College Of Doctoral Studies: Psy 850 Resource - 10 Strategic

College Of Doctoral Studiespsy 850 Resource10 Strategic Points

Write a comprehensive research proposal on incivility in psychology undergraduate education programs, including a literature review with citations, a problem statement in the GCU format, research questions appropriate for a similar study, a sampling strategy with justification, a description of the phenomenological methodology and design with justification, a purpose statement in GCU format, a description of data collection instruments and approach (including informed consent and confidentiality), and a discussion of a specific data analysis strategy with proper citation.

Paper For Above instruction

Introduction

Incivility in academic environments, particularly within undergraduate psychology programs, has garnered increasing attention due to its adverse effects on students’ learning experiences, mental health, and professional development (Clark & Springett, 2018). Incivility encompasses rude, disrespectful, or disruptive behaviors that undermine positive educational climates (Andersson & Pascoe, 2017). Understanding this phenomenon within the context of psychology education is essential for developing effective interventions that foster civility and enhance academic success.

Literature Review

Research indicates that incivility affects both students and faculty in higher education, contributing to decreased academic engagement, increased stress, and attrition (Cummings & Steadman, 2019). In psychology education, incivility can manifest through disrespectful peer interactions, dismissive attitudes toward faculty, and inappropriate classroom behaviors (Johnson et al., 2020). Such behaviors undermine the pedagogical process and the development of professional competencies essential for future psychologists. Studies have also linked incivility with diminished sense of safety and belonging among students, which negatively impacts learning outcomes (Smith & Lee, 2018). Addressing incivility is thus crucial for maintaining a productive and respectful learning environment.

Problem Statement

The prevalence of incivility within undergraduate psychology programs undermines students' academic and professional development, affecting classroom dynamics, learning outcomes, and overall mental health. Despite the significance of this issue, limited research has explored the specific factors contributing to incivility in psychology education and effective strategies for mitigation. Therefore, this study aims to examine the extent and nature of incivility in undergraduate psychology programs, identify associated factors, and inform the development of interventions to foster a respectful academic environment (Grand Canyon University, 2024).

Research Questions

  1. What types of incivility are most commonly experienced by undergraduate psychology students?
  2. What factors contribute to the occurrence of incivility in undergraduate psychology classrooms?
  3. How do students perceive the impact of incivility on their academic and personal development?
  4. What strategies do students and faculty suggest to reduce incivility in psychology education settings?

Sample and Sampling Strategy

A purposive sampling strategy will be employed to select undergraduate psychology students and faculty members who have experienced or observed incivility in academic settings. Purposive sampling is justified as it enables the researcher to target individuals with relevant experiences and insights pertinent to the study’s focus (Creswell & Poth, 2018). Based on Palmer's (2018) guidelines, a sample size of approximately 15-20 participants for a qualitative study is adequate to achieve data saturation, ensuring diverse perspectives are captured while maintaining manageability. This number aligns with the GCU Core Design Document, which emphasizes adequacy for in-depth phenomenological inquiry.

Phenomenology Methodology and Design

The study will adopt a phenomenological approach to explore the lived experiences of undergraduate psychology students and faculty regarding incivility. Phenomenology is suitable because it aims to understand participants' subjective perceptions and the meaning they assign to incivility phenomena (Moustakas, 1994). The design involves in-depth, semi-structured interviews that facilitate rich descriptions of participants' experiences, capturing the essence of incivility in the academic context. Justification for this approach lies in its capacity to uncover nuanced insights that quantitative methods might overlook, aligning with best practices for exploring complex social phenomena (Creswell & Poth, 2018).

Purpose Statement

The purpose of this phenomenological study is to explore and understand the lived experiences of undergraduate psychology students and faculty concerning incivility within academic settings, aiming to identify key contributing factors and inform strategies to promote a respectful, constructive learning environment (Grand Canyon University, 2024).

Data Collection Instruments and Approach

The primary instrument will be semi-structured interview protocols developed based on existing literature and expert consultation, designed to elicit detailed descriptions of participants’ experiences with incivility. Prior to data collection, informed consent will be obtained from all participants, emphasizing voluntary participation, confidentiality, and the right to withdraw at any time. To safeguard confidentiality, pseudonyms will be used, and all data will be securely stored in encrypted files. Participants will be informed of the measures taken to protect their identity and data security, aligning with ethical guidelines outlined by the Institutional Review Board (IRB).

Data Analysis Approach

Data will be analyzed using thematic analysis, a strategy recommended by Saldana (2016) for phenomenological research. This approach involves coding data line-by-line, identifying meaningful units, and aggregating these into themes that capture common patterns across participants’ lived experiences. Thematic analysis allows for systematic identification of core themes related to incivility, providing rich, detailed insights into the phenomenon. Reliability will be ensured through independent coding by multiple researchers and consensus discussions, enhancing trustworthiness. This approach aligns with Saldana’s methods for exploring complex social processes qualitatively.

Conclusion

Addressing incivility within undergraduate psychology programs is vital for fostering a positive educational environment that promotes learning, mental health, and professional growth. This proposed qualitative phenomenological study aims to deepen understanding of students' and faculty’s lived experiences with incivility, contributing valuable insights to inform institutional policies and interventions. The use of rigorous sampling, data collection, and analysis strategies grounded in established research practices ensures the validity and applicability of findings, ultimately supporting efforts to cultivate civility in higher education.

References

  • Andersson, L., & Pascoe, C. J. (2017). What is incivility? In C. J. Pascoe & L. Andersson (Eds.), Understanding and addressing incivility in higher education (pp. 3–16). Routledge.
  • Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications.
  • Cummings, C., & Steadman, T. (2019). Academic civility and student success. Journal of Higher Education Policy and Management, 41(2), 163-177.
  • Johnson, P., Smith, T., & Lee, R. (2020). Classroom incivility in psychology education: Challenges and solutions. Teaching Psychology, 47(1), 18-24.
  • McGregor, L., & Anderson, W. (2019). The impact of incivility on faculty productivity and morale. Journal of Academic Administration, 65(4), 567-583.
  • Moustakas, C. (1994). Phenomenological research methods. Sage Publications.
  • Palmer, R. (2018). Qualitative sampling strategies in educational research. Journal of Educational Research, 45(3), 220-230.
  • Saldana, J. (2016). The coding manual for qualitative researchers. Sage Publications.
  • Smith, J., & Lee, K. (2018). Student perceptions of incivility and its effects on learning. Journal of College Student Development, 59(6), 785-799.
  • Grand Canyon University. (2024). Core curriculum design guidelines. Grand Canyon University Publications.

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