. Know what your hypotheses are

before you write the paper, as it will help you determine how much time to spend on each

article you are citing. My suggestion is to spend some time describing the nature of

selfies and narcissism, and then talking about studies that looked at this area. Use those

studies to help defend your own study hypothesis. That is, “Since they found X in this

prior study, that helps support the hypothesis in the present study”. Do you remember

your two hypotheses? Okay, I’ll be really helpful here. BELOW are your hypotheses. In

your paper, support it! Just remember that the rest of your paper needs to be at least

two

full pages

NOT INCLUDING

the hypothesis below

. In other words, including the

hypotheses below, your actual text for your paper should be at least two and a half pages!

o

We predict that if participants are exposed to selfie photos, then they will believe

that an Instagram user 1). updates her profile picture more frequently, 2). posts to

her social media accounts more often, and 3). seems more self-absorbed, selfish,

narcissistic, and egotistical, compared to participants exposed to either groupie or

professional photos, though these latter two conditions should not differ from

each other in their Instagram user ratings.

Fourth, make sure to proofread, proofread, proofread! Use the Pearson Writer for help,

but note that their suggestions are just that – suggestions. It is up to you to make sure the

flow of the paper is easy to understand. Good luck!

Finally, go look at the supporting documents for this paper. There is a checklist, a grade

rubric, and an example paper. All will give you more information about what we are

specifically looking for as well as a visual example of how to put it all together. Goo

Unformatted Attachment Preview

Running head: LITERATURE REVIEW INSTRUCTIONS Instructions for Paper I: Study One Literature Review Instructions (Worth 25 Points) Ryan J. Winter Florida International University 1 PAPER II: METHODS AND RESULTS INSTRUCTIONS 2 Purpose of Paper I: Study One Literature Review 1). Psychological Purpose This paper serves several purposes, the first of which is helping you gain insight into research papers in psychology. As this may be your first time reading and writing papers in psychology, one goal of Paper I is to give you insight into what goes into such papers. This study one-lit review will help you a). better understand the psychology topic chosen for the course this semester (Selfies), b). learn about the various sections of an empirical research report by reading five peer-reviewed articles (that is, articles that have a Title Page, Abstract, Literature Review, Methods Section, Results Section, and References Page), and c). use information gathered from research articles in psychology to help support your hypotheses for your first study this semester (Selfies). Of course, you’ll be doing a study two literature review later in the semester, so think of this Paper I as the first part of your semester long paper. I recommend looking at the example Paper V, actually, to see what your final paper will look like. It might give you a better idea about how this current paper (as well as Papers II, III, and IV) all fit together into your final paper of the semester. In this current paper (Paper I), you will read five research articles, summarize what the authors did and what they found, and use those summaries to support your Selfie Study hypothesis. IMPORTANT: Yes you need five references, but keep in mind that you can spend a lot of time (a page or two!) summarizing one them and just a sentence or two summarizing others. Thus spend more time on the more relevant articles! For this paper, start your paper broadly and then narrow your focus (think about the hourglass example provided in the lecture). My suggestion is to give a brief overview of your paper topic in your opening paragraph, hinting at the research variables you plan to look at for study one. Your next paragraphs will review prior research (those five references required for this paper). Make sure to draw connections between these papers, using smooth transitions between paragraphs. Your final paragraphs should use the research you just summarized to support your research hypothesis. And yes, that means you MUST include your study predictions (which we provided in the researcher instructions and debriefing statement. Use them!). In other words, this first paper will look like the literature reviews for the five research articles you are summarizing for this assignment. Use those articles as examples! See what they did and mimic their style! Here, though, you will end the paper after providing your hypothesis. In Paper II, you will pick the topic up again, but in that future paper you will talk about your own study methods and results. 2). APA Formatting Purpose The second purpose of Paper I: Study One Literature Review is to teach you proper American Psychological Association (APA) formatting. In the instructions below, I tell PAPER II: METHODS AND RESULTS INSTRUCTIONS 3 you how to format your paper using APA style. There are a lot of very specific requirements in APA papers, so pay attention to the instructions below as well as Chapter 14 in your textbook! 3). Writing Purpose Finally, this paper is intended to help you grow as a writer. Few psychology classes give you the chance to write papers and receive feedback on your work. This class will! We will give you extensive feedback on your first few paper in terms of content, spelling, and grammar. You will even be able to revise aspects of Paper I and include them in future papers (most notably Papers III and V). My hope is that you craft a paper that could be submitted to an empirical journal. Thus readers may be familiar with APA style but not your specific topic. Your job is to educate them on the topic and make sure they understand how your study design advances the field of psychology. In fact, your final paper in this class (Paper V), might be read by another professor at FIU and not your instructor / lab assistant. Write your paper for that reader - the one who may know NOTHING about your topic and your specific study. Note: The plagiarism limit for this paper is 30% (though this excludes any overlap your paper might have with regard to citations, references, and the predictions). Make sure your paper falls under 30% (or 35% if including predictions). Note: I am looking for 2.5 pages minimum with predictions. PAPER II: METHODS AND RESULTS INSTRUCTIONS 4 Instructions for Paper I: Study One Literature Review (Worth 25 Points) Students: Below are lengthy instructions on how to write your study one literature review. There is also a checklist document in Canvas, which I recommend you print out and “check off” before submitting your paper (we are sticklers for APA format, so make sure it is correct! We mark off if you have a misplaced “&”, so carefully review all of your work and use the checklist! It will help). Also look at the example paper in Canvas. It will show you what we expect. 1. Title Page: I expect the following format. (5 Points) a. You must have a header and page numbers on each page. i. If you don’t know how to insert headers, ask your instructor or watch this very helpful video! http://www.youtube.com/watch?v=9pbUoNa5tyY. ii. The header goes at the top of the paper and it is left justified. 1. Use “Insert Headers” or click on the top of the page to open the header. Make sure to select the “Different first page” option so that your title page header will differ from subsequent pages 2. The R in Running head is capitalized but the “h” is lower case, followed by a colon and a short title (in ALL CAPS). This short running head title can be the same one as the rest of your paper or it can differ – the choice is yours, but it should be no more than 50 characters including spaces and punctuation 3. Insert a page number as well. The header is flush left, but the page number is flush right. iii. Want an example header? Look at the title page of these instructions! You can use other titles depending on your own preferences (e.g. SOCIAL MEDIA AND NARCISSISM; SEFLIES VS. GROUPIES; JUDGING OTHERS; etc.). b. Your Title should be midway up the page. Again, see my “Title” page above as an example of the placement, but for your title try to come up with a title that helps describe your study one. Avoid putting “Paper One”. Rather, consider the titles you saw in PsycInfo. Create a similar title that lets the reader know what your paper is about c. Your name (First Last) and the name of your institution (FIU) beneath the title. For this class, only your own name will go on this paper. Double space everything! i. You can also refer to Chapter 14 in your powerpoints and/or Smith and Davis textbook d. This Title Page section will be on page 1 2. Abstract? a. You DO NOT need an abstract for Paper I: You cannot write it until you run both study one and two, so omit it for now 3. Literature Review Section (12 points) a. First page of your literature review (Page 2) PAPER II: METHODS AND RESULTS INSTRUCTIONS 5 i. Proper header with page numbers. Your running head title will appear in the header of your page WITHOUT the phrase “Running head”. To insert this header, use the headers program. ii. The title of your paper should be on the first line of page two, centered. It is IDENTICAL to the title on your title page. Just copy and paste it! iii. The beginning text for your paper follows on the next line b. Citations for the literature review i. Your paper must cite a minimum of five (5) empirical research articles that are based on studies conducted in psychology. That is, each of the three citations you use should have a literature review, a methods section, a results section, a conclusion/discussion, and references. 1. For this first paper, you MUST use at least three of the five articles provided in the blackboard folder. You can use four if you like, but you must use three at minimum – however, you cannot use all five. For that fifth article, you must find it using PsycInfo. There are some other conditions for this fifth article that you must follow: a. First, remember that the fifth article cannot be any of the five found in the blackboard folder. b. Second, for your fifth article, it can be based on a wide variety of topics, including general priming studies, studies on narcissism (without a social media angle), studies on social media (without a narcissism angle), studies on impression formation, studies on friendships, etc. Trust me, there are TONS of topics that can help you in your paper. Just choose one that will help you support your experimental hypothesis for your Selfie study. That is, it has to help you justify your study one hypothesis (all students are using this same hypothesis, so make sure to read it. You can find it in the researcher instructions along with the questionnaires you are giving to participants. I actually suggest copying and pasting that hypothesis into this first paper at the end). c. Finally, you can have more than five references if you want, but you must have a minimum of five references. ii. Proper citations must be made in the paper – give credit where credit is due, and don’t make claims that cannot be validated. iii. If you use a direct quote, make sure to provide a page number for where you found that quote in the citations. Do not directly quote too often, though. You can have no more than three direct quotes in the whole paper (though zero quotes would be even better). Instead, I would like you to paraphrase when possible. c. Requirements for the information in your literature review PAPER II: METHODS AND RESULTS INSTRUCTIONS 6 i. Your study one literature review should use prior research as a starting point, narrowing down the main theme of your specific project – think about the hourglass example I gave in class. ii. The last part of your literature review should narrow down your focus onto your own study, eventually ending in your study hypothesis. However, DO NOT go into specific details about your methods. You will talk about your specific methods in Paper II in a few weeks. iii. Again, to make it clear, at the end of your paper you will give an overview of your research question, providing your specific predictions/hypotheses. d. The literature review must have minimum of two (2) full pages NOT INCLUDING THE HYPOTHESES. It has a maximum of five (5) pages (thus, with the title page and references page, the paper should be between 4.5 and 7 pages). If it is only four and a half pages (again, including the hypotheses), it better be really, really good. I don’t think I could do this paper justice in fewer than five pages, so if yours isn’t at least five pages, I doubt it will get a good grade. 4. References (6 points) a. The References section starts on its own page, with the word References centered. Use proper APA format in this section or you will lose points. b. All five references that you cited in the literature review must be in this section (there should be more than five references here if you cited more than five articles, which is fine in this paper). However, at least three must come from the article folder on blackboard while the remaining two can come from either the last blackboard paper or two new ones from psychinfo. Only peer-reviewed articles are allowed here (no books, journals, websites, or other secondary resources are allowed for paper one). c. For references, make sure you: i. use alphabetical ordering (start with the last name of the first author) ii. use the authors’ last names but only the initials of their first/middle name iii. give the date in parentheses – e.g. (2007). iv. italicize the name of the journal article v. give the volume number, also in italics vi. give the page numbers (not italicized) for articles vii. provide the doi (digital object identifier) if present (not italicized) 5. Writing Quality (2 Points) a. This includes proper grammar and spelling. I recommend getting feedback on your paper from the Pearson Writer program prior uploading it on Canvas. 6. Between the title page, literature review, and reference page, I expect a minimum of 4 pages and a maximum of 7 pages for this assignment. But like I said, the shorter the paper, the less likely it is to get a good grade, so aim for 5 pages minimum. The above information is required for your paper, but I wanted to provide a few tips about writing your literature review as well. Students often struggle with the first paper, but hopefully this will give you some good directions: PAPER II: METHODS AND RESULTS INSTRUCTIONS 7 • First, remember that you need 5 references, all of which MUST be peer-reviewed (three coming from the blackboard folder and one or two that you find on your own using PsycInfo). • Second, I don't expect a lengthy discussion for each and every article that you cite. You might spend a page talking about Article A and a sentence or two on Article B. The amount of time you spend describing an article you read should be proportional to how important it is in helping you defend your hypotheses. See if there is a prior study that looks a lot like yours (hint – there is at least one, which I based this study on, but you’ll have to find it on your own!). I would expect you to spend more time discussing that prior research since it is hugely relevant to your own study. If an article you read simply supports a global idea that ties into your study but has very different methods (like "frustrated people get mad!"), you can easily mention it in a sentence or two without delving into a lot of detail. Tell a good story in your literature review, but only go into detail about plot elements that have a direct bearing on your study! • Third, this paper is all about supporting your hypotheses. Know what your hypotheses are before you write the paper, as it will help you determine how much time to spend on each article you are citing. My suggestion is to spend some time describing the nature of selfies and narcissism, and then talking about studies that looked at this area. Use those studies to help defend your own study hypothesis. That is, “Since they found X in this prior study, that helps support the hypothesis in the present study”. Do you remember your two hypotheses? Okay, I’ll be really helpful here. BELOW are your hypotheses. In your paper, support it! Just remember that the rest of your paper needs to be at least two full pages NOT INCLUDING the hypothesis below. In other words, including the hypotheses below, your actual text for your paper should be at least two and a half pages! o We predict that if participants are exposed to selfie photos, then they will believe that an Instagram user 1). updates her profile picture more frequently, 2). posts to her social media accounts more often, and 3). seems more self-absorbed, selfish, narcissistic, and egotistical, compared to participants exposed to either groupie or professional photos, though these latter two conditions should not differ from each other in their Instagram user ratings. • Fourth, make sure to proofread, proofread, proofread! Use the Pearson Writer for help, but note that their suggestions are just that – suggestions. It is up to you to make sure the flow of the paper is easy to understand. Good luck! • Finally, go look at the supporting documents for this paper. There is a checklist, a grade rubric, and an example paper. All will give you more information about what we are specifically looking for as well as a visual example of how to put it all together. Good luck! Running head: COUNTERFACTUAL THINKING Counterfactual Thinking: Appointing Blame Former Student Florida International University 1 COUNTERFACTUAL THINKING 2 Counterfactual Thinking: Appointing Blame As free-willed beings, we can often become the victims of our own decisions. Imagine accidentally running over a stray cat because you decided to look away from the road at the exact moment the kitten decided to cross the street. Following the accident, most people would be plagued with thoughts of how alternative circumstances or decisions could have prevented such an unfortunate situation. Every time an individual forms a ‘what if’ scenario in which he or she mentally alters the course of events occurred, they are participating in a process that is known as counterfactual thinking (Ruiselová, Prokopčáková, & Kresánek, 2007; Williams, Lees-Haley, & Price 1996). This process allows individuals to consider the multiple factors at play in a situation (i.e mutability), and to decide what specific condition was responsible for the ultimate outcome of the event. The primary focus of our study is to analyze the extent of culpability people place on a particular factor depending on the preventability of the outcome. That is, if it is easy to “undue” an event that ends in a tragic outcome, will participants find an actor who fails to engage in that easy behavior more at fault? The development of counterfactual thoughts relies on the variability of the situation, as well as the knowledge that different actions could have resulted in alternate outcomes (Alquist, Ainsworth, Baumeister, Daly, & Stillman, 2015). According to Alquist et al., situations that are believed to be highly changeable generate more counterfactual thoughts than events that seem unavoidable. However, ruminating on every conceivable alternative of a situation would take an unlimited amount of time and resources. Instead of allotting so much time and energy on a cognitive task, people tend to narrow down the different scenarios that come to mind according to the degree of controllability of the factors involved (McCloy & Byrne, 2000). For example, the deliberate decisions individuals make that ultimately lead to a certain outcome is considered COUNTERFACTUAL THINKING 3 to be a controllable event, whereas uncontrollable events are unavoidable circumstances, such as traffic jams or natural disasters (McCloy & Byrne, 2000). When mentally forming a scenario different than the one occurred, individuals tend to change controllable rather than uncontrollable events (2000). Therefore, events that are within an individual’s jurisdiction generally receive the brunt of the blame for the resulting situation. In a similar light, a study performed by McCloy and Byrne (2000), discovered that inappropriate events are more often changed through the process of counterfactual thinking than appropriate ones, especially when the outcome of these events was negative. Inappropriate events include the decisions individuals make that are considered to be ‘socially wrong’, whereas appropriate events are ‘socially acceptable’ actions. Due to these results, we can conclude that what McCloy and Byrne consider to be “inappropriate controllable” events, will likely be regarded as highly culpable factors in the outcome of a situation. Another contributing factor to perceived culpability is the extent of knowledge of the actors involved in an event, as well as the intent of their actions (Gilbert, Tenney, Holland, & Spellman, 2015). For example, in the aforementioned scenario, had the driver known that looking away from the road would have caused her to run over the stray cat, the driver would have been more likely to be perceived guilty, even though the actions and the outcome of the situation remained the same. This rationalization is the product of a bottom-up method of thinking in which individuals are able to generate more counterfactual thoughts due to the actor’s knowledge of the outcome (Gilbert et al., 2015). As these authors have noted, the increased development of counterfactual thoughts will in turn attribute more responsibility to the actor, which will ultimately increase perceived blame. But this is not the full picture when it comes to focusing on the role of counterfactual thoughts in altering participant responses. COUNTERFACTUAL THINKING 4 In pursuance of counterfactual thinking and its relationship to perceived blame, we have devised a study that analyzed the extent of culpability people place on a particular factor depending on the preventability of the outcome. We provided participants with one of three scenarios, each of which depicted a variation of the same situation where alternate events lead to different conclusions. In the changeable condition, an actor engaged in a behavior that led to an undesirable outcome (death) that could have been avoided had he acted differently. In the unchangeable condition, the same actor engaged in a behavior that once again led to an undesirable outcome, but here the outcome could not have been avoided if he acted differently. In the neutral condition, the actor engaged in an alternative behavior, but the outcome was still undesirable. We predicted that participants would place more blame on the actor in the changeable condition where the actor could have avoided the undesirable outcome had he behaved differently than in both the unchangeable and neutral conditions, where the actor’s behavior could not be altered. This is because we expected changeable participants to generate more counterfactuals (more statements about how the actor could have behaved) in the changeable condition. COUNTERFACTUAL THINKING 5 References Alquist, J. L., Ainsworth, S. E., Baumeister, R. F., Daly, M., & Stillman, T. F. (2015). The making of might-have-beens: Effects of free will belief on counterfactual thinking. Personality and Social Psychology Bulletin, 41(2), 268-283. doi: 10.1177/0146167214563673 Gilbert, E. A., Tenney, E. R., Holland, C. R., & Spellman, B. A. (2015). Counterfactuals, control, and causation: Why knowledgeable people get blamed more. Personality and Social Psychology Bulletin, 41(5), 643-658. doi: 10.1177/0146167215572137 McCloy, R., & Byrne, R. M. J. (2000). Counterfactual thinking about controllable events. Memory & Cognition, 28(6), 1071-1078. doi: 10.3758/BF03209355 Ruiselová, Z., Prokopčáková, A., & Kresánek, J. (2007). Counterfactual thinking in relation to the personality of women--doctors and nurses. Studia Psychologica, 49(4), 333-339. Williams, C. W., Lees-Haley, P., & Price, J. R. (1996). The role of counterfactual thinking and causal attribution in accident-related judgments. Journal of Applied Social Psychology, 26(23), 2076-2099. doi: 10.1111/j.1559-1816.1996.tb01789 Checklist – Paper One: Study One Literature Review Use the check sheet below to make sure your paper is the best it can be! Make sure you answer “Yes” to all questions before submitting your paper or you will lose points! General Paper Format Yes No 1. Is everything in your paper (including headers, the main body of your study one literature review, and references) in 12 point Times New Roman font? 2. Is everything in your paper double spaced, including references (here I mean the spacing above and below each line, not the spaces following a period)? 3. Do you have one inch margins on all sides of the paper (one inch from the top of the page, one inch from the bottom, and one inch from each side) 4. Are the first lines of all paragraphs indented roughly ½ inch? 5. Are your paragraphs aligned left? (That is, text should be flush left, with lines lining up on the left of the page, but text should NOT line up on the right side of the page – it should look ragged) 6. Do you need help figuring out how to configure a word document in APA format (inserting headers, page numbers, proper indents, etc.)? If YES or NO, I highly recommend watching this video which walks you through setting up an APA formatted paper! http://www.youtube.com/watch?v=9pbUoNa5tyY Yes No Yes No Title page Header 1. Do you have the phrase “Running head” in your header (with a lower case h)? 2. Is the rest of your Running head title in ALL CAPS? 3. Is your Running head in 12 point Times New Roman font? 4. Do you have a page number that is flush right (also in 12 point Times New Roman font)? 5. Is your header 50 characters or less (including spaces and punctuation)? Title / Name / Institution 1. Is your title 12 words or less (as recommended by the APA)? 2. Does your title describe your general paper theme (while avoiding something blank like “Paper One: Literature Review”)? Note that your header and title can differ! 3. Do all title words with three letters or more start with a capital letter? 4. Are your name and institution correct? 5. Are your title, name, and institution elements centered and in 12 point Times New Roman font? Literature Review Header 1. Is your header title present and identical to your header from the title page? 2. Is your header title in ALL CAPS and 12 point Times New Roman font? 3. Does your header on this second page omit the phrase “Running head” 4. Do you have a page number starting on page 2 Title for the literature review 1. Do you have the identical title you used on the title page rewritten at the top Yes No Yes No of your literature review? 2. Is this title centered? Main body of the literature review 1. Does your literature review start broadly, giving a brief overview of the paper to come? 2. Does your literature review start to narrow down toward your hypotheses? 3. Do your paragraphs transition from one to the next? (That is, avoid simply listing studies you read. Tie them together. How does Study A in paragraph A relate to Study B in paragraph B?) 4. Does your paper end in your very specific hypotheses? (You will lose a lot of points if your paper doesn’t provide the specific predictions!) 5. Did you make sure your predictions are written in the past tense? 6. Is your paper at least two pages long (not including the hypotheses)? Citations for the literature review 1. Did you cite a minimum of 5 citations? (Note that you can give a lot of detail for some articles you cite but only a sentence or two for others. How much detail you go into depends on how important the article is in helping your support your hypotheses) 2. Are your citations in APA format (That is, ONLY the last name of the author(s) and date of publication)? a. Note that you do NOT include first names, initials, or the title of the article the authors wrote when citing. That information belongs in the references pages only. b. Also note that you only use an ampersand – the & symbol – when it occurs within parentheses. In other instances, use the word “and” 3. If you quoted, did you provide a page number for the direct quote? 4. If you paraphrased in any way, did you cite the source of that information? 5. Did you cite everything that sounded like it was factual information? 6. Did you make sure the period follows the citation rather than coming before it? References Page Title for the references page 1. Do references start on their own page? 2. Is the word “References” centered? References – Make sure these are in APA format! 1. Are references listed in alphabetical order (starting with the last name of the first author listed)? 2. Are all citations from the literature review referenced? 3. Is the first line of the reference flush left while subsequent lines are indented (Note: Use the ruler function for this. DO NOT simply tab)? 4. Did you use the “&” symbol when listing more than one author name? 5. Did you include the date of publication 6. For article references, is the article title (which is not italicized) present, with only the first word and proper names starting with a capital letter? 7. For article references, is the name of the journal present with all major words starting with a capital letter (Note: this journal title is italicized)? 8. For article references, is the volume number italicized 9. For article references, are the page numbers present (not italicized) 10. For article references, is the DOI present Yes No Writing Quality 1. Did you proofread your paper, go to the writing center, go to the research methods help center, or use the Pearson writer to make sure your paper flows well? 2. Did you use the past tense (which is recommended, since your papers in this class will reflect work you already did rather than work you will do)? 3. Did you use a scientific / objective terms like “people”, “participants”. “users”, “readers”, etc. (as opposed to subjective words like “you”, “we”, “me”, “I”, or “us”, etc.)? Paper I: Study One Literature Review - Grading Rubric (25 points) 1). Title Page (5 points – 1 page) Items of relevance: Proper APA formatted Running head in header with page numbers Student name and Institution 2). Abstract / Graphs / Tables (Not Required – No Points) 3). Literature Review (12 points – 2 to 5 pages not including the hypotheses) Items of relevance: a). Psychological Purpose: Your paper will meet the psychological objectives for this section, including: 1). narrowing your paper from general information toward the beginning to specific information towards the end (tells a story) 2). presenting the information clearly, educating your reader about the area of research (keep in mind that this area may be new to them as well. Assume they need you to teach them the material). You should have smooth transitions between paragraphs. 3). ending your paper with your specific hypotheses / predictions b). APA Formatting Purpose: Your paper will meet the formatting objectives for this section, including: 1). proper APA formatting for title, header, and page numbers 2). You should have five citations (minimum) that match up with the references in your reference section. Citations are in proper APA format 4) Reference Section (6 points) Items of relevance: Five references minimum (same as those cited) in proper APA format. Three references MUST come from blackboard; a fourth MUST come from your own research the fifth can come from either blackboard or from research you do on your own 5). Writing Quality (2 points) a). Writing Purpose: Your paper will meet the writing objectives for this section, including: 1). Proper grammar and spelling, good flow to the paper, good transition sentences between paragraphs Note: Use the Paper Checklist, too! It is much more detailed then this grading rubric! Computers in Human Behavior 66 (2017) 370e376 Contents lists available at ScienceDirect Computers in Human Behavior journal homepage: www.elsevier.com/locate/comphumbeh Full length article Virtual makeover: Selfie-taking and social media use increase selfie-editing frequency through social comparison Jiyoung Chae Department of Communications and New Media, National University of Singapore, Blk AS6, #03-09, 11 Computing Drive, Singapore, 117416, Singapore a r t i c l e i n f o a b s t r a c t Article history: Received 27 June 2016 Received in revised form 21 September 2016 Accepted 5 October 2016 Available online 17 October 2016 Studies have explored the predictors of selfie-posting, but rarely investigated selfie-editing, a virtual makeover for online self-presentation. This study, based on social comparison theory, examined a psychological pathway from individual characteristics to selfie-editing behavior through social comparison. It was hypothesized that selfie-taking, public self-consciousness, social media use, and satisfaction with facial appearance would indirectly influence selfie-editing through social comparison of appearance (with friends or social media influencers/celebrities). A two-wave longitudinal online survey was conducted in South Korea among female smartphone users aged 20 to 39 (N ¼ 1064 at Wave 1 and 782 at Wave 2). The results revealed that frequent selfie-taking, higher levels of public self-consciousness, and more use of social media at Wave 1 were associated with social comparison with friends at Wave 1, which increased selfie-editing behavior at Wave 2. However, those three independent variables did not have indirect effects on selfie-editing at Wave 2 through social comparison with influencers/celebrities. Also, satisfaction with facial appearance had neither direct nor indirect effect on selfie-editing at Wave 2. The findings suggest that individuals engage in social comparison and resulting selfie-editing not because of their dissatisfaction with appearance, but because of the desire for more ideal online selfpresentation. © 2016 Elsevier Ltd. All rights reserved. Keywords: Selfie-editing Social media Public self-consciousness Social comparison Satisfaction with facial appearance 1. Introduction Selfies have become a popular cultural phenomenon across the world. Selfie refers to a self-portrait that a person takes using a smartphone or webcam (Oxford Dictionaries, 2013). Recent years have witnessed a dramatic increase of selfie-taking and posting behaviors. On Instagram, an image-based social media platform, more than 288 million photos are hashtagged with #me and 255 million with #selfie (Websta, 2016). With the popularity of selfies, studies have investigated the relationship between personality and selfie-posting behavior. For example, those with higher level of narcissism are more likely to post their selfies (Kim, Lee, Sung, & Choi, 2016; Weiser, 2015). Narcissism and selfie-taking are mutually influencing each other over time, meaning that narcissism increases selfie-taking and selfie-taking increases the level of narcissism (Halpern, Valenzuela, & Katz, 2016). In addition, selfieposting frequency is higher among individuals with exhibitionism and extraversion (Sorokowska et al., 2016). However, studies to date have rarely examined the behavior that E-mail address: cnmcj@nus.edu.sg. http://dx.doi.org/10.1016/j.chb.2016.10.007 0747-5632/© 2016 Elsevier Ltd. All rights reserved. often comes before posting: Selfie-editing. Selfie-editing in this paper refers to digital enhancement of selfies using computer programs or smartphone applications (e.g., using filters, enlarging eyes, removing blemishes or slimming faces). Easier than actual plastic surgery, it is a kind of virtual makeover for better online presentation of self. A survey among 1710 adults in the U.S. revealed that 50% of respondents edit their selfies (Renfrew Center Foundation, 2014). Studies have reported narcissism and selfobjectification as predictors of selfie-editing (Fox & Rooney, 2015). Selfie-editing is also related to concerns over diet (McLean, Paxton, Wertheim, & Masters, 2015). However, no previous study has theoretically and systematically examined the psychological mechanism leading to selfie-editing. The current study investigates this issue by applying social comparison theory (Festinger, 1954). The theory postulates that human beings have a basic instinct to compare ourselves with others to evaluate our own abilities and opinions. Selfie-editing entails social comparison because it is based on self-evaluation of appearance. Selfie-editing might be due to the dissatisfaction about one's appearance in selfies or due to the desire to look better than others; either is a result of self-evaluation. Then there must be individual characteristics that prompt social comparison behavior. J. Chae / Computers in Human Behavior 66 (2017) 370e376 In summary, the goal of the current study is to examine the process through which individual characteristics indirectly increase selfieediting behavior through social comparison. This study aims to fill the gap in existing literature in three ways. First, rather than simply identifying predictors of selfie-editing, this study will suggest a psychological pathway leading to editing behavior. Second, this study will be an extension of social comparison theory by demonstrating how the use of new media technologydselfies and social mediadis related to social comparison behavior and what the outcomes of such comparison are. Third, by using two-wave longitudinal data, this study will provide stronger evidence about the relationship between individual characteristics, social comparison, and selfie-editing. 2. Predicting selfie-editing behavior Human beings try to manage the impression that others have of them by packaging or changing their appearance or behavior, which is called self-presentation (Goffman, 1959). According to Walther (1992), computer-mediated communication has made selective self-presentation possible because messages can be edited and individuals have more time for better presentation of the self. Compared to face-to-face communication, individuals can more carefully calculate and organize their self-presentation (Walther, 1992). Based on Walther's proposition, Hancock and Toma (2009) extended the scope of selective self-presentation to photographs because photos can be selected and digitally altered for selfpresentation in a computer-mediated environment. Thus, selfies are an effective way to construct ideal self-image (Halpern, Katz, & Carril, 2017), and selfie-editing is a means for selective selfpresentation. Chua and Chang (2016) conducted in-depth interviews of Singaporean teenage girls and found that girls edit their selfies to get favorable attention from peers by meeting the standard of beauty defined by peer norms. Specifically, girls wanted quantitative evidence of popularity such as likes, followers, or comments. To construct a self-image that others like, one must evaluate their appearance. To evaluate, improve, or enhance oneself, individuals engage in social comparison (Buunk & Gibbons, 2007; Festinger, 1954). Thus, selfie-editing is likely to be the result of social comparison of appearance. Social comparison can be either upward or downward (for details, see Corcoran, Crusius, & Musweiler, 2011). When upward comparison happens, individuals want to improve themselves; upward comparison will lead to selfie-editing to compensate for one's weaknesses. If downward comparison arises and individuals feel satisfied with their appearance, they might be less interested in selfie-editing. However, when it comes to appearanceda premium in the online world as well as real worlddpeople satisfied with themselves want to look even better if possible; celebrities still edit their selfies online to keep their superiority and continue to draw attention. The effect of downward comparison may be smaller than upward comparison, but their relationship with selfie-editing will be similar. Rather than the direction of comparison, this study considers the target of social comparison. Selfies are shared online, and friends on social media must be frequent targets of comparison. Peer comparison is prevalent on social media among young people and both downward and upward comparison can happen (Chua & Chang, 2016). However, although social comparison usually happens between similar individuals, people engage in social comparison with dissimilar others as well (Gilbert, Giesler, & Morris, 1995). For example, females compare their bodies to thin models in the media and feel dissatisfaction (Grabe, Ward, & Hyde, 2008). Thus, social media influencers or celebrities can be the target of comparison. Social media influencers are ordinary Internet users 371 who exhibit their personal lives online to a large number of followers, and make profits by such exhibition of their lives (Abidin, 2016). Although they are not celebrities, their popularity is called micro-celebrity, a newly emerged celebrity based on one's performance using new media technologies (Senft, 2008). Influencers' works are mainly dependent on their selfies (Abidin, 2016). Celebrities also post their selfies on social media platforms. Comparison with influencers or celebrities' is likely to be upward, but it is not clear whether such comparison leads to selfie-editing. Based on comparison with friends, individuals will edit their selfies in the desire to present the better self to others, but the comparison with influencers/celebrities might not be related to such desire because they are not the audience of ordinary people's online selfpresentation. Therefore, the following hypothesis and research question were advanced. In testing them, this study used two-wave longitudinal data and controlled for selfie-editing at W1. It was to see whether social comparison at Wave 1 (W1) increases selfie-editing at W2 over and above the effect of selfie-editing at W1 (Campbell & Kwak, 2011; Eveland & Thomson, 2006). Thus, when selfie-editing frequency at W1 is controlled for: H1. Social comparison with friends at Wave 1 will increase selfieediting frequency at Wave 2. R1. Will social comparison with influencers/celebrities increase selfie-editing frequency at Wave 2? 3. Predicting social comparison behavior Then the question becomes who engages in such social comparison of appearance. Engagement in the social comparison process is relatively automatic (Gilbert et al., 1995), but individual differences exist. Buunk and Gibbons (2007) reviewed previous studies and presented three features of individuals with high social comparison orientation: “(a) a high accessibility and awareness of the self, (b) an interest in what others feel and think, and (c) some degree of negative affectivity and self-uncertainty” (p. 14). Based on this categorization, this study theorizes the relationship between individual characteristics and social comparison. 3.1. High accessibility and awareness of the self First, frequent selfie-takers are more likely to compare their appearance to that of others. Selfies provide more opportunity to take a closer look into one's appearance (i.e., high accessibility). A survey among plastic surgeons reported an increase of patients becoming more self-aware of their facial appearance due to their selfies (American Academy of Facial Plastic and Reconstructive Surgery, 2014). Greater exposure to their own image might lead to more frequent social comparison. Moreover, the relationship between selfie-taking and social comparison also can be explained by narcissism. As stated earlier, several studies (Halpern et al., 2016; Kim et al., 2016) have confirmed the positive relationship between narcissism and selfie-taking. That is, frequent selfie-takers are likely to be narcissists who believe that they are unique and superior to others and need attention and admiration from others (American Psychiatric Association, 2000). Narcissists might want to confirm their superiority by comparing themselves to others. Second, similarly, individuals who are inherently conscious about themselves (i.e., high awareness of the self) will engage in social comparison. Both public self-consciousness and private selfconsciousness are strong predictors of social comparison (Buunk & Gibbons, 2007), and this study adopts public self-consciousness. Public self-consciousness refers to “an awareness of the self as a 372 J. Chae / Computers in Human Behavior 66 (2017) 370e376 social object” (Fenigstein, 1979, p. 76). Those with high public selfconsciousness put much importance on how they look and thus it is positively associated with body dissatisfaction (Chae, 2014). Highly self-conscious people will worry about how others perceive their appearance and to evaluate their appearance they will compare themselves to others. Based on these rationales, H2 and H3 were advanced. In both cases, people will compare themselves not only with friends but also with influencers/celebrities (Grabe et al., 2008). Social comparison is almost spontaneous and automatic (Gilbert et al., 1995), and thus these relationships were tested with the same wave data (W1). H2. The frequency of selfie-taking at Wave 1 will be positively associated with social comparison behavior (with friends, with influencers/celebrities) at Wave 1. H3. Public self-consciousness at Wave 1 will be positively associated with social comparison behavior (with friends, with influencers/celebrities) at Wave 1. 3.2. Interest in what others feel and think Third, use of social media might be positively related to social comparison of appearance. More use of social media means greater exposure to others' selfies, which provides more comparisonrelated information. More theoretically, Buunk and Gibbons (2007) stated that interpersonal orientation is related to high levels of social comparison orientation. In other words, those who are interested in others, care about others' opinion, like mutual selfdisclosure have a high level of social comparison orientation. Use of social media can reflect such interpersonal orientation since it means a greater need for social interaction. People use social media to “connect, communicate, and interact with each other and their mutual friends” (Correa, Hinsley, & De Zuniga, 2010, p. 248). Previous studies have reported a positive association between extraversion and social media use (Correa, Hinsley, & Zuniga, 2010; Ong et al., 2011; Ryan & Xenos, 2011). Extraverts use social media to make and maintain connections and to show what they are currently doing (Bibby, 2008), which can translate as interpersonal orientation. Frequent social media users are not only extraverts but also narcissists (Halpern et al., 2016). Narcissism is associated with social comparison orientation (Buunk & Gibbons, 2007). Halpern et al. (2016) provided three reasons why narcissists like social media. They seek weak-tie relationships rather than emotionally attached ones, they can boast of their popularity through social media, and they can strategically present themselves by texts and photos (Halpern et al., 2016). Therefore, narcissistic individuals, who are frequent social media users, engage in social comparison to see whether they look better than others. Whether it is based on extraversion or narcissism, use of social media predicts social comparison of appearance. H4. The use of social media at Wave 1 will be positively associated with social comparison behavior (with friends, with influencers/celebrities) at Wave 1. 3.3. Negative affectivity and self-uncertainty Fourth, level of satisfaction with facial appearance might be inversely related to social comparison of appearance. Low satisfaction with facial appearance must be linked to low self-esteem. Although narcissism, represented by high self-esteem, is a predictor of social comparison, negative affectivity and self-uncertainty such as low self-esteem and neuroticism also influence social comparison (Buunk & Gibbons, 2007). Buunk and Gibbons (2007) suggested that the discrepancy might be because comparisonoriented people have various aspects that changes based on circumstance. Consistent with this view, Mehdizadeh (2010) reported that both high narcissism and low self-esteem are related to more use of Facebook and more self-promotional content generation. Add to this, it is also possible that the direction of social comparison might be different to narcissists and people with low self-esteem. As mentioned, narcissistic people would engage in downward social comparison to maintain their inflated selfconcept while people with low self-esteem would engage in upward social comparison to evaluate themselves and find a way for self-enhancement. H5 was advanced. H5. Satisfaction with facial appearance at Wave 1 will be negatively associated with social comparison behavior (with friends, with influencers/celebrities) at Wave 1. Connecting previous hypotheses, the current study suggests social comparison as a mechanism through which individual characteristics lead to selfie-editing. Those who take more selfies, more frequently use social media, have higher public selfconsciousness, and have less satisfaction with facial appearance will engage in social comparison with friends or influencers/celebrities. Social comparison with friends will lead to selfie-editing as hypothesized in H1, but this study did not hypothesized the relationship between comparison with influencers/celebrities and selfie-editing (R1). Thus, the following four mediation hypotheses and four research questions were advanced. When selfie-editing at Wave 1 is controlled for: H6eH9. Selfie-taking frequency (H6), Public self-consciousness (H7), Social media use (H8) and, satisfaction with facial appearance (H9) at Wave 1 will indirectly influence selfie-editing at Wave 2 through social comparison with friends at Wave 1. R2-R5. Will selfie-taking frequency (R2), public self-consciousness (R3), social media use (R4), and satisfaction with facial appearance (R5) at Wave 1 indirectly influence selfie-editing at Wave 2 through social comparison with influencers/celebrities? 4. Method 4.1. Participants and procedures An online survey was conducted by a Korean research company among Korean female smartphone users aged 20 to 39. Smartphone ownership in Korea is 88% as of 2015 according to Pew Research Center (Poushter, 2016) and selfies are mainly taken by smartphones. This study included only women because, generally women are more likely to feel pressure than men to meet the unrealistic social standards of beauty (Bordo, 1993; Wolf, 1990). Previous studies mainly explored selfie-editing in adolescent girls (e.g., Chua & Chang, 2016; McLean et al., 2015), and this study focused on women in their 20s and 30s. Among the company's registered online panels (a total of 1,148,766 as of March 2016), females between 20 and 39 were 453,298. The company randomly emailed 7625 panel members; 7424 females actually received the email (due to failure of delivery) and 2355 checked the email. Those who agreed to participate were directed to the online questionnaire. Finally 1064 females completed the questionnaire at W1 in March 2016. The second survey was performed one month after the first one among those completed the first one. Based on the recommendation of Callegaro and DiSogra (2008), completion rate and attrition rate for opt-in online panels were calculated. Completion rate was 14% and attrition rate was 27%. Although the completion J. Chae / Computers in Human Behavior 66 (2017) 370e376 rate was somewhat low, 10e25% completion rate is often the case with detailed web surveys in contrast to short phone surveys (Sauermann & Roach, 2013). Participants were on average 29.3 years old. Of the participants, 66.4% of them were employed (including part-time and selfemployed people) and 14.9% were college students. Most were not married (69.6%). They received 14.86 years of formal education and their household income was KRW 4,313,000 per month, which corresponds to USD 3655 per month (USD 43,860 per year). Compared to the most recent national statistics (Statistics Korea, 2016), the sample was, despite its non-probability nature, not largely deviant from the general public in those age groups. Employment rates of women in their 20s and 30s is 59.6%. A woman's average age at first marriage in Korea is 30.0, which explains why most women in the sample are single. Average monthly household income is KRW 4,555,219, similar to that of the current sample. For descriptive statistics, see Table 1. 4.2. Measures 4.2.1. Selfie-taking frequency (independent variable 1) Participants reported how many times, in the past 30 days, they had taken their own selfies based on a six-point scale (1 ¼ never to 6 ¼ more than twice a day). Then the responses were transformed to represent actual frequency of selfie-taking per week. For example, 1 (¼ never) was recoded as 0 and 5 (¼ once a day) as 7. 4.2.2. Public self-consciousness (IV2) A scale by Fenigstein, Scheier, and Buss (1975) was used. The scale assesses the level of an individual's consciousness toward other people's perception on oneself. Items include “I'm selfconscious about the way I look” and “I usually worry about making a good impression” (1 ¼ strongly disagree to 5 ¼ strongly agree; a ¼ 0.83 at W1 and a ¼ 0.83 at W2). 4.2.3. Social media use (IV3) Social media use was measured by asking how often they use each of eight social media platforms on average weekdays: blog, online communities, Facebook, Instagram, Twitter, LinkedIn, Band, and Kakao story (1 ¼ never to 7 ¼ more than 10 times a day). Band and Kakao story are social media platforms especially popular in Korea. Like selfie-taking frequency, social media use was also transformed as a frequency per day; 3 (¼ once a day) was recoded as 1 and 7 (¼ more than 10 times a day) as 10. Then all items were averaged. 373 4.2.4. Satisfaction with facial appearance (IV4) The level of satisfaction with facial features was measured by 10-item scale (Pusic, Klassen, Scott, & Cano, 2013). The scale assesses overall satisfaction with one's facial appearance with items like “How symmetric your face looks?” and “How balanced your face looks?” Among original ten items, one item that Pusic et al. (2013) reported having a problem in fit residuals was deleted and nine items were used (1 ¼ very dissatisfied to 4 ¼ very satisfied; a ¼ 0.87 at W1 and a ¼ 0.87 at W2). 4.2.5. Social comparison behavior (mediator) Participants reported how often, in the past 30 days, they compared their appearance with friends, social media influencers, and celebrities (1 ¼ never to 5 ¼ always). The correlation between comparison with influencer and celebrities was too high (r ¼ 0.81, p < 0.001) and the two items were averaged. 4.2.6. Photo-editing frequency (dependent variable) Photo-editing frequency was measured by asking how often they edit/retouch their selfies by using photo-editing apps or computer programs in the past 30 days (1 ¼ never to 5 ¼ always). 4.2.7. Control variables As selfie editing requires the use of technology, socio-economic variablesdmonthly income (1 ¼ KRW 0 e 2,990,000 to 6 ¼ more than KRW 7,000,000), education (1 ¼ elementary school to 6 ¼ postgraduates)dand age were included. In addition, marital status (1 ¼ being a single, 0 ¼ else) was adopted because single females might be more interested in appearance and want to present better images. General media use was used because it should be associated with social media use. It was measured by averaging three items asking the amount of time spent on reading print media, watching television, and using the Internet on an average week day (0 ¼ never to 5 ¼ more than two hours). Income, education, and general media use were recoded to represent actual amount of money, years of education, and the amount of time, respectively. For example, those who responded with “5 (¼ college graduate)” to education question were recoded as 16 (years of education). For means and standard deviations of all variables, see Table 1. 5. Results As a preliminary analysis, bivariate correlations between primary variables were calculated. Except satisfaction with facial appearance, the other three IVs at W1 were all positively correlated Table 1 Descriptive statistics. Wave 1 Wave 2 M(SD) or % M(SD) or % Age Marital status (single ¼ 1) Employment status (employed ¼ 1) Education years Monthly income (KRW) General media use (the average of print media, TV, and the Internet) Selfie-taking (per week) Social media use (the average of eight social media platform) Public self-consciousness Satisfaction with facial appearance Comparison with friends Comparison with influencers/celebrities Selfie-editing 29.30(5.32) 69.6% 66.4% 14.86(1.76) 4,313,000(2,457,700) 1.17(0.32) 2.03(2.65) 1.91(1.46) 3.62(0.58) 2.85(0.60) 2.29(1.03) 1.97(1.07) 2.51(1.26) 29.53(5.23) 68.5% 71.7% 14.92(1.76) 4,311,400(2,477,300) 1.21(0.30) 1.86(2.31) 1.82(1.43) 3.60(0.55) 2.84(0.60) 2.33(1.00) 1.94(1.04) 2.49(1.27) Total N 1064 782 374 J. Chae / Computers in Human Behavior 66 (2017) 370e376 with social comparison behavior at W1 and selfie-editing frequency at W1 and W2. Satisfaction with facial appearance at W1 was correlated with neither social comparison (W1) nor selfieediting (W1 and W2). See Table 2. Then a path analysis using maximum likelihood estimator was conducted using Mplus 7.11. To handle the missing values across W1 and W2, the analysis adopted full information maximum likelihood method. To test the effects of IVs on the mediator, two types of social comparison behavior (with friends, with influencers/celebrities) at W1 was regressed on four IVs at W1. Then the DV at W2 was regressed on all IVs, the mediator, controls, and the DV at W1. The indirect effect was tested via bootstrapping (Hayes, 2013). The model fit was examined based on Hu and Bentler's criterion (1999), which suggested that a good model should have a root mean square error of approximation (RMSEA) of  0.06, a comparative fit index (CFI) of  0.95, and a standardized root mean square residual (SRMR) < than 0.08. The model perfectly fit the data: c2 (11) ¼ 48.11, p < 0.001, RMSEA ¼ 0.056, CFI ¼ 0.979, and SRMR ¼ 0.019. Only the DV at W1 and social comparison with friends at W1 were significant predictors of the DV at W2, supporting H1. Social comparison with influencers/celebrities did not predict selfie-editing frequency at W2 (R1). Regarding the relationships between four IVs and two types of social comparison behavior (with friends, with influencers/celebrities), selfie-taking frequency, social media use, and public self- consciousness at W1 were all positively associated with both types of social comparison at W1. Satisfaction with facial appearance was not related to any type of social comparison. H2 through H4 were supported but H5 was not. For unstandardized path coefficients and standard errors, see Fig. 1. The indirect effect was tested using bootstrapping. The bootstrapped confidence interval (5000 resample) indicated that selfie-taking frequency at W1 indirectly increases selfie-editing at W2 through social comparison of appearance with friends when editing frequency at W1 was controlled for (95% CI: 0.003, 0.024). The path from public self-consciousness / social comparison with friends / selfie editing (CI: 0.018, 0.117) and the path from social media / social comparison with friends / selfie editing (CI: 0.003, 0.025) and were also significant. These three IVs increased selfie-editing frequency at W2 also through selfieediting frequency at W1. In other words, selfie-taking frequency (CI: 0.069, 0.120) public self-consciousness (CI: 0.165, 0.341), and social media use (CI: 0.046, 0.116) were associated with editing frequency at W1, which increased editing frequency at W2. The three IVs' indirect effects through social comparison with influencers/celebrities were not significant (R2, R3, R4). Thus, H6, H7 and H8 were supported. Because satisfaction with facial appearance did not predict social comparison behavior, its indirect effect was not tested (H9 and R5). 6. Discussion This paper has examined a pathway from individual characteristics to selfie-editing behavior through social comparison. The results showed that selfie-taking frequency, public selfconsciousness, and social media use at W1 indirectly increased selfie-editing frequency at W2 through social comparison with friends at W1 but not through comparison with influencers/celebrities. Satisfaction with facial appearance had neither direct nor indirect effects on selfie-editing. In addition, although the aforementioned three significant IVs were positively associated with selfie-editing at W1, which in turn increased selfie-editing at W2, they did not directly influence selfie-editing at W2. The results have the following implications: First, individuals edit their selfies not because they are dissatisfied with their appearance, but because they want to look better than others or at least look like others based on social comparison. That is, even good-looking individuals still edit their selfies to post perfect ones. The effect of selfie-taking frequency and social media use on selfie-editing through social comparison can be explained in two ways. As mentioned, it might be due to more exposure to selfies. Those who often take selfies have more opportunity to scrutinize their own appearance, which leads them to social comparison for evaluation or improvement. Likewise, greater use of social media implies more exposure to others' selfies, which brings about social comparison. However, it can be explained as personality characteristics of selfie takers and social media users. As mentioned, frequent selfie takers and heavy social media users are likely to be extraverts and narcissists. Moreover, this personalitybased explanation is more persuasive when taking into public self-consciousness into account; three significant IVs have common grounds. Then, based on the results, it is possible to define people who edit their selfies. They are comparison-oriented people with high public self-consciousness who frequently take selfies and use social media. They are a type of people who want more social interaction than introverts but they are not emotionally attached to such interactions. Rather, the interaction is necessary to keep their inflated self-views, and to know others' perception on them. They edit selfies to maintain a positive concept about the self regardless of their actual appearance. In the current study, as a further evidence, social media use and selfie-taking were positively correlated with satisfaction, with facial appearance; in other words, they believe they look okay, but still want to look better online. Second, this study extended social comparison theory. The results showed that three IVs (i.e., selfie-taking, social media use, and public self-consciousness) were all associated with both social comparisons with friends and influencer/celebrities at W1, but only comparison with friends at W1 increased selfie-editing at W2. Social comparison can happen even when individuals know that Table 2 Bivariate correlations. 1. 2. 3. 4. 5. 6. 7. 8. Selfie-taking frequency Public self-consciousness Social media use Satisfaction with facial appearance Comparison with friends Comparison with influencers or celebrities Selfie editing at W1 Selfie editing at W2 1 2 3 4 5 6 0.19*** 0.44*** 0.19*** 0.34*** 0.35*** 0.39*** 0.27*** 0.17*** 0.03 0.33*** 0.31*** 0.26*** 0.19*** 0.13*** 0.27*** 0.28*** 0.30*** 0.24*** 0.01 0.02 0.03 0.01 0.67*** 0.32*** 0.32*** 0.31*** 0.27*** 7 0.71*** * Note. All variables except the dependent variable (i.e., selfie editing frequency at W2) were measured at W1; Displayed values are Pearson correlation coefficients; p < 0.05; ** p < 0.01; ***p < 0.001. J. Chae / Computers in Human Behavior 66 (2017) 370e376 375 Fig. 1. Results. Displayed values are unstandardized coefficients and standard errors; Control variables and selfie-editing frequency at Wave 1 was used in the analysis but not shown in the figure; **p < 0.01; ***p < 0.001. the comparison is not appropriate (Gilbert et al., 1995). Females compare their bodies to those of celebrities who have a professional obligation to maintain a particular appearance. This study confirmed that females compare their appearance with those of influencers/celebrities although such comparison is not appropriate and non-diagnostic. However, that comparison does not increase selfie-editing behavior. The result highlights the purpose of selfie-editing in the social media world. This paper, consistent with previous studies, defined selfie-editing as an effort for the online presentation of the ideal self. Unlike real plastic surgery, a perfectly edited new self exists only in the virtual world. It is not real and it is just for the audience online. The findings of this study imply that we need “audience” to provide positive reactions for selfpresentation. Although selfies can be consumed just for oneself, editing behavior suggests that we want audience to check the digitally enhanced image and react to that image with likes and comments (Chua & Chang, 2016). Although celebrities and influencers have an impact on non-celebrity females, they cannot be the audience of our enhanced images. Third, the findings have provided room to think about the outcomes of selfie-editing. It is possible that the selfie-editing phenomenon might negatively influence both presenters and audiences in online presentation of selfies. For presenters (individuals who frequently edit their own selfies) the discrepancy between reality and ideal might be problematic. Halpern et al. (2017) demonstrated a positive association between selfie-taking and self-idealization. Individuals who often take selfies are likely to have an idealized virtual self-image, which might create discrepancy between reality and ideal. If the person not only takes selfies but also edits them, the discrepancy might become greater. As stated, selfie-editing functions as a virtual makeover that has an instant effect on self-image. In such situations, there are two options. Some will get more and more immersed in their virtual image. Others will reduce the gap between reality and ideal by an actual makeover; plastic surgeons have witnessed the rise of selfiecaused plastic surgery (American Academy of Facial Plastic and Reconstructive Surgery, 2014). Similarly, to audience, exposed to others' edited selfies, selfieediting might boost females' desire to change their facial appearance. Borges (2011) showed that exposure to advertisements containing a photoshopped image of a female induced favorable evaluation about the product among young women, but the exposure also reduced women's self-esteem and increased their desire to change their appearance. Similarly, regardless how they actually look, the selfie phenomenon gives more pressure on females' concern about their appearance. Therefore, selfie-editing, an instant virtual makeover that creates ideal self-image, might serve as a way to perpetuate beauty-driven society. 7. Limitations and suggestions for future research This study has several limitations. The result should be interpreted with caution because the participants were limited to Korean female smartphone users aged 20 to 39. This study used online panels who volunteered for the survey. Its non-probability nature does not allow generalization of the results to the different context. However, to make up for the weakness, this study used longitudinal data collected from relatively large number of participants. Future research may consider other age groups or include males to confirm the predictors of selfie-editing. 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As this may be your first time reading and writing papers in psychology, one goal of Paper I is to give you insight into what goes into such papers. This study one-lit review will help you a). better understand the psychology topic chosen for the course this semester (Selfies), b). learn about the various sections of an empirical research report by reading five peer-reviewed articles (that is, articles that have a Title Page, Abstract, Literature Review, Methods Section, Results Section, and References Page), and c). use information gathered from research articles in psychology to help support your hypotheses for your first study this semester (Selfies). Of course, you’ll be doing a study two literature review later in the semester, so think of this Paper I as the first part of your semester long paper. I recommend looking at the example Paper V, actually, to see what your final paper will look like. It might give you a better idea about how this current paper (as well as Papers II, III, and IV) all fit together into your final paper of the semester. In this current paper (Paper I), you will read five research articles, summarize what the authors did and what they found, and use those summaries to support your Selfie Study hypothesis. IMPORTANT: Yes you need five references, but keep in mind that you can spend a lot of time (a page or two!) summarizing one them and just a sentence or two summarizing others. Thus spend more time on the more relevant articles! For this paper, start your paper broadly and then narrow your focus (think about the hourglass example provided in the lecture). My suggestion is to give a brief overview of your paper topic in your opening paragraph, hinting at the research variables you plan to look at for study one. Your next paragraphs will review prior research (those five references required for this paper). Make sure to draw connections between these papers, using smooth transitions between paragraphs. Your final paragraphs should use the research you just summarized to support your research hypothesis. And yes, that means you MUST include your study predictions (which we provided in the researcher instructions and debriefing statement. Use them!). In other words, this first paper will look like the literature reviews for the five research articles you are summarizing for this assignment. Use those articles as examples! See what they did and mimic their style! Here, though, you will end the paper after providing your hypothesis. In Paper II, you will pick the topic up again, but in that future paper you will talk about your own study methods and results. 2). APA Formatting Purpose The second purpose of Paper I: Study One Literature Review is to teach you proper American Psychological Association (APA) formatting. In the instructions below, I tell PAPER II: METHODS AND RESULTS INSTRUCTIONS 3 you how to format your paper using APA style. There are a lot of very specific requirements in APA papers, so pay attention to the instructions below as well as Chapter 14 in your textbook! 3). Writing Purpose Finally, this paper is intended to help you grow as a writer. Few psychology classes give you the chance to write papers and receive feedback on your work. This class will! We will give you extensive feedback on your first few paper in terms of content, spelling, and grammar. You will even be able to revise aspects of Paper I and include them in future papers (most notably Papers III and V). My hope is that you craft a paper that could be submitted to an empirical journal. Thus readers may be familiar with APA style but not your specific topic. Your job is to educate them on the topic and make sure they understand how your study design advances the field of psychology. In fact, your final paper in this class (Paper V), might be read by another professor at FIU and not your instructor / lab assistant. Write your paper for that reader - the one who may know NOTHING about your topic and your specific study. Note: The plagiarism limit for this paper is 30% (though this excludes any overlap your paper might have with regard to citations, references, and the predictions). Make sure your paper falls under 30% (or 35% if including predictions). Note: I am looking for 2.5 pages minimum with predictions. PAPER II: METHODS AND RESULTS INSTRUCTIONS 4 Instructions for Paper I: Study One Literature Review (Worth 25 Points) Students: Below are lengthy instructions on how to write your study one literature review. There is also a checklist document in Canvas, which I recommend you print out and “check off” before submitting your paper (we are sticklers for APA format, so make sure it is correct! We mark off if you have a misplaced “&”, so carefully review all of your work and use the checklist! It will help). Also look at the example paper in Canvas. It will show you what we expect. 1. Title Page: I expect the following format. (5 Points) a. You must have a header and page numbers on each page. i. If you don’t know how to insert headers, ask your instructor or watch this very helpful video! http://www.youtube.com/watch?v=9pbUoNa5tyY. ii. The header goes at the top of the paper and it is left justified. 1. Use “Insert Headers” or click on the top of the page to open the header. Make sure to select the “Different first page” option so that your title page header will differ from subsequent pages 2. The R in Running head is capitalized but the “h” is lower case, followed by a colon and a short title (in ALL CAPS). This short running head title can be the same one as the rest of your paper or it can differ – the choice is yours, but it should be no more than 50 characters including spaces and punctuation 3. Insert a page number as well. The header is flush left, but the page number is flush right. iii. Want an example header? Look at the title page of these instructions! You can use other titles depending on your own preferences (e.g. SOCIAL MEDIA AND NARCISSISM; SEFLIES VS. GROUPIES; JUDGING OTHERS; etc.). b. Your Title should be midway up the page. Again, see my “Title” page above as an example of the placement, but for your title try to come up with a title that helps describe your study one. Avoid putting “Paper One”. Rather, consider the titles you saw in PsycInfo. Create a similar title that lets the reader know what your paper is about c. Your name (First Last) and the name of your institution (FIU) beneath the title. For this class, only your own name will go on this paper. Double space everything! i. You can also refer to Chapter 14 in your powerpoints and/or Smith and Davis textbook d. This Title Page section will be on page 1 2. Abstract? a. You DO NOT need an abstract for Paper I: You cannot write it until you run both study one and two, so omit it for now 3. Literature Review Section (12 points) a. First page of your literature review (Page 2) PAPER II: METHODS AND RESULTS INSTRUCTIONS 5 i. Proper header with page numbers. Your running head title will appear in the header of your page WITHOUT the phrase “Running head”. To insert this header, use the headers program. ii. The title of your paper should be on the first line of page two, centered. It is IDENTICAL to the title on your title page. Just copy and paste it! iii. The beginning text for your paper follows on the next line b. Citations for the literature review i. Your paper must cite a minimum of five (5) empirical research articles that are based on studies conducted in psychology. That is, each of the three citations you use should have a literature review, a methods section, a results section, a conclusion/discussion, and references. 1. For this first paper, you MUST use at least three of the five articles provided in the blackboard folder. You can use four if you like, but you must use three at minimum – however, you cannot use all five. For that fifth article, you must find it using PsycInfo. There are some other conditions for this fifth article that you must follow: a. First, remember that the fifth article cannot be any of the five found in the blackboard folder. b. Second, for your fifth article, it can be based on a wide variety of topics, including general priming studies, studies on narcissism (without a social media angle), studies on social media (without a narcissism angle), studies on impression formation, studies on friendships, etc. Trust me, there are TONS of topics that can help you in your paper. Just choose one that will help you support your experimental hypothesis for your Selfie study. That is, it has to help you justify your study one hypothesis (all students are using this same hypothesis, so make sure to read it. You can find it in the researcher instructions along with the questionnaires you are giving to participants. I actually suggest copying and pasting that hypothesis into this first paper at the end). c. Finally, you can have more than five references if you want, but you must have a minimum of five references. ii. Proper citations must be made in the paper – give credit where credit is due, and don’t make claims that cannot be validated. iii. If you use a direct quote, make sure to provide a page number for where you found that quote in the citations. Do not directly quote too often, though. You can have no more than three direct quotes in the whole paper (though zero quotes would be even better). Instead, I would like you to paraphrase when possible. c. Requirements for the information in your literature review PAPER II: METHODS AND RESULTS INSTRUCTIONS 6 i. Your study one literature review should use prior research as a starting point, narrowing down the main theme of your specific project – think about the hourglass example I gave in class. ii. The last part of your literature review should narrow down your focus onto your own study, eventually ending in your study hypothesis. However, DO NOT go into specific details about your methods. You will talk about your specific methods in Paper II in a few weeks. iii. Again, to make it clear, at the end of your paper you will give an overview of your research question, providing your specific predictions/hypotheses. d. The literature review must have minimum of two (2) full pages NOT INCLUDING THE HYPOTHESES. It has a maximum of five (5) pages (thus, with the title page and references page, the paper should be between 4.5 and 7 pages). If it is only four and a half pages (again, including the hypotheses), it better be really, really good. I don’t think I could do this paper justice in fewer than five pages, so if yours isn’t at least five pages, I doubt it will get a good grade. 4. References (6 points) a. The References section starts on its own page, with the word References centered. Use proper APA format in this section or you will lose points. b. All five references that you cited in the literature review must be in this section (there should be more than five references here if you cited more than five articles, which is fine in this paper). However, at least three must come from the article folder on blackboard while the remaining two can come from either the last blackboard paper or two new ones from psychinfo. Only peer-reviewed articles are allowed here (no books, journals, websites, or other secondary resources are allowed for paper one). c. For references, make sure you: i. use alphabetical ordering (start with the last name of the first author) ii. use the authors’ last names but only the initials of their first/middle name iii. give the date in parentheses – e.g. (2007). iv. italicize the name of the journal article v. give the volume number, also in italics vi. give the page numbers (not italicized) for articles vii. provide the doi (digital object identifier) if present (not italicized) 5. Writing Quality (2 Points) a. This includes proper grammar and spelling. I recommend getting feedback on your paper from the Pearson Writer program prior uploading it on Canvas. 6. Between the title page, literature review, and reference page, I expect a minimum of 4 pages and a maximum of 7 pages for this assignment. But like I said, the shorter the paper, the less likely it is to get a good grade, so aim for 5 pages minimum. The above information is required for your paper, but I wanted to provide a few tips about writing your literature review as well. Students often struggle with the first paper, but hopefully this will give you some good directions: PAPER II: METHODS AND RESULTS INSTRUCTIONS 7 • First, remember that you need 5 references, all of which MUST be peer-reviewed (three coming from the blackboard folder and one or two that you find on your own using PsycInfo). • Second, I don't expect a lengthy discussion for each and every article that you cite. You might spend a page talking about Article A and a sentence or two on Article B. The amount of time you spend describing an article you read should be proportional to how important it is in helping you defend your hypotheses. See if there is a prior study that looks a lot like yours (hint – there is at least one, which I based this study on, but you’ll have to find it on your own!). I would expect you to spend more time discussing that prior research since it is hugely relevant to your own study. If an article you read simply supports a global idea that ties into your study but has very different methods (like "frustrated people get mad!"), you can easily mention it in a sentence or two without delving into a lot of detail. Tell a good story in your literature review, but only go into detail about plot elements that have a direct bearing on your study! • Third, this paper is all about supporting your hypotheses. Know what your hypotheses are before you write the paper, as it will help you determine how much time to spend on each article you are citing. My suggestion is to spend some time describing the nature of selfies and narcissism, and then talking about studies that looked at this area. Use those studies to help defend your own study hypothesis. That is, “Since they found X in this prior study, that helps support the hypothesis in the present study”. Do you remember your two hypotheses? Okay, I’ll be really helpful here. BELOW are your hypotheses. In your paper, support it! Just remember that the rest of your paper needs to be at least two full pages NOT INCLUDING the hypothesis below. In other words, including the hypotheses below, your actual text for your paper should be at least two and a half pages! o We predict that if participants are exposed to selfie photos, then they will believe that an Instagram user 1). updates her profile picture more frequently, 2). posts to her social media accounts more often, and 3). seems more self-absorbed, selfish, narcissistic, and egotistical, compared to participants exposed to either groupie or professional photos, though these latter two conditions should not differ from each other in their Instagram user ratings. • Fourth, make sure to proofread, proofread, proofread! Use the Pearson Writer for help, but note that their suggestions are just that – suggestions. It is up to you to make sure the flow of the paper is easy to understand. Good luck! • Finally, go look at the supporting documents for this paper. There is a checklist, a grade rubric, and an example paper. All will give you more information about what we are specifically looking for as well as a visual example of how to put it all together. Good luck! PAPER II: METHODS AND RESULTS INSTRUCTIONS Paper I: Study One Literature Review - Grading Rubric (25 points) 1). Title Page (5 points – 1 page) Items of relevance: Proper APA formatted Running head in header with page numbers Student name and Institution 2). Abstract / Graphs / Tables (Not Required – No Points) 3). Literature Review (12 points – 2 to 5 pages not including the hypotheses) Items of relevance: a). Psychological Purpose: Your paper will meet the psychological objectives for this section, including: 1). narrowing your paper from general information toward the beginning to specific information towards the end (tells a story) 2). presenting the information clearly, educating your reader about the area of research (keep in mind that this area may be new to them as well. Assume they need you to teach them the material). You should have smooth transitions between paragraphs. 3). ending your paper with your specific hypotheses / predictions b). APA Formatting Purpose: Your paper will meet the formatting objectives for this section, including: 1). proper APA formatting for title, header, and page numbers 2). You should have five citations (minimum) that match up with the references in your reference section. Citations are in proper APA format 8 PAPER II: METHODS AND RESULTS INSTRUCTIONS 4) Reference Section (6 points) Items of relevance: Five references minimum (same as those cited) in proper APA format. Three references MUST come from blackboard; a fourth MUST come from your own research the fifth can come from either blackboard or from research you do on your own 5). Writing Quality (2 points) a). Writing Purpose: Your paper will meet the writing objectives for this section, including: 1). Proper grammar and spelling, good flow to the paper, good transition sentences between paragraphs Note: Use the Paper Checklist, too! It is much more detailed then this grading rubric! 9 PAPER II: METHODS AND RESULTS INSTRUCTIONS 10 Checklist – Paper One: Study One Literature Review Use the check sheet below to make sure your paper is the best it can be! Make sure you answer “Yes” to all questions before submitting your paper or you will lose points! General Paper Format Yes No 1. Is everything in your paper (including headers, the main body of your study one literature review, and references) in 12 point Times New Roman font? 2. Is everything in your paper double spaced, including references (here I mean the spacing above and below each line, not the spaces following a period)? 3. Do you have one inch margins on all sides of the paper (one inch from the top of the page, one inch from the bottom, and one inch from each side) 4. Are the first lines of all paragraphs indented roughly ½ inch? 5. Are your paragraphs aligned left? (That is, text should be flush left, with lines lining up on the left of the page, but text should NOT line up on the right side of the page – it should look ragged) 6. Do you need help figuring out how to configure a word document in APA format (inserting headers, page numbers, proper indents, etc.)? If YES or NO, I highly recommend watching this video which walks you through setting up an APA formatted paper! http://www.youtube.com/watch?v=9pbUoNa5tyY Yes No Title page Header 1. Do you have the phrase “Running head” in your header (with a lower case h)? 2. Is the rest of your Running head title in ALL CAPS? 3. Is your Running head in 12 point Times New Roman font? 4. Do you have a page number that is flush right (also in 12 point Times New Roman font)? 5. Is your header 50 characters or less (including spaces and punctuation)? Title / Name / Institution 1. Is your title 12 words or less (as recommended by the APA)? 2. Does your title describe your general paper theme (while avoiding something blank like “Paper One: Literature Review”)? Note that your header and title can differ! 3. Do all title words with three letters or more start with a capital letter? 4. Are your name and institution correct? 5. Are your title, name, and institution elements centered and in 12 point Times New Roman font? Literature Review PAPER II: METHODS AND RESULTS INSTRUCTIONS Yes No Yes No Yes No Header 1. Is your header title present and identical to your header from the title page? 2. Is your header title in ALL CAPS and 12 point Times New Roman font? 3. Does your header on this second page omit the phrase “Running head” 4. Do you have a page number starting on page 2 Title for the literature review 1. Do you have the identical title you used on the title page rewritten at the top of your literature review? 2. Is this title centered? Main body of the literature review 1. Does your literature review start broadly, giving a brief overview of the paper to come? 2. Does your literature review start to narrow down toward your hypotheses? 3. Do your paragraphs transition from one to the next? (That is, avoid simply listing studies you read. Tie them together. How does Study A in paragraph A relate to Study B in paragraph B?) 4. Does your paper end in your very specific hypotheses? (You will lose a lot of points if your paper doesn’t provide the specific predictions!) 5. Did you make sure your predictions are written in the past tense? 6. Is your paper at least two pages long (not including the hypotheses)? Citations for the literature review 1. Did you cite a minimum of 5 citations? (Note that you can give a lot of detail for some articles you cite but only a sentence or two for others. How much detail you go into depends on how important the article is in helping your support your hypotheses) 2. Are your citations in APA format (That is, ONLY the last name of the author(s) and date of publication)? a. Note that you do NOT include first names, initials, or the title of the article the authors wrote when citing. That information belongs in the references pages only. b. Also note that you only use an ampersand – the & symbol – when it occurs within parentheses. In other instances, use the word “and” 3. If you quoted, did you provide a page number for the direct quote? 4. If you paraphrased in any way, did you cite the source of that information? 5. Did you cite everything that sounded like it was factual information? 6. Did you make sure the period follows the citation rather than coming before it? References Page Title for the references page 1. Do references start on their own page? 2. Is the word “References” centered? References – Make sure these are in APA format! 1. Are references listed in alphabetical order (starting with the last name of the first author listed)? 2. Are all citations from the literature review referenced? 3. Is the first line of the reference flush left while subsequent lines are indented 11 PAPER II: METHODS AND RESULTS INSTRUCTIONS (Note: Use the ruler function for this. DO NOT simply tab)? 4. Did you use the “&” symbol when listing more than one author name? 5. Did you include the date of publication 6. For article references, is the article title (which is not italicized) present, with only the first word and proper names starting with a capital letter? 7. For article references, is the name of the journal present with all major words starting with a capital letter (Note: this journal title is italicized)? 8. For article references, is the volume number italicized 9. For article references, are the page numbers present (not italicized) 10. For article references, is the DOI present Yes No Writing Quality 1. Did you proofread your paper, go to the writing center, go to the research methods help center, or use the Pearson writer to make sure your paper flows well? 2. Did you use the past tense (which is recommended, since your papers in this class will reflect work you already did rather than work you will do...
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