**Assignments by Week** ----------------------- *Week 1* -------- **Statistics** - I'd like you to download JASP and JAMOVI which are user-friendly statistics programs. - Watch this introduction to statistics for psychology students (a warning, his style is a little casual and he discusses sex and sexuality -- please let me know if you are uncomfortable with this and we can find other videos): demystifying statistics (45 minutes) - Import this dataset in JAMOVI. Look at the survey description document or print outs of the survey if need be. Calculate the mean and standard deviation of: Study_ID, Age, consc, selfcontrol, resolution, t4achieve, t4success. - Then, filter the dataset to just cases where resolution = 1. Create a correlation table that shows the correlations between Study_ID, Age, consc, selfcontrol, t4achieve, t4success. - Again filtering to just cases where resolution = 1, run a regression that correlates Study_ID and Age, and create a scatterplot. **Questionable Research Practices (QRPs)** 1. Simmons, J. P., Nelson, L. D., & Simonsohn, U. (2011). False-positive psychology: Undisclosed flexibility in data collection and analysis allows presenting anything as significant.Psychological science, 22(11), 1359-1366. **Publication bias and related issues** 1. Ioannidis, J. P. (2005). Why most published research findings are false. PLoS medicine, 2(8), e124. *Week 2* -------- **Correlations and Causality** 1. Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in Methods and Practices in Psychological Science, 1(1), 27-42. 2. Video on General Linear Model; ANOVA **Literature searching!** 1. Check out this page and watch the video: https://guides.library.duke.edu/c.php?g=617415&p=4296104 2. Review this guide to searching on the library website: https://guides.library.duke.edu/c.php?g=617415&p=4295442 3. Read this library guide about psychology resources: https://guides.library.duke.edu/psychology **Socioeconomic status and education - getting familiar with the basic findings, different measures** 1. Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of educational research, 75(3), 417-453. 2. Stephens, N. M., Hamedani, M. G., & Destin, M. (2014). Closing the social-class achievement gap: A difference-education intervention improves first-generation students’ academic performance and all students’ college transition. Psychological science, 25(4), 943-953. 3. Find 2 additional articles from the introduction (papers that are cited in the introduction, and read these). **Start building an annotated bibliography** - Create a google doc and for each article that you read, write a short summary of the paper in which you 1) summarize it, 2) assess it, and 3) reflect (see this resource) - Note any papers that are cited that you think might be useful - Note any quotations or points made that you might want to specifically reference - Do this for every paper and book you read related to your thesis **Self-regulation - basics and relationship to early life stress** 1. Davisson, E. K., & Hoyle, R. H. (2017). The Social‐Psychological Perspective on Self‐Regulation. The Wiley Handbook of Cognitive Control, 440-453. 2. Blair, C. (2010). Stress and the development of self‐regulation in context. Child development perspectives, 4(3), 181-188. **Research Methods and Best Practices** 1. The 7 Deadly Sins of Psychology *Week 3* -------- **SES and self-regulation** 1. Ayoub, M., Gosling, S. D., Potter, J., Shanahan, M., & Roberts, B. W. (2017). The Relations Between Parental Socioeconomic Status, Personality, and Life Outcomes. Social Psychological and Personality Science, 1948550617707018. 2. Miller, G. E., Yu, T., Chen, E., & Brody, G. H. (2015). Self-control forecasts better psychosocial outcomes but faster epigenetic aging in low-SES youth. Proceedings of the National Academy of Sciences, 112(33), 10325-10330. **SES and Academic Achievement** 1. Dixson, D. D., Keltner, D., Worrell, F. C., & Mello, Z. (2017). The magic of hope: Hope mediates the relationship between socioeconomic status and academic achievement. The Journal of Educational Research, 1-9. **SES as an identity** 1. Destin, M., Rheinschmidt-Same, M., & Richeson, J. A. (2017). Status-based identity: a conceptual approach integrating the social psychological study of socioeconomic status and identity. Perspectives on Psychological Science, 12(2), 270-289. **Hypothesis Articulation** - Summarize your hypothesis about the relationship between SES and academic achievement. State what you think this relationship is, and how you would test it with the you at Duke data if you had complete information or access to any variable that you wanted. What variables would you use to measures SES? What variables would you use to measure academic achievement? - Provide at least four structural explanations for this relationship (can be bullet pointed list, include at least one citation that covers all of them or separate citations for each). - Provide at least four psychological explanations for this relationship (these can be just a few sentences each, include citations if you are basing your explanation on a paper you’ve read). - Draw out a DAG that shows the relationship between all of the structural and psychological variables (Rohrer, 2018) *Week 4* -------- **Hypothesis Articulation Continued and Extended** - Write a one page prospectus that describes the main hypothesis of your summer project and outlines background. Summarize your hypothesis about the relationship between objective SES and academic achievement. (Is it positive, negative?) Why is this question important? - Provide at least four structural explanations for this relationship (can be bullet pointed list, include at least one citation that covers all of them or separate citations for each). Provide an explanation for this relationship that involves future thinking, using a framework of self-regulation. **Writing practice** - Write a short paragraph answer to the following questions: Are there personality differences between people who are of a low versus high SES background? - What is self-regulation? **Self-control and self-regulation, additional readings** 1. Inzlicht, M. & Schmeichel, B. J. (2016). Beyond limited resources: Self-control failure as the product of shifting priorities. In K. D. Vohs & R. F. Baumeister (Eds.) Handbook of self-regulation: Research, theory, and applications. Guilford Press. 2. Berkman, E. T., Livingston, J. L., & Kahn, L. E. (2017). Finding the “self” in self-regulation: The identity-value model. Psychological Inquiry, 28(2-3), 77-98. 3. Ludwig, R. M., Srivastava, S., & Berkman, E. (2017, June 23). Planfulness: A Process-Focused Construct of Individual Differences in Goal Achievement.. http://doi.org/10.17605/OSF.IO/YUQMA **Study flow** - We’re going to move everything to the Open Science Framework Set up an account on the Open Science Framework Access your project page: https://osf.io/sqhgm/ - Sync the google documents that you have that are associated with the project - Populate the wiki with information about all the files **Keeping track of progress** - Don’t forget to update your reflections and the annotated bibliography as you find and read more papers! *Week 5* -------- **Hypothesis Articulation** - On the document with definitions from last week, making use of all the readings you've done or others you find via google scholar or other literature search engines, define the following: - Define trait self-control - Define state self-control (or self-control as a behavior) - Define delay of gratification - Define collider bias - Define correlation - On the same document, answer the following questions (also - label each paragraph/answer with the question it is a response to): - What are some simple behaviors or tools that people can use to help them achieve their goals (use the planfulness paper for this)? - What is the difference between self-control and self-regulation? - What is the construct "Conscientiousness"? Where did it come from? How are people high in conscientiousness different from those who are low in conscientiousness? (You will likely need to search the literature here.) - What is the You @ Duke project? Who are the staff people involved; who would you contact if you had questions about the project? - Take a look at the comments I made on the document, and make revisions. - Find at least 10 more papers on the relationship between SES and academic achievement, and update your working introduction (the prospectus you started) to include them. **Operationalizing our central variables** - Look over the You at Duke codebooks (Wave A, Wave B, Administrative Data) and identify: - What variables you can use for SES - What variables you can use for academic achievement - What other variables are relevant to your research question ## Week 6 ## **Write and Submit IRB** **Create slides and poster - should have everything except the results and conclusions** ## Week 7 ## **Analyses** ## Week 8 ## **Finalize Poster and Talk** ## Week 9 ## **Presentations!**