Hello Class, Please Read The Entire Description Of This Assi

Hello Classplease Read The Entire Description Of This Assignment Don

Please read the entire description of this assignment carefully. You are required to prepare for your final project by conducting an interview based on specified questions. The interview itself is not due this week; rather, you need to formulate your questions and gather necessary documentation. Your interviewee should be of similar age (within a 7-year age difference) and must agree to participate by providing a written acknowledgment of their participation. For full credit, your interviewee will need to complete the Myers-Briggs test, which you should provide via a link ahead of time. Your final project will include asking your interviewee 10 questions—nine provided plus one of your own—and recording their responses, especially noting their Myers-Briggs results if available.

Paper For Above instruction

The assignment focuses on preparing an interview for a final behavioral sciences project. Students must identify an interviewee of similar age, formulate ten relevant questions including one self-devised question, and obtain a statement of consent from the interviewee confirming their participation. The questions primarily explore memory methods, study environments, Myers-Briggs personality testing, influences on personality development, self-monitoring, motivational styles, and perspectives on race, gender, and ethnicity in personality formation. Emphasis is placed on understanding the interviewee’s personal experiences and beliefs regarding these topics.

For this assignment, students need to select an interviewee who is a contemporary peer, ideally within a seven-year age difference, with whom they have a relationship that allows for an informal interview. This relationship could vary, but children are excluded from participating as interviewees. The student must prepare a list of ten questions based on the provided prompts, adding one question of their own. The questions should focus on psychological and behavioral aspects, such as memory preferences, study habits, personality assessments like Myers-Briggs, influences on personality, and attitudes regarding race, gender, and motivation.

Furthermore, students must obtain a written statement from the interviewee confirming their willingness to participate. This can take various forms—such as an email, a saved screenshot, or a letter—that clearly identifies the interviewee, states their consent, and shows the date and sender’s address. This statement is essential for verifying ethical participation. The inclusion of Myers-Briggs results is especially important; students should provide the link to the test and encourage their interviewee to complete it before the final project submission.

The completed interview questions, along with the interviewee’s acknowledgment statement, will form the core of the project. The purpose of this exercise is to cultivate skills in interview preparation, ethical research practices, and understanding individual perspectives on psychological topics. The final submission will be comprehensive, integrating the questions, responses, Myers-Briggs insights, and the ethical documentation to demonstrate an understanding of behavioral science principles.

References

  • Myers, I. B., McCauley, M., Quenzer, A. F., & McCauley, M. (2014). Myers-Briggs Type Indicator® (MBTI®) manuals and guides. CPP, Inc.
  • Cherry, K. (2020). What Is the Myers-Briggs Test? Verywell Mind. https://www.verywellmind.com/what-is-the-myers-briggs-psychological-test-2795821
  • Rogers, C. R. (1951). Client-centered therapy. Houghton Mifflin.
  • Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and Quasi-Experimental Designs for Generalized Causal Inference. Houghton Mifflin.
  • Graen, G. B., & Uhl-Bien, M. (1995). Relationship-based approach to leadership: Development of leadermember exchange (LMX) theory of leadership over 25 years: Applying a multi-level multi-domain perspective. The Leadership Quarterly, 6(2), 219–247.
  • Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
  • Berger, R. (2015). Now I see it, now I don’t: Researcher’s positions and reflexivity in qualitative research. Qualitative Research, 15(2), 219–234.
  • Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data. Sage Publications.
  • Matthews, G., Deary, I. J., & Whiteman, M. C. (2003). Personality Traits. Cambridge University Press.
  • Corcoran, K. (2013). Concepts of Personality. Psychology Press.

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