Research Methodology Proposal Final Examination Part One

Research Methodology Proposal Final Examination Part One Directions

Fill in the following categories with the necessary information. Strong answers are thorough, specific, and align with the overall research method of choice.

Part of Research Study Fill in the Blank

  1. Research Topic - Broadly state your topic in 3-5 sentences. Why are you interested in this topic?
  2. Research Question - Must be in question format
  3. Hypothesis / or Speculation - Must be in sentence format
  4. Literature Review - Must be 5 empirical or scholarly articles in ASA Format, bullet point format
  5. Theoretical Approach - Must explain / define the goal of this theoretical approach.
  6. Research Method - Must include the following:
    • a. Methodological Approach?
    • b. Level of Analysis & explain what is the goal of this level of analysis?
    • c. N= sample size? Why this size?
    • d. One Dependent Variable?
    • e. Five Independent Variables?
    • f. Two Control Variables?
    • g. WHY THESE VARIABLES? - (3 sentences)
  7. Limitations - Must include personal limitations and methodological limitations
  8. Future Studies - Must include how you will expand this study in a future study

Paper For Above instruction

The selected research topic centers around the impact of social media usage on youth mental health, an increasingly relevant issue in contemporary society. As digital platforms become more integrated into daily life, understanding how specific patterns of social media consumption influence psychological well-being is essential. I am particularly interested in this topic because of the widespread concerns about increased anxiety, depression, and self-esteem issues among adolescents and young adults, coupled with the rapid growth of digital technology and its pervasive influence on youth culture.

The primary research question guiding this study is: How does the frequency and type of social media use affect mental health outcomes among adolescents aged 13-19? This question seeks to explore the relationship between social media behaviors and psychological health indicators, with the aim of identifying specific usage patterns that are most detrimental or beneficial.

The hypothesis proposed is that higher frequencies of social media use are associated with increased levels of anxiety and depression among adolescents, especially when social media consumption involves passive scrolling and comparison behaviors. Conversely, active engagement and positive social interactions on these platforms may be linked to better mental health outcomes.

A review of existing literature reveals several empirical studies relevant to this topic. For example, Keles, McCrae, and Grealish (2020) demonstrated a significant correlation between social media use and depressive symptoms in youth. Twenge et al. (2018) found that increased screen time is associated with decreased well-being. O’Reilly et al. (2018) highlighted that social comparison on social media can lead to lower self-esteem. Przybylski and Weinstein (2017) observed that the type of social media engagement moderates mental health impacts. Smith (2019) examined the role of social support online and its positive effects on adolescent health outcomes.

The theoretical approach underpinning this research is the Uses and Gratifications Theory, which aims to understand why individuals actively select specific media content to fulfill psychological needs. The goal of this approach is to analyze social media behaviors as motivated by needs such as social connection, entertainment, or self-expression, and to relate these motivations to mental health outcomes.

The research method involves a quantitative survey approach. The level of analysis will be individual adolescents, aiming to understand personal usage patterns and mental health indicators. The goal at this level is to identify correlations between social media behaviors and mental health variables. The sample size will consist of 300 adolescents, justified by power analysis to detect medium effect sizes with adequate statistical power. The dependent variable is mental health status, measured through validated scales assessing anxiety and depression levels. The independent variables include social media usage frequency, type of content engaged with, level of social interaction, time spent online, and purpose of social media use. Control variables include socioeconomic status and previous mental health history. These variables are chosen because they are expected to influence or confound the relationship between social media use and mental health outcomes, providing a comprehensive understanding of the phenomenon.

Limitations of this study encompass personal limitations such as potential bias in self-reporting data and limited access to diverse populations. Methodologically, relying on surveys limits the depth of understanding of complex emotional and behavioral processes, and cross-sectional data cannot establish causality. Future research could expand by conducting longitudinal studies to observe changes over time, incorporating qualitative methods to gain deeper insights into adolescents’ experiences, and testing interventions aimed at promoting healthier social media habits.

References

  • Keles, B., McCrae, N., & Grealish, A. (2020). A systematic review: The influence of social media on depression, anxiety and psychological distress in adolescents. International Journal of Adolescence and Youth, 25(1), 79-93.
  • Twenge, J. M., Joiner, T. E., Rogers, M. L., & Martin, G. N. (2018). Increases in depressive symptoms, suicide-related outcomes, and suicide rates among US adolescents after 2010 and links to increased new media screen time. Journal of Abnormal Psychology, 127(2), 262-275.
  • O’Reilly, M., Dogra, N., Wharton, R., & Calam, R. (2018). Is social media bad for mental health? Exploring the evidence and developing better research methods. Psychology and Psychotherapy: Theory, Research and Practice, 91(4), 389-407.
  • Przybylski, A. K., & Weinstein, N. (2017). A large-scale test of the Goldilocks hypothesis: Quantifying the relations between digital screen time and psychological well-being. Psychological Science, 28(2), 204-215.
  • Smith, A. (2019). Online social support and adolescent mental health: A review. Cyberpsychology, Behavior, and Social Networking, 22(9), 615-621.
  • Keles, B., McCrae, N., & Grealish, A. (2020). A systematic review: The influence of social media on depression, anxiety and psychological distress in adolescents. International Journal of Adolescence and Youth, 25(1), 79-93.
  • Twenge, J. M., Joiner, T. E., Rogers, M. L., & Martin, G. N. (2018). Increases in depressive symptoms, suicide-related outcomes, and suicide rates among US adolescents after 2010 and links to increased new media screen time. Journal of Abnormal Psychology, 127(2), 262-275.
  • O’Reilly, M., Dogra, N., Wharton, R., & Calam, R. (2018). Is social media bad for mental health? Exploring the evidence and developing better research methods. Psychology and Psychotherapy: Theory, Research and Practice, 91(4), 389-407.
  • Przybylski, A. K., & Weinstein, N. (2017). A large-scale test of the Goldilocks hypothesis: Quantifying the relations between digital screen time and psychological well-being. Psychological Science, 28(2), 204-215.
  • Smith, A. (2019). Online social support and adolescent mental health: A review. Cyberpsychology, Behavior, and Social Networking, 22(9), 615-621.

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