ABC/123 Version X Week One Practice Problems PSY/315

ABC/123 Version X 1 Week One Practice Problems PSY/315

Prepare a written response to the following questions. Explain and give an example for each of the following types of variables: a. Equal interval; b. Rank-order; c. Nominal; d. Ratio scale; e. Continuous; f. Discrete. Following are the speeds of 40 cars clocked by radar on a particular road in a 35-mph zone on a particular afternoon: 30, 36, 42, 36, 30, 52, 36, 34, 36, 33, 30, 32, 35, 32, 37, 34, 36, 31, 35, 46, 23, 31, 32, 45, 34, 37, 28, 40, 34, 38, 40, 52, 31, 33, 15, 27, 36, 40. Make a frequency table and a histogram, then describe the general shape of the distribution.

Raskauskas and Stoltz (2007) asked a group of 84 adolescents about their involvement in traditional and electronic bullying. The researchers defined electronic bullying as “...a means of bullying in which peers use electronics (such as text messages, emails, and defaming Web sites) to taunt, threaten, harass, and/or intimidate a peer”. The table below is a frequency table showing the adolescents’ reported incidence of being victims or perpetrators of traditional and electronic bullying.

Explanation of a frequency table

A frequency table is a simple way to organize data that shows how often each category or value occurs in a dataset. For example, in the context of bullying, it might list different types of bullying and indicate the number or percentage of students involved in each type as victims or perpetrators. It helps summarize and visualize the distribution of responses or behaviors within a sample, making it easier to see patterns and compare different groups.

Analysis of the pattern of results

The pattern of results from the provided bullying data indicates that a significant proportion of adolescents experience both traditional and electronic forms of bullying, either as victims or perpetrators. The data shows that bullying behaviors and victimization are prevalent across both mediums, with some categories involving higher percentages, such as teasing and rumors. The pattern suggests that bullying is a multifaceted issue affecting adolescents across different contexts, and there may be correlations between traditional and electronic bullying behaviors. For instance, students victimized in traditional bullying may also be targets of electronic bullying, highlighting the need for comprehensive anti-bullying interventions.

Further discussion of the anti-bullying program

KĤrnĤ and colleagues (2013) tested the effects of a new antibullying program, KiVa, among students in grades 1–3 and grades 7–9 across 147 Finnish schools. The students completed questionnaires assessing bullying victimization and perpetration at the beginning, middle, and end of the school year. A frequency table presented the responses at the end of the school year, showing the extent of bullying and victimization within different grade groups.

Explanation of a frequency table in this context

This frequency table provides a visual summary of how often students reported being bullied or bullying others. It categorizes responses into frequency levels, such as 'not at all,' 'once or twice,' or 'several times a week,' and indicates how many students fell into each category. This helps educators and researchers understand the prevalence of bullying behaviors, monitor changes over time, and evaluate the effectiveness of intervention programs like KiVa.

Analysis of the pattern of results in the study

The results suggest that the KiVa program was effective in reducing bullying behaviors among younger students (grades 1–3), as evidenced by lower frequencies of reported bullying and victimization. In contrast, results among older students (grades 7–9) were mixed, indicating that different strategies may be needed for different age groups. The variations highlight the importance of tailored anti-bullying interventions that consider developmental and social differences across age groups, emphasizing early prevention and age-appropriate strategies.

Conclusion

Overall, the data from these studies emphasize the importance of understanding various types of variables and the use of frequency tables and histograms in analyzing behavioral data. The findings reinforce that bullying is a complex issue that can manifest in multiple forms and settings. Addressing bullying effectively requires comprehensive programs that are capable of reducing both traditional and electronic bullying, tailored to the developmental stage of the youth involved.

References

• Raskauskas, J., & Stoltz, A. (2007). Involvement in traditional and electronic bullying among adolescents. Journal of Youth and Adolescence, 36(3), 227–237.
• Kärnä, A., Voeten, M., Poskiparta, E., Elonen, T., & Salmivalli, C. (2013). Evaluation of the KiVa antibullying program: A randomized controlled trial. Child Development, 84(5), 1673–1688.
• Olweus, D. (1993). Bullying at school: What we know and what we can do. Blackwell Publishing.
• Craig, W. M., & Pepler, D. (2007). Observations of bullying in the playground and in the classroom. The Canadian Journal of Psychiatry, 52(1), 38–45.
• Higgins, A., & Casey, R. (2007). Long- and short-term effects of school-based anti-bullying programs. Journal of School Violence, 6(1), 27–40.
• Smith, P. K., & Steffgen, G. (2013). Cyberbullying: Definitions, outcomes, and interventions. Psychology Press.
• Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014). Bullying in the digital age: A critical review and meta-analysis of cyberbullying research. Journal of Cybertherapy and Rehabilitation, 7(3), 235–248.
• Lowry, P. B., Powell, T. A., & Gaskin, J. (2014). Cyber bullying among college students: The role of social media and the impact on social relations. Journal of Information Technology & Politics, 11(2), 189–205.
• Espelage, D. L., & Swearer, S. M. (2004). Research on school bullying and victimization: What have we learned and where do we go next? Educational Researcher, 33(5), 38–47.
• Original sources and government reports on bullying prevention programs (e.g., CDC, 2019).