PSYC 2301 ECC Fear in Instilling Positive Behaviour Change Health Crises Research

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PART 1:Creating a Cover Page and a References Page:

In this assignment you are REQUIRED to use the APA TEMPLATE provided for this class.You are required to create a Cover Page and a References page based on the article you selected from those sent to you.Once you begin this assignment, you must use the article you selected for the rest of the semester.The cover page and the references page must adhere to APA standards (that means USE THE TEMPLATE), and they will be graded accordingly.The Cover page must have an APA running head and title which are appropriately related to the content of the article.The running head must also be correctly formatted on all pages of the assignment as shown on the template.The Title Page must accurately contain the required information as detailed on the template.The Reference Page must present author name(s) and initials, year of publication, title of article, title of journal, volume number, issue number, page numbers, and the digital object identifier (DOI) if available.You are required to place this in the appropriate APA style, double spaced and with a hanging indentation of .5 inches. Requirements/Rules for Submission of Written Work in this Course

RULE ONE

Students WILL use the American Psychological Association (APA) Style Template provided them in the ASSIGNMENTS folder on this site. Students WILL master use of APA Style. This is NOT an option; it IS an ABSOLUTE REQUIREMENT of any psychology course at El Centro College. ALL work submitted in this class WILL be submitted in MS WORD file format (.doc or .docx) Rich Tex file format (.rtf), or Open Office file format (.odt). Assignments submitted in other formats WILL NOT BE ACCEPTED, and students WILL receive a zero on their assignment as they have failed to follow instructions.

RULE TWO

Students are NOT permitted to use direct quotations in any written assignment in this class. NEVER. Chimpanzees can copy-and-paste information on a computer. You are Homo Sapiens Sapiens - Intelligent Man; you are smarter than a chimpanzee. YOU are required to PARAPHRASE information obtained from your source(s) and type that into your assignment(s) while still citing your original source. Chimpanzees cannot paraphrase; you CAN, and you WILL. Copying-and-pasting TEACHES YOU NOTHING. YOU LEARN NOTHING ABOUT THE TOPIC AT HAND BY COPYING-AND-PASTING THE WORDS OF SOMEONE ELSE. The only skill one improves when copying and pasting is manual dexterity on a computer keyboard. If I catch you using direct quotes – and rest assured, I WILL – even though you may have cited your source(s), you WILL RECEIVE A ZERO ON THE ASSIGNMENT.


RULE THREE

Sources for your work WILL BE CITED IMMEDIATELY on referring to them. This means you WILL be citing your source(s) in the middle of sentences. You WILL NOT WAIT UNTIL THE END OF THE SENTENCE OR THE END OF THE PARAGRAPH. You will cite your sources in (1) your ABSTRACT, (2) the introduction, summary, and critical analysis sections of your work, and (3) you will have a COMPLETE APA STYLE CITATION for EVERY SOURCE cited in your Abstract, Narrative, and Comments sections listed in the REFERENCES section of your assignments.

RULE FOUR

ALL assignments MUST BE TYPED IN AMERICAN PSYCHOLOGICAL ASSOCIATION (APA) STYLE. Your citations – both in the context of your work and on your References page will be formatted in APA Style …NOT Modern Language Association (MLA) style, and NOT Chicago Turabian style. This is a PSYCHOLOGY class and the discipline of psychology has its own style of writing and citing sources. You will learn both, and you will use them consistently. Learning APA Style is an absolute requirement of this course.

RULE FIVE

Assignments not submitted in APA style and in a format other than .doc, .docx, .rtf, or .odt WILL NOT BE ACCEPTED AND WILL RECEIVE AN AUTOMATIC ZERO, as the assignment will not have met the requirements of this course or the specific assignment. Assignments without appropriate citations - both within the text of your document and on your References page(s) - will NOT be accepted and will receive an automatic ZERO. Failure to cite your sources as required is PLAGIARISM, and plagiarism results in an automatic ZERO on ANY assignment.

RULE SIX

In disagreements between students and professors on any of the issues detailed in this list or in your Syllabus, your instructor WILL have proof of your infractions(s), and your instructor will very likely win the dispute based on documented evidence. Failure to comply with the requirements of the course results in zeros on assignments. Plagiarism results in zeros on assignments. Failure to submit work in the required APA style and format results in zeros on assignments. These are among the realities of college and university study. Try to accept them graciously, LEARN from them, and move on with your academic career.

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International Journal of Mental Health and Addiction https://doi.org/10.1007/s11469-020-00281-5 ORIGINAL ARTICLE Functional Fear Predicts Public Health Compliance in the COVID-19 Pandemic Craig A. Harper 1 & Liam P. Satchell 2 & Dean Fido 3 & Robert D. Latzman 4 # The Author(s) 2020 Abstract In the current context of the global pandemic of coronavirus disease-2019 (COVID-19), health professionals are working with social scientists to inform government policy on how to slow the spread of the virus. An increasing amount of social scientific research has looked at the role of public message framing, for instance, but few studies have thus far examined the role of individual differences in emotional and personality-based variables in predicting virus-mitigating behaviors. In this study, we recruited a large international community sample (N = 324) to complete measures of self-perceived risk of contracting COVID-19, fear of the virus, moral foundations, political orientation, and behavior change in response to the pandemic. Consistently, the only predictor of positive behavior change (e.g., social distancing, improved hand hygiene) was fear of COVID-19, with no effect of politically relevant variables. We discuss these data in relation to the potentially functional nature of fear in global health crises. Keywords COVID-19 . Pandemic response . Health anxiety . Social distancing . Hand hygiene . Public health Originating in December 2019 in the Hubei province of China, the coronavirus disease-2019 (COVID-19) has spread to most countries in the world. At the time of writing (March 28, 2020), estimates of the fatality rate differ across countries and range from 0.3% in Singapore to 11% in Wuhan, China (Chen et al. 2020). However, a more recent analysis of the mortality rate in locations with early quarantine procedures (e.g., the Diamond Princess cruise ship) suggests * Craig A. Harper craigaharper19@gmail.com 1 Department of Psychology, Nottingham Trent University, 50 Shakespeare Street, Nottingham NG1 4FQ, UK 2 Department of Psychology, University of Winchester, Winchester, UK 3 College of Business, Law & Social Sciences, University of Derby, Derby, UK 4 Department of Psychology, Georgia State University, Atlanta, GA, USA International Journal of Mental Health and Addiction that the true rate to be no more than 1% (Rajgor et al. 2020). While the symptoms of COVID19 mimic the conditions caused by other coronaviruses (e.g., coughing, fever, and fatigue; Wang et al. 2020), many infected individuals can appear asymptomatic (Holshue et al. 2020), and thus can unwittingly transmit the virus to others in their vicinity. This claim was supported through a comparison of confirmed case rates between South Korea (who adopted widespread public testing for COVID-19 in February 2020) and Italy (who tested only those with symptoms), with Backhaus (2020) reporting how, in South Korea, substantially higher rates of younger people (below the age of 30) tested positive for the virus in the absence of noticeable symptoms. As demonstrated by the differences in testing practices mentioned above, countries across the globe have taken different steps to contain and delay the spread of the virus within their borders, with differing degrees of success. China, for example, appeared to have halted the exponential increase of confirmed cases of the virus by limiting the freedom of citizens to move around their cities, provinces, and the country as a whole (Graham-Harrison and Kuo 2020). The Italian government has implemented a similar strategy, placing much of the country into lockdown and preventing groups of people from congregating in public spaces. Other countries have been slower to respond with such drastic action. The USA, for example, waited more than 2 weeks after the first confirmed case within its borders to enact localized testing procedures (Baird 2020). Elsewhere, the British government followed the instructions of its scientific advisors to delay the cancellation of mass gatherings and the closure of schools, instead favoring a policy that looked akin to pursuing herd immunity (whereby vulnerable groups are isolated, and healthier individuals are exposed to the virus to gain immunity at the population level; Fine et al. 2011). The one common piece of advice across different countries is that those who display symptoms of COVID-19 should self-isolate from others for a period of 7–14 days, while those without symptoms (who, importantly, could still be infected) should practice “social distancing” (World Health Organization 2020). This means that everybody should be limiting non-essential social interactions, not travel unless absolutely necessary, and work from home wherever possible to slow the interpersonal transmission of the virus. However, this is being practiced inconsistently in the absence of government enforcement. In this paper, we explore some of the potential psychological triggers for this inconsistency in social distancing behavior. In spite of us still only being in the early stage of the COVID-19 pandemic, a rapidly growing body of research into social responses to the virus is emerging. This research examines how to encourage prosocial and virus-mitigating responses (e.g., social distancing, or the non-hoarding of food and household supplies, and good hand hygiene). For example, Everett et al. (2020) reported how communicating advice using deontological moral advice (i.e., in ways that invoke a sense of civic duty) has a modest effect on increasing a propensity to engage in behaviors that enhance a delay in the transmission of the virus (e.g., hand washing, avoiding large gatherings, and sharing government advice on preventing the spread of COVID-19). This sense of duty taps into themes of interpersonal empathy, with Oosterhoff and Palmer (2020) findings that American adolescents who demonstrated higher levels of subjective self-interest were more likely to hoard supplies and less likely to refrain from nonessential social interactions. Pfattheicher et al. (2020) reported how trait empathy for vulnerable members of the population encourages the reduction of physical social interactions, while inducing empathy maintains this behavior. Further, a rapid review of the evidence into compliance with quarantine advice during pandemics recently reported that appealing to International Journal of Mental Health and Addiction altruistic motivations to comply with distancing instructions appears to maintain motivation to maintain social distance from others over an extended period of time (Brooks et al. 2020). While this raft of empirical work appears to be focused around persuading the community to follow social distancing advice, there may also be intrinsic or individual difference reasons for following such isolating practices. Moral foundations theory (for a review, see Haidt and Joseph 2004) asserts that individuals make social and political judgments based on their endorsement of propositions rooted in a finite set of intuitive moral domains. In the main, political liberals value making decisions on the basis of care/harm (i.e., protection of the vulnerable) and fairness/reciprocity (i.e., proportionality) principles, while political conservatives also value authority/respect, ingroup/loyalty, and purity/sanctity. There is a case to be made that these moral foundations may play a role in decisions to engage in advice about delaying the spread of COVID-19. For example, framing of vulnerability among certain demographic groups (e.g., the elderly, pregnant, and chronically ill) has the potential to trigger the care/harm foundation. Further, the advice coming from governmental or scientifically authoritative sources may trigger instincts related to the authority foundation, while the infectious nature of the virus, by definition, is likely to trigger a behavioral response associated with pathogen avoidance via the disgust foundation. For these reasons, it is unlikely that “political orientation” as a composite or self-identified variable would predict behavioral responses to COVID-19. However, specific moral foundations that are associated with positions across the ideological spectrum may differentially predict actions that mitigate the risk of the virus being spread. According to Ahorsu et al. (2020), one unique feature of pandemic viral infections is the fear that they can instill across large swathes of the population. Fear is a negative emotion symptomized by extreme levels of emotive avoidance in relation to specific stimuli (Perin et al. 2015). It is associated with clinical phobias and social anxiety disorder (Krueger et al. 2018), and as such the potential for widespread public fear caused by pandemic viral infections could lead to significant levels of mental distress at the population level. This was implicated in a tweet published by Dr. David Murphy (president of the British Psychological Society) that highlighted fear and anxiety (operationalized as managing health anxiety and coping with worry about relatives) as targets for psychological input within the COVID-19 pandemic (Murphy 2020). In spite of the documented negative wellbeing implications of fear and anxiety, these negative emotions do also motivate a range of behaviors that reduce the engagement in risky behaviors. For example, early levels of anxiety in children are associated with lower levels of alcohol use (Kaplow et al. 2001) and cigarette and marijuana use (Colder et al. 2013). Further, pathological low levels of fear are widely associated with psychopathic personality traits (see Patrick et al. 2009; Patrick and Drislane 2015), and this has been related to various risk-taking for social and recreational purposes (Satchell et al. 2018). This is also consistent with emerging evidence that higher levels of so-called dark personality traits (e.g., psychopathy, meanness, and disinhibition) are associated with a lack of engagement with health-promoting behaviors in the COVID-19 pandemic (Blagov 2020). As such, the potential utility of a fear or anxiety response in the current context should be explored. Specifically in relation to COVID-19, while perceiving the virus to be severe has been linked with worse mental health outcomes (Li et al. 2020), feeling personally at risk of infection predicted a greater propensity to engage in hand washing and social distancing behaviors in the early stages of the pandemic (Wise et al. 2020). Even among the aforementioned Li et al. (2020) research, subjectively judged self-control attenuated the link between perceived COVID-19 severity and poorer mental health, suggesting that combining a sensible International Journal of Mental Health and Addiction level of fear about the illness with messages related to personal agency could encourage safetypromoting behavior in the form of hand hygiene and social distancing. This claim is supported by Zettler et al. (2020), who reported that the HEXACO personality domain of emotionality (characterized by exaggerated levels of anxiety, fear, and emotional reactivity) was associated with a greater level of acceptance of government-mandated personal restrictions. Further, Kuper-Smith et al. (2020) found that community members in the USA, the UK, and Germany consistently underestimated their likelihood of both becoming infected and transmitting COVID-19 in comparison with estimates about the “average” member of the public (see also Raude et al. 2020). They also reported negative correlations between self-perceived likelihood of infecting others and engaging in hygiene-related behaviors (e.g., hand washing and social distancing), suggesting that increasing fears about contracting the virus might lead to less risky social behaviors. In this study, we explored multiple predictors of engaging in virus-mitigating behaviors within the context of COVID-19. Specifically, we were interested in measuring concrete behaviors in response to the COVID-19 pandemic as they occur, and predicting these using established psychological constructs. Secondary to this, we explored whether fear of COVID19 and self-perceived likelihood of contracting the virus were associated with risk-mitigating behaviors. This is in response to an apparent mismatch between established psychopathological research into the potential utility and fear and anxiety in reducing risky behaviors, and the suggestion by Ahorsu et al. (2020) that fear might be considered a unidirectional precursor to psychopathological responses within the current context. Finally, we investigated the role of political ideology in changing behaviors in response to COVID-19. In doing so, we acknowledged the partisan nature of some social attitudes toward the virus itself (Pennycook et al. 2020) and governmental responses to the pandemic (see Pepinsky 2020) while contemplating the potential for intuitive moral foundations to overcome these identity-based political differences. Methods Participants To determine our target sample size, we conducted an a priori power analysis using G*Power (version 3.1.9.2). Due to the lack of previous research to inform our expected size of effects, we define our smallest effect size of interest by what the psychological literature typically observes. For example, Funder and Ozer (2019) reviewed various summative analyses of the psychology and reported r = .20 as the typical effect size. Thus, we set a conservative type I and II error rate both to .05, and aimed to detect r = .20, concluding a target sample size of N ≥ 320. A total of 344 individuals clicked on the study link. Of this, N = 324 participants (Mage = 34.32 years, SD = 11.71, 50% female) met all four attention checks and were retained for analysis. In our sample, 73% reported “British” or “UK” nationality and 79% reported residence in the UK. The majority of those with complete responses had an undergraduate degree (45%) or had attained less than undergraduate degree (38%). Most participants considered themselves “medium” risk for COVID-19 (51%), and many considered themselves “low” risk (33%). On a scale of very liberal (− 2) through “centrist” (0) to very conservative (2), participants were, on average, “somewhat liberal” (MPolitics = − 0.43, SD = 1.00, Skew = 0.31). International Journal of Mental Health and Addiction These participants were recruited via Prolific, a crowdsourcing platform, whereby survey responders receive small monetary compensation for taking part in research. Participants received the equivalent of £0.45 for their time. All data collection occurred between March 27 and 28, 2020. Materials Demographics and Perceived Risk of COVID-19 Participants were asked to report their age, gender, nationality, level and years of education, self-identified political orientation (rated on a 5-point scale from “1—Very Liberal” to “5—Very Conservative”), and their current country of residence. A self-report measure of perceived risk of COVID-19 was also requested, with participants being asked to self-report whether they considered themselves “Low-,” “Medium-,” or “High-Risk” (scored from 1 to 3). The Fear of Coronavirus-19 Scale (FCV-19S; Ahorsu et al. 2020) The FCV-19S consists of 7 items (e.g., “It makes me uncomfortable to think about coronavirus-19”) measuring one’s fear of COVID-19 (greater scores indicate greater fear). Participants are asked to rate their agreement with each statement on a 5-point scale from “1—Strongly Disagree” to “5— Strongly Agree.” YouGov Behavior Change (YGBC; YouGov Blue 2020) Shortly after the US public health campaign against COVID-19 began, the polling group YouGov asked a sample to self-report the degree to which seven behaviors have changed over the last week. We adapted this question in light of varied governmental responses to the pandemic, and asked participants to consider their behaviors in the month prior to any official “lockdown” in their country or state. However, we used the same behaviors as on the initial YGBC measure: hand washing, changed travel, working from home, stockpiling food, stockpiling medicine, child and elder care, and social distancing. Participants reported the perceived change on a 4-point scale from “1—It has not changed at all” to “4—It has changed dramatically.” PROMIS Emotional Distress Short Forms (PROMIS-SFs; Cella et al. 2007) We used two of the PROMIS-SF measures to examine recent (past 7 days) emotional wellbeing. One measure used 8 items to quantify Diagnostic and Statistical Manual (5th edition; DSM-5; American Psychiatric Association 2013) depression symptoms (e.g., “I felt worthless”), and the other used 7 items to measure DSM anxiety symptoms (e.g., “I felt worried”). Participants rated each item on a 5-point scale from “1—Never” to “5—Always” with higher scores indicative of higher levels of negative affect, and a greater autonomic arousal and experience of threat, respectively. Moral Foundations Questionnaire (MFQ-20; Graham et al. 2008) The MFQ-20 consisted of 22 statements spanning five moral foundations (care/harm, fairness/reciprocity, authority/ respect, ingroup/loyalty, purity/sanctity; four items per foundation) using two different response formats. The first section asked participants to rate the relevance of a particular domain when they make a moral decision (11 items; e.g., “Whether or not someone acted unfairly”; fairness foundation). The second section asked participants to rate their endorsement of a range of moral propositions (11 items; e.g., “I am proud of my country’s history”; loyalty foundation). Two items on the MFQ-20 were fillers: “Whether or not someone was good at math” International Journal of Mental Health and Addiction (section 1) and “It is better to do good than to do bad” (section 2). These are designed to catch careless responding, and were not included in calculating foundation scores. Each statement was rated on a 6-point scale (scored functionally from 0 to 5). In section 1, anchor labels are “0—Not at all relevant” to “5—Extremely relevant,” while in section 2 they are “0—Strongly disagree” to “5—Strongly agree.” Responses are averaged for each moral foundation, with higher scores being indicative of greater endorsement of each respective moral domain. World Health Organization: Quality of Life-BREF (WHOQOL-BREF; World Health Organization 2004) The WHOQOL-BREF measures how one feels about their quality of life and health through 26 items (e.g., “How satisfied are you with your ability to perform your daily living activities?”). Participants are asked to rate their agreement with each statement on a 5point scale from “1—Very dissatisfied” to “5—Very satisfied.” Greater scores were indicative of greater quality of life. Procedure Participants initially provided their informed consent before entering their demographic information and perceived risk of contracting COVID-19. Following this, all study questionnaires were presented in a randomized order by the survey software (Qualtrics) to reduce the likelihood of order effects influencing the quality or validity of the data collected. On average, the study took 9.52 min to complete. This procedure followed British Psychological Society ethical standards, and was approved by an institutional ethical review panel prior to data collection. Analysis Plan All analysis code and data (plus a redacted version of the survey file) can be found here: https://osf.io/cek3q/?view_only=198364d59a6c40c9b68226c8cd3a84df. The mean responses to domains were retained for analysis. We report pairwise correlations between all variables (with notable correlations highlighted when they meet a conservative α = .001). To analyze psychological predictors of engagement with WHO recommended behaviors, we first built a linear model (using base R) to explore the extent to which FCV-19S scores predicted engagement with the change in behavior (YGBC) scores. Then, we tested the additive effect of the two PROMIS-SF scales and WHOQOL-BREF when they were introduced into the base model. We compared the variance explained by these two models to investigate the unique variance explained by the FCV-19S. Next, we tested for the effect of the MFQ and political orientation on behavior change (YGTC) scores. This base model was then compared with a second model including the FCV19S and PROMIS-SF to answer whether political orientation has a greater effect on behavior change than anxiety or fear. Results Descriptive Statistics and Correlations Between Variables Mean scores, standard deviations, and internal consistency coefficients for all measures are reported in Table 1. Pairwise correlations between the predictor measures and YGBC and International Journal of Mental Health and Addiction Table 1 Descriptive statistics for key variables Measure M (SD) Cronbach’s α Fear of Coronavirus-19 Scale (FCV-19S) YouGov Behavior Change PROMIS Depression PROMIS Anxiety Moral foundations questionnaire Care/harm Fairness/reciprocity Authority/respect Ingroup/loyalty Purity/sanctity WHO: Quality of Life Physical Psychological Social Environment 2.58 (0.88) 2.56 (0.59) 2.42 (0.95) 2.81 (0.98) .88 .66 .94 .95 3.76 (0.74) 3.79 (0.66) 2.49 (1.00) 2.32 (0.96) 2.82 (1.09) .62 .53 .71 .62 .74 3.85 (0.67) 3.19 (0.55) 3.42 (0.85) 3.62 (0.62) .78 .54 .69 .77 FCV-19S scores can be found in Table 2. There was a notable moderate positive correlation between increased change in behavior and fear of COVID-19, suggesting that those with higher fear scores were those who were engaging with more public health behaviors. The only other notable correlates of behavior change included a small positive correlation with PROMIS Anxiety and a small-to-moderate positive relationship with self-reported risk. That is, those who show more anxiety symptoms and believed themselves to be at risk of contracting the virus changed their behavior more. There were moderate-to-strong correlations between the FCV-19S scale and PROMIS Anxiety and Depression, suggesting this novel measure of fear is highly related to anxiety symptomatology. Increased FCV-19S scores also moderately correlated with increased selfreported risk of contracting the virus. Physical and environmental quality of life decreased with Table 2 Correlations between the measures in this study and behavior change and fear of coronavirus-19 Measure Behavior change Fear of coronavirus-19 Fear of Coronavirus-19 Scale (FCV-19S) PROMIS Depression PROMIS Anxiety Political orientation Reported risk Moral foundations questionnaire Care/harm Fairness/reciprocity Authority/respect Ingroup/loyalty Purity/sanctity WHO: Quality of Life Physical Psychological Social Environment r = .31, p < .001* r = .02, p = .692 r = .20, p < .001* r = .04, p = .456 r = .24, p < .001* r = .49, p < .001* r = .69, p < .001* r = − .02, p = .774 r = .31, p < .001* r = .14, p = .010 r = .03, p = .637 r = .15, p = .009 r = .17, p = .002 r = .13, p = .020 r = .20, p < .001* r = .08, p = .169 r = .14, p = .012 r = .18, p = .001 r = .25, p < .001* r = − .04, p = .463 r = .15, p = .007 r = .07, p = .202 r = .00, p = .979 r = − .37, p < .001* r = − .08, p = .131 r = .03, p = .572 r = − .31, p < .001* *Meets the conservative p < .001 International Journal of Mental Health and Addiction increased fear of coronavirus. The moral foundations of care/harm and purity/sanctity were weakly-to-moderately positively related to FCV-19S scores. Wellbeing Predicting Behavior Change A baseline model using FCV-19S scores to predict behavior change explained a significant amount of variance (R2Adj = .10, p < .001), with the fear score being a positive predictor (β = .21, p < .001). An additional model, using the DSM’s PROMIS measures explained slightly more variance in behavior change (R2Adj = .12, p < .001), but this what not significantly more variance when considering the standard of our conservative alpha correction (F2,320 = 5.45, p = .005). The additive model maintained FCV-19S as a positive predictor (β = .22, p < .001), alongside a negative effect of PROMIS Depression (β = − .15, p = .001) and a non-significant predictor of PROMIS Anxiety (β = .09, p = .053). Political and Moral Variables Predicting Behavior Change A model predicting behavior change using the moral foundations questionnaire and participants’ political orientation explained little variance and did not meet our conservative alpha, and no predictors in this model met our significance criterion. A model adding in the FCV-19S and PROMIS scales to the base model explained significantly more variance in behavior change than moral and political orientation (F2,312 = 11.04, p < .001). In this model (see Table 3), the only significant predictor was the positive effect of FCV-19S. Discussion The current study explored psychological predictors of behavior change and fear in response to the COVID-19 pandemic of 2020. We found relationships between behavior change and the new FCV-19S scale (Ahorsu et al. 2020), DSM-based anxiety and depression measures, and self-perceived risk of contracting the virus. Critically, these relationships were generally positive, in that those participants who were more concerned about COVID-19 (as measured Table 3 The predictors for the models using politics and moral orientation and then additionally FCV-19S and PROMIS scales to predict behavior change Variance explained Predictor Moral foundations questionnaire Care/harm Fairness/reciprocity Authority/respect Ingroup/loyalty Purity/sanctity Politics PROMIS Depression PROMIS Anxiety Fear of Coronavirus-19 Scale (FCV-19S) *Meets the conservative p < .001 Base model Additive model R2Adj = .04, p = .008 R2Adj = .12, p < .001* β = .17, p = .015 β = − .11, p = .094 β = .03, p = .534 β = .08, p = .095 β = .02, p = .720 β = − .02, p = .555 - β = .08, p = .152 β = − .06, p = .295 β = .04, p = .424 β = .05, p = .308 β = − .03, p = .482 β = − .01, p = .820 β = − .13, p = .005 β = .08, p = .143 β = .20, p < .001* International Journal of Mental Health and Addiction by the FCV-19S) were those who engaged more with public health-compliant behaviors (e.g., regular hand washing, and social distancing). It is of interest that the measures of fear and anxiety symptoms were stronger predictors than moral and political orientation, all of which explained small to no variance, potentially suggesting more emotional (rather than sociopolitical) influences on compliant behavior. There was also no notable decline in quality of life in relation to behavior change. However, fear of COVID-19 was related to decreased physical and environmental wellbeing. Overall, these results suggest that “fear” and anxiety at the current time have a functional role, and are related to increased compliance for improving public wellbeing. Implications of Results The data that we have presented above lead to a number of important implications, not only for the ways in which we understand behavioral responses to pandemics but also for how we conceptualize the utility of negative emotions, which may not necessarily always be reflective of psychopathology, and the political context within which such behaviors take place. We now consider these two broad implications in turn. Functional “Fear” In the development of the FCV-19S the authors rightly state that “[w]ith high levels of fear, individuals may not think clearly and rationally when reacting to COVID19” (Ahorsu et al. 2020, p. 2). This is true for the pure emotion of fear, which represents the reactive removal of oneself from a position of immediate risk. However, many of the items in the FCV-19S scale are pertinent to anxiety, a preparatory reaction to ambiguous or distant stimuli. Beyond the conceptual similarity in the wording of items, our analysis revealed a strong relationship between the FCV-19S and DSM-based measures of anxiety. This is important as fear and anxiety are behaviorally and neuroendocrinologically distinct responses (McNaughton and Corr 2008), with anxiety potentially having a functional preparative role to encounter future negative stimuli consistent with the data we have presented here. Indeed, as has been described in detail previously (for a review, see Perkins and Corr 2014), negative emotions, broadly, may have evolved to serve more adaptive and protective functions and may, in certain contexts, help to keep us safe. In the current context, this appears to be the case with negative emotions being protective (i.e., encouraging of public health-promoting behaviors) during the COVID-19 pandemic. That is, the results of the current study suggest that negative emotions in response to the current pandemic predict adaptive public health-compliant behavior change (e.g., hand washing, social distancing). These findings, situated within the aforementioned larger literature pertaining to the oftentimes adaptive nature of the experience of negative emotions, raise serious concerns with efforts to identify “mental health issues” associated with strong emotional responses, which, for the majority of individuals, are both normative and protective. That is, for most individuals, the anxious responses being assessed by the FCV-19 may represent a normal and adaptive response to a real and present danger that one cannot fight or flee from, within the environment (i.e., the COVID-19 pandemic). Those working in the mental health field should be sensitive to the context in which behaviors emerge, especially when these behaviors exist in a culture of preparedness for coping with the new cultural and governmental demands that may be critical for personal and family survival. International Journal of Mental Health and Addiction Notwithstanding the above, it is important for mental health professionals to be attentive to the needs of individuals for whom highly emotional responses to the current pandemic, coupled with pre-existing risk factors (e.g., those with a history of mental illness), may result in pathological levels of negative emotions and related behaviors. Indeed, increased and prolonged exposure to a community crisis, like the pandemic we are currently experiencing, has been found to result in increased maladaptive levels of anxiety leading to unnecessary behaviors associated with increased levels of impairments within individuals as well as overburdening of community resources (Garfin et al. 2020). Overall, we believe that mental health professionals have an important role to play in supporting the wellbeing of the public in this current time. However, it is not clear how this work is supported by the classification of rational concerns about a pandemic and the labelling of functional “fear” as a psychological issue. Politically Driven Responses to the Pandemic In spite of recent reviews of the political psychological literature advocating for the presence of behavioral asymmetries between ideological groups (see, e.g., Jost 2017), we found no such evidence in our data. This is perhaps surprising given recent coverage of the COVID-19 pandemic, and reports about how attitudinal and behavioral responses to the virus were inherently partisan in nature (Pepinsky 2020). In this previously reported work, US-based Democrats were more likely than Republicans to engage in health-promoting behaviors (e.g., regular hand washing, social distancing, and self-quarantining), and to express attitudes that were critical of governmental responses to the pandemic (e.g., that inadequate testing was available, or that more money should be made available to tackle the virus). An obvious difference in our data is the political context— slightly less than 80% of our sample were British, rather than American. However, it could be that this work reflects the stage of the pandemic in which the partisan data were collected. At the time of writing, the USA is in an earlier phase of the COVID-19 pandemic. In a manner consistent with a social intuitionist account of political and moral decision-making (Haidt 2001), it is therefore plausible that initial (and perhaps intuitive) judgments of the pandemic in the US context were guided by President Trump’s initial rejection of COVID-19 as a serious and unique public health concern (Trump 2020). These initial intuitions then led to asymmetrical responses between partisans in Pepinsky’s (2020) work: ambivalence and inaction among Republicans, and concern and derision of the response among Democrats. However, in the UK (where the majority of our participants were based), the pandemic is at a slightly more advanced stage, meaning that the seriousness of the situation is clearer. We argue that the lack of any significant political orientation or moral foundations effects on behavior change is a positive point from a social perspective, and suggests that, in times of (inter)national crisis, people can forgo their ideological commitments and behave consistently with governmental advice in pursuit of a common public health good. Limitations and Future Directions The results of this study are not without limitation. First, the data presented here are entirely self-reported and so may be subject to response biases. Specifically, virus-mitigating behavior changes such as increased hand washing, working from home, and social distancing are all targets of governmental strategy to “flatten the curve” and reduce the spread of the virus (e.g., Public Health England 2020). As such, it may be expected that this constellation of behavioral International Journal of Mental Health and Addiction changes will be reported to a greater degree as a function of a reluctance to deviate from this normative social shift. The collection of “other-reported” data on the participants would help to mitigate this limitation. Second, while our regression models have utility for informing how public health behavioral compliance can be predicted from an individual differences perspective, it lacks the identification and understanding of any potential barriers to bringing about said change. It is here where experimental studies emerging about the response to COVID-19 (e.g., Everett et al. 2020) can be supplemented by correlational data such as ours in order to bring about a more comprehensive view of public health compliance and the effectiveness of government messaging. Finally, we are mindful that data has been collected at a single time point within an unprecedented period of time. Therefore, not only do results of this investigating warrant replication, but also future investigations should consider any potential variation in governmental guidance, policy, or social perception pertaining to COVID-19 in their discussion and interpretation of results. Conclusions This paper has presented cross-sectional data demonstrating, in real time, predictors of behavior change in response to a global viral pandemic. We have shown how “fear” may be a normal and, crucially, functional response within this context. That is, scores on the recently developed FCV-19S (Ahorsu et al. 2020), which specifically measures “fear” toward the new virus, consistently predicted engaging in culturally and governmentally recommended public health behaviors (e.g., improved hand hygiene and social distancing). In light of this, we argue that researchers and mental health professionals would be mindful to consider the context within which negative emotional states are experienced before considering whether such emotional states are necessarily pathological. Further, and in spite of the increasingly polarized nature of our political landscape, we found that politically relevant outcomes (i.e., self-identified orientation, and the endorsement of moral foundations; Graham et al. 2009) were unrelated to behavior change. These nonsignificant effects highlight how universal polarization in social responses between political groups is not inevitable, and that there are some issues that unite us, rather than divide. Just as other (inter)national crises have previously brought people together (e.g., Willer 2004), it seems that the COVID-19 pandemic has the potential to do the same, and bring people of opposing political positions together in a sense of common humanity. Compliance with Ethical Standards This procedure followed British Psychological Society ethical standards, and was approved by an institutional ethical review panel prior to data collection. Conflict of Interest The authors declare that they have no conflicts of interest. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. International Journal of Mental Health and Addiction References Ahorsu, D. K., Lin, C. -Y., Imani, V., Saffari, M., Griffiths, M. D., & Pakpour, A. H. (2020). Fear of COVID-19 scale: development and initial validation. International Journal of Mental Health and Addiction. Advance online publication. https://doi.org/10.1007/s11469-020-00270-8. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th edn). Washington, DC: APA. Backhaus, A. (2020). Coronavirus: why it’s so deadly in Italy. Retrieved from https://medium. com/@andreasbackhausab/coronavirus-why-its-so-deadly-in-italy-c4200a15a7bf. Baird, R. P. (2020). 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Retrieved from https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public. YouGov Blue. (2020). New coronavirus polling shows Americans are responding to the threat unevenly. Retrieved from https://medium.com/@YouGovBlue/new-coronavirus-polling-shows-americans-areresponding-to-the-threat-unevenly-641026301516. Zettler, I., Schild, C., Lillehot, L., & Böhm, R. (2020). Individual differences in accepting personal restrictions to fight the COVID-19 pandemic: results from a Danish adult sample. PsyArXiv Preprints. https://doi. org/10.31234/osf.io/pkm2a. Publisher’s Note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. APA DOCUMENT TEMPLATE 1 Assignment Title Submitted By: Name of Student Dallas College, El Centro Campus PSYC 2301, Section 51XXX, Fall 2020 APA DOCUMENT TEMPLATE 2 Abstract The Abstract is a brief summary of the paper. The Abstract presents the basic content of the completed critique in condensed form using no less than 150 and no more than 250 words. It consists of ONE PARAGRAPH which must fit on one page. Like the rest of the assignment, first person (I, me, us, we, our, etc.) and second person (you and your) pronouns are not allowed. The entire paper should be written in objective third person, with the writer as an observer and a reporter of what was found. This requires the writer to step into the scientific thought process. Opinions must be supported by factual data derived from the material on which the document is based; facts are paramount. APA Style papers must be written exclusively in past tense, using the formal APA format shown in this template. Failure to use the Template will result in a very poor grade as APA style comprises 50% of the grade on your written assignments, with the other half based on grammar and content. 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A PARENTHETICAL CITATION is not a part of the sentence but refers to the information in that sentence and is positioned at the END of that sentence as shown here (Borden, Richardson, & Meyer, 2010). Your assignments in your psychology classes should include BOTH KINDS OF CITATIONS. Remember that your Abstract should be ONLY on page two. It should NOT run over to page three. This example does so ONLY because of the explanations contained here. 3 APA DOCUMENT TEMPLATE 4 Assignment Title (Same as on Page 1) Introduction This is the Introduction section of your term project and tells your reader(s), why the specific research you are reviewing was important, based on the opinions offered by the author(s) of your article. The Introduction begins on a NEW PAGE (it will begin on PAGE 3 in your papers) and follows the Abstract page. 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These are only a few of the various methods used in psychological research; if you encounter one that is NOT explained in the chapter from your text on RESEARCH METHODS, please contact your Instructor IMMEDIATELY for an explanation. Your Introduction section should be approximately three-quarters to one full page in length. Remember that first and APA DOCUMENT TEMPLATE 5 second person pronouns are not allowed; you will write in THIRD PERSON and PAST TENSE. Direct quotes are not allowed, everything should be paraphrased (in your own words). Avoid random usage of quotation marks, as in APA Style, quotation marks are an indication of a direct quote and must be cited in a specific way. Direct quotations are NOT allowed in this document, so you should not have any quotation marks. Individual terms do not require quotation marks. Page one, the cover page of the document, is topped by what is called a Running Head. The running head itself is in ALL CAPITAL LETTERS. The Running head may NOT exceed 51 letters and spaces; if the title of your paper is sufficiently brief (i.e., no more than 51 letters and spaces), you may use it as your Running head. The Running Head should be reflective of the content of the paper you are reporting. For example, if the title of your paper was, The Effects of Transcranial Magnetic Stimulation on Depression (55 letters and spaces), your running head on page one could simply be TRANSCRANIAL MAGNETIC STIMULATION (31 letters and spaces), and would appear as, TRANSCRANIAL MAGNETIC STIMULATION, followed by the page number on the RIGHT margin of that line. Note: the entire running head including the page number must fit on a single line. The running head is the same on ALL pages of your document, and the Template you are required to use for your assignments has the header format and page number embedded into the Template. 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It begins on the line IMMEDIATELY BELOW the last line of your Introduction (just as you see here). It will be the longest portion of your paper and should be at least two to three full pages in length. After having read the material for your assignment and thinking about it, give me an overview of its contents. Tell me briefly what the topic of the assignment was, do not use the title of the article in your paper, just capsulize what it was about. Be SURE to cite your source EVERY SINGLE TIME YOU STATE SOMETHING YOU LEARNED FROM READING YOUR ARTICLE. Avoid statements such as, “The article said,” or “the paper said,” as to do so is anthropomorphising. To anthropomorphise means to give human attributions to animals or to inanimate objects. Use the names of the author(s) in citations, for example. “Broulard (2008) said ...,” followed by paraphrasing by what your author(s) stated in their work. 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There are two ways to cite your source in your work: one is an in-context citation that is part of the sentence, (i.e., Smith, Jones, & Williams (2016) reviewed the science of the TV series Star Trek). Another is called a parenthetical citation; parentheticals may appear anywhere in a sentence and are inserted IMMEDIATELY FOLLOWING the cited information, for example, (Smith, Jones, & Williams, 2012). CAREFULLY NOTE THE DIFFERENCE BETWEEN THE TWO TYPES OF CITATIONS. When writing about an experiment, you must indicate (6) what the hypotheses were (there is rarely only one hypothesis, so include them all), and (7) what the researchers expected to find. (8) State the findings (conclusions) and (9) whether or not those findings were consistent with what the researchers had anticipated. Negative results are all right …we do not always find what we hope to, but we DO report everything. Remember no quotes or quotation marks, and no first or second person pronouns. APA DOCUMENT TEMPLATE 8 You do not have to explain or include the statistics that are used, but you should explain their overall meaning. Be sure to DEFINE TERMS USED unless they are well known. You only will be citing one source (article) in your paper, and that will be the paper you actually read. Your source must be cited on your reference page. Remember that you MAY NOT CITE ANY MATERIAL YOU HAVE NOT PERSONALLY READ. To do so is plagiarism, and that will result in an automatic zero on the assignment. Critical Analysis The last section of your critiqué is your opportunity to express your supported opinions on the article in question. These opinions should be supported by what you have read and simple logic. Write in third person only. Writing in third person takes us back a step and removes our subjective opinion (i.e., your personal thoughts or opinions) in favour of an OBJECTIVE approach (spoken from the perspective of an uninvolved observer) by such statements as, “The researchers (Jones & Smith, 2020) determined that a multiple regression analysis of the data was sufficient to assess the validity of the research methodology.” Third person makes you a reporter of the facts stated in the material you have read. The last section of a critiqué in this class does solicit your opinion and lets me see whether or not YOU can think independently and beyond what you have read. On this one occasion, you may use first person. Good grammar, correct spelling, and correct punctuation are basic requirements of APA writing style. USE SPELL CHECK AND GRAMMAR CHECK, as you WILL lose points for errors. You may include some of APA DOCUMENT TEMPLATE 9 the information in a minimum of one page length analysis, do not do question and answer formatting, just discuss the topic in good, solid sentences. • Were you satisfied with the researchers' findings? If so, WHY? If not, WHY NOT? This could take the form of a statement such as, the following. While Smith & Jones (2017) did support their hypotheses, I would have liked it if they had asked whether or not pre-existing conditions – such as depression – seemed to be a factor in the development of suicidal ideation in the elderly. • Are there additional questions you would like to have seen them address in their hypotheses? Do you think other questions should have been asked beyond those indicated? WHY? • Did the findings leave you more or less interested in this topic? Why or why not? • Would you like to see this train of research – perhaps with additional questions (hypotheses) – addressed in future research efforts? This is your rare opportunity to actually criticise what a research psychologist has done, so make the most of it. If you disagree with how the research was conducted, say so, and TELL ME WHY BASED ON THE SCIENTIFIC METHOD as discussed in your textbook and the various powerpoint presentations. • Did the researchers violate the principles of the scientific method in any way? If so, how? APA DOCUMENT TEMPLATE • 10 Did they fail to obtain proper consent? Remember that we must ALWAYS obtain participants’ CONSENT to participate. Further, if children are the subject of your article and they are under the age of 18, researchers MUST HAVE the CONSENT OF A PARENT OR LEGAL GUARDIAN AS WELL AS THE CHILD’S OWN AGREEMENT TO PARTICIPATE. Failure to obtain necessary consent is a critical violation of the Ethical Standards practiced by psychologists. • Were scientific principles appropriately followed? If not, what was not done? Such comments on your part show me that you have actually thought about the article you have read. Do not write in bullet statements or question and answer format, your writing must be a narrative, and should flow in paragraphs from point to point. You will be reporting on what you have read in preparation for your assignment and responding to a series of questions based specifically on what you have read or reviewed. You will be writing what is termed a review of the literature on the topic assigned, and you simply tell me what you learned from your reading by answering the questions posed to you. ALWAYS cite your sources within the context of your narrative AND on your References page. Remember that any citation in the context of your narrative MUST be documented on your References page(s), and any citation on your References page(s) MUST be supported by a citation within the context of your narrative. That means there is a one-to-one correlation between within APA DOCUMENT TEMPLATE 11 context citations and the citations on your References page(s). The critical analysis should be at least a page long. You may NOT cite any reference that you did not personally read, and DO NOT cite or reference citations used in the article you read, because that is not where you got the information. YOUR information came from the article you read, and you will only have one reference, the article you actually read and this will be the only article (source) you cite in your paper. The last page of your assignment will be the References page and it ALWAYS BEGINS ON A NEW PAGE, just as n this Template. Go to the next page to see how that is presented. ALL work in APA Style is double-spaced. Section Headings (i.e., Introduction, Summary, Critical Analysis) are LEVEL ONE headers and are CENTRED on line where they appear and are in bold-face type. Your paper should be left justified, i.e., I do NOT want to see the paper with straight, right-hand margins such as you find in books, journals, or newspapers. All paragraphs with the exception of the Abstract are indented at the 0.5” level. If you utilise this template as instructed, all requisite formatting has been done for you, and your work will be in the correct APA style. Your assignments should not exceed ten (10) pages, and that includes (1) the cover sheet, (2) the Abstract page, (3) your Introduction and Summary (two to three full pages, (4) your Critical Analysis, and (5) your References page. Eight to 10 pages is the average length of the entire paper for this assignment. In response to the oft-asked question, “How long does my assignment have to be,” the answer is quite simple. It must be as long as it takes you to adequately address the APA DOCUMENT TEMPLATE requirements of the assignment. As always, contact your Instructor when you have questions. 12 APA DOCUMENT TEMPLATE 13 References Borden, C., Richardson, P., & Meyer, S. J. (2012). Establishing successful postsecondary academic programs: A practical guide. Journal of Correctional Education, 63(2), 6-26. Boulard, G. (2009). The big squeeze: Faced with dwindling funding, state colleges and universities are trying to come up with their own solutions to budget challenges. State Legislatures, (5), 12. PLEASE PAY ATTENTION TO THE COMMMENTS BELOW. COMMENTS: The References page is a page to itself, you should do a page break before the heading to make sure it is on a page by itself. Please note that the citations listed above are examples of what would need to be cited within your paper. All citations must appear on the References page, all must have been read by you and used in your paper, all references must be cited somewhere in the paper. References are listed alphabetically according to each article’s first author’s last name. Hanging indentations are required on references: to get a hanging indentation, select (highlight) the text of the reference, select paragraph from the HOME tab on the ribbon, under special use the drop down arrow to select hanging, and make sure 0.5” appears in the box to the right. DELETE EVERYTHING ON THIS PAGE BEFORE SUBMITTING YOUR ASSIGNMENT. ONLY YOUR REFERENCE SHOULD BE ON THIS PAGE. Completion Instructions for PART 1 of the Term Assignment Why Do I Need to Know This? The FIRST reason is to guide those of you having difficulty in completing the first WRITTEN assignment (Part 1) by providing a step-by-step guide to what you need to do. Reason TWO is to save time by ensuring that everyone has the same information and avoid my accidentally leaving out something important (yes, Faculty DO MAKE MISTAKES …we are human, too!). It is completely understandable that numerous among you are confused by this assignment. You are accustomed to writing and doing your work in Modern Language Association (MLA) writing style and that is VERY different from the requirements for a paper in American Psychological Association (APA) writing style. YOU will need to learn BOTH these styles, in addition to CHICAGO Style in order to complete your assignments in your various college classes. If you only had minor problems with this assignment, please do not be offended by the detail here …take what applies to your situation and ignore the rest. Melissa ** Go to the WRITTEN WORK INSTRUCTIONS folder in eCampus DOWNLOAD the following documents which are attached to the various items in that folder. • The 2021 PSYC 2301 and PSYC 2319 TEMPLATE (AKA, APA DOCUMENT TEMPLATE) • The Setting Up a New Project in NoodleTools document o o Pay particular attention to the FIRST AND SECOND ITEMS in the folder as they provide information on which file formats are acceptable for your work as well as how to name your assignments on your computer for later submission to eCampus. ALL work in this class MUST be submitted in either MS WORD (doc or docx file) format OR Rich Text File (rtf) format. Other file formats such as PDF, PAGES, GOOGLE DOCS, for example WILL NOT BE ACCEPTED. Required File Formats for Written Work (First item) ALL WRITTEN ASSIGNMENTS IN THIS CLASS MUST BE SUBMITTED IN EITHER MS WORD (DOCX) OR RICH TEXT (RTF) FILE FORMATS. Assignments submitted in any other formats (e.g., DOCM, PDF, PAGES, GOOGLE DOCS, HTML, etc.) WILL NOT BE ACCEPTED and students will receive a zero for failure to follow instructions. Students using PAGES or GOOGLE DOCS as their word-processing programs have the option to SAVE DOCUMENT AS AN MS WORD DOCUMENT. PLEASE SELECT THAT OPTION WHEN SAVING YOUR WORK. For those of you using Mac or other Apple Computers, this is VERY IMPORTANT. Apple and MAC use the word processing program PAGES as their default word processing program. EL CENTRO COMPUTERS CANNOT READ THIS FILE FORMAT, and your instructors who do not have a MAC or Apple computer also are unable to open and read (or GRADE) your work. Students using the OpenOffice freeware should save their work as RICH TEXT or MS WORD DOCUMENTS. Students will be given the opportunity to correct their work for regrading AFTER consultation with the Instructor to be sure the Student knows precisely how to make the needed corrections/changes Instructions for Naming Your Files Follow the INSTRUCTIONS in the Second Item for NAMING your file as saved on YOUR COMPUTER so that the name is correct when you submit it for grading. o SAVE YOUR ARTICLE AS A PDF FILE FORMAT DOCUMENT, USING THE FOLLOWING FILENAMING PROTOCOL: YOUR Last Name, YOUR First Name - (followed by a dash) PSYC 2301 Article. This is the ONLY ITEM you will save and submit as a PDF Document. ALL REMAINING ASSIGNMENTS MUST BE SAVED AND SUBMITTED AS EITHER MS WORD (DOC OR DOCX) OR RICH TEXT (RTF) FORMATTED DOCUMENTS. o Your saved file name for your ARTICLE should look like this: o Weston, Melissa - PSYC 2301 – Article or Part 1(or whichever assignment it is) o Please note that you MUST use the words Article or PART 1, PART 2, or PART 3 in your file names, NOT THE TITLE OF THE ARTICLE. If you use the title of your article rather than the word ARTICLE, you will receive a ZERO on the assignment and must redo it before it will be accepted. ALL of your assignments submitted this fall should use this file-naming protocol, with ONLY the last portion changing from Article to PART 1 (for your first written assignment), PART 2, (for the second written assignment, and PART 3 (for your last written assignment). After CORRECTLY NAMING and SAVING YOUR FILE TO YOUR COMPUTER, UPLOAD your document to eCampus. Uploading a copy of your article will allow me to have a copy of YOUR article handy if (when!) you need help in understanding your article. o Using the APA Template Open the 2021 PSYC 2301 and PSYC 2319 TEMPLATE (AKA, APA DOCUMENT TEMPLATE) and begin creating YOUR Cover Page. In creating the COVER PAGE for your assignment, do the following: • • Open the Template and go to the HEADER box at the very top of the page. Place your cursor on the words APA DOCUMENT TEMPLATE and double-click. This will open that area of the page for you to make changes. DELETE the words APA DOCUMENT TEMPLATE and replace them with a Header that is reflective of the content of YOUR ARTICLE. Use ALL CAPITAL LETTERS and be sure your header is no more than 50 letters and spaces. LEAVE THE PAGE NUMBER AS IT IS. DO NOT TRY TO MOVE OR CHANGE IT. If you are not sure what this means, PLEASE LET ME KNOW SO THAT I CAN HELP YOU! Return your Cursor to the main part of the page and DOUBLE-CLICK again. This will return you to that portion of the document so you can insert YOUR information. o Highlight the words Assignment Title, then type a title of YOUR CREATION over them. DO NOT use the title of your article as that would be plagiarism. USE TITLE CASE (that means make the first letter of all IMPORTANT words a CAPITAL LETTER. DO NOT capitalise the FANBOYS (for, and, nor but, or, yet, so) that may be in your title. An example of correct formatting for your paper would look like the title just below. Pay attention to which words begin with a CAPITAL LETTER and which words do not. An Examination of Support for Democracy in Individuals with and without Narcissistic Personalities o Go to the next line and highlight the words Name of Student. Type YOUR NAME as you are registered for this class in its place. o Move to the LAST LINE of the “Title Block” and highlight the XXXs in the Section number. Type the last three letters of YOUR section over the XXX. (Example: Change XXX to 001 if your section number is 51001.) NOTE: If you are in PSYC 2319 rather than PSYC 2301, BE SURE to also CHANGE THE COURSE NUMBER to PSYC 2319, followed by your section number. Saving Your File with the CORRECT FILE NAME SAVE YOUR DOCUMENT WITH THE NAME AS INDICATED BELOW: • • If you have not already done so, create a NEW FILE on your computer and name it PSYC 2301. Save EVERYTHING you do for this class IN THAT FOLDER as (1) doing so will make it MUCH easier for you to find your files on your computer and (2) make it less likely that you will upload a file to eCampus that you did not intend to submit. Save the open file you have and on which you have “created” your own Cover page as follows. o o YOUR LAST NAME, YOUR FIRST NAME – 12345 – PART 1 Replace the highlighted numbers above with the SECTION number of YOUR class (e.g., 52006, 52009, 52E02, etc.). There should be NOTHING ELSE in the file name of the document you save. If you have followed these instructions, you have now completed the Cover/Title Page for your Term Paper. LEAVE ALL THE PAGES IN THE TEMPLATE IN THE DOCUMENT YOU SUBMIT. THAT MEANS PAGES 2 THROUGH 12 MUST BE IN YOUR ASSIGNMENT. IF YOU DELETE THEM, YOU WILL RECEIVE A ZERO UNTIL YOU CORRECT YOUR ERROR AND RESUBMIT. The reason for this is that those pages are “place holders” and indicate what goes into each segment of your paper. PLEASE read the Template. There is a LOT of VERY HELPFUL INFORMATION in it which will benefit you in writing your term project. Setting Up Your Project in the NoodleTools CITATION SOFTWARE Open the Setting Up a New Project in NoodleTools document that you have downloaded and follow the instructions to create YOUR APA Citation for your References page. • Go to this link to locate NoodleTools if you have never used NoodleTools before, …it is on the bottom right corner of the page indicated below. If the link below does not work, simply copy the link and paste it into the address bar of your Browser (Mozilla FIREFOX or Google CHROME) Libguides.elcentrocollege.edu/psychology This will open the El Centro Library’s Research Guides page for Psychology. Scroll down the page and look on the right side. You will see a NoodleTools link. Click to open that link. You will likely be directed to a page that asks you to LOGIN. Click on the Dallas College Student/Staff/Faculty login link. That will take you to the page shown below (see the next page). Click this link. You may be directed to login to the Library System. If you have not logged into that system before, your login and password should be your student email at El Centro (e.g., e1234567.student@dcccd.edu) If that is NOT correct, please call our Research Librarians at 214.860.2174 and ask them. The Library is not staffed at all times during the school’s pandemic lockdown, and you may need to leave a message with a call-back number. Someone WILL return your call as soon as a Librarian returns to the Librarian for the next shift. Establishing a New Account or Locating an Existing One Once you enter the NoodleTools system, you will see the following screen (next page). Please read and follow the instructions indicated on the page below. If you have used NoodleTools in the past, you already have an account thus all you need to do is SIGN IN. If you have NOT used NoodleTools in the past, you must REGISTER and CREATE AN ACCOUNT. You do that by clicking on the REGISTER button on the bottom LEFT side of the box shown below. That will open another window. All you have to do is plug in YOUR information. Use your Student ID Number as your login name and your PASSWORD will be your LAST NAME. This is so that if you forget your information, you can call our Reference Librarians (214.860.2174) and ask them to help you find that information. The system has been set up for them to ask you (1) your ID number and (2) your last name which is the information you needed to recall. • Go to the Setting Up a New Project in NoodleTools document and follow the instructions and the screen shots to set up your Project for your class and create your citation. IF YOU GET STUCK, email me during the day (between 10:00 AM and 4:00 PM, Monday through Friday) or call our Reference Librarians (214.860.2174) and ask for their help. The Library is not staffed at usual times during the COVID-19 Pandemic and you may have to leave a message with your phone number and request a call-back. You WILL receive a call as soon as a Librarian is in the Library again. • Once you have created your APA Citation in NoodleTools and exported that file to MS WORD, you can copyand-paste it over the first citation on your Reference page. After that, DELETE EVERYTHING BELOW your citation on the page and SAVE YOUR FILE AGAIN. Your assignment is now complete. DO NOT DELETE pages 2 – 12 in this document. They MUST be in place when you submit your file. Let me know if you have additional questions.
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Explanation & Answer

Attached. Please let me know if you have any questions or need revisions.

APA DOCUMENT TEMPLATE

1

Use of Fear in Instilling Positive Behaviour Change Amid a Health Crises
Submitted By:
Name of Student
Dallas College, El Centro Campus
PSYC 2301, Section 51XXX, Fall 2020

APA DOCUMENT TEMPLATE

2
Abstract

The Abstract is a brief summary of the paper. The Abstract presents the basic
content of the completed critique in condensed form using no less than 150 and no
more than 250 words. It consists of ONE PARAGRAPH which must fit on one page.
Like the rest of the assignment, first person (I, me, us, we, our, etc.) and second
person (you and your) pronouns are not allowed. The entire paper should be written
in objective third person, with the writer as an observer and a reporter of what was
found. This requires the writer to step into the scientific thought process. Opinions
must be supported by factual data derived from the material on which the document
is based; facts are paramount. APA Style papers must be written exclusively in past
tense, using the formal APA format shown in this template. Failure to use the
Template will result in a very poor grade as APA style comprises 50% of the grade on
your written assignments, with the other half based on grammar and content.
Remember that APA writing requires PERFECT GRAMMAR, PERFECT SPELLING, AND
PERFECT PUNCTUATION. For these reasons, you should always run your work
through BOTH SPELLCHECK AND GRAMMARCHECK before submitting it for grading.
Your papers must be both objective and well constructed. THE ABSTRACT AS
SHOWN HERE IS ONE PARAGRAPH, AND IS ALWAYS ON PAGE TWO of your
document. The author(s) name(s) from the original document must be cited in APA
style in the Abstract and then frequently in the rest of the paper. Proper APA
citations are required in all scientific work. APA citations take two forms,
parenthetical and contextual. A contextual citation is part of the sentence, such as in

APA DOCUMENT TEMPLATE
the following sentence. CONTEXTUAL CITATION: Borden, Richardson, and Meyer
(2010) provided information on how to develop an effective post-secondary
program. A PARENTHETICAL CITATION is not a part of the sentence but refers to the
information in that sentence and is positioned at the END of that sentence as shown
here (Borden, Richardson, & Meyer, 2010). Your assignments in your psychology
classes should include BOTH KINDS OF CITATIONS.
Remember that your Abstract should be ONLY on page two. It should NOT
run over to page three. This example does so ONLY because of the explanations
contained here.

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APA DOCUMENT TEMPLATE

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Assignment Title (Same as on Page 1)
Introduction
This is the Introduction section of your term project and tells your reader(s),
why the specific research you are reviewing was important, based on the opinions
offered by the author(s) of your article. The Introduction begins on a NEW PAGE (it
will begin on PAGE 3 in your papers) and follows the Abstract page. American
Psychological Association (APA) style is very formal, both in how it is written, and in
how documents actually look on the printed page or the computer screen. APA does
not allow fonts that are in any way unusual. You must use...


Anonymous
Really helpful material, saved me a great deal of time.

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