Carefully go over the instructions below and the sample proposals posted on Canvas.You can use the sample proposals and the examples posted in this document to guide you. However, write your study/pro

However, write your study/proposal in your own words ; do not plagiarize, or do not simply copy and paste from other people’s work (e.g., samples /examples, articles).  Check out the Common Writing Issues and Questions page on Canvas while you write as well as before you finalize and submit your pro posal. Instruction s: Title Page (see the sample proposal s posted on Canvas .) Abstract (starts on a separate page)  Begin with a statement or two that introduce your topic. This brief introduction should lead into your one -sentence statement of the problem, research question, or purpose of the study.  Then , provide a brief description of the research method and procedure.  List 3 to 5 keywords at the end of the abstract.  As this is an abstract for a research proposal (typically written before data collection or analysis ), use future tense when describing the method. Introduction (starts on a separate page ; begins with the title of your study )  Insert the title of your st udy on the top of the page that begins your Introduction section.  Begin with a general introduction to the topic of the paper and describe the issue investigated and why this problem is important. In the first paragraph (typically at the end of the parag raph), state the purpose of the study and what you are examining (e.g., “In th e present study, the researcher will examine…”). PSYC 3304 & 3104 , Proposal Abstract, Introduction, and Method Page 2 of 13 See the copyright statement in the course syllabus.  Next, review the relevant literature. You do not have to report all articles in the area. Include the ones that are directly relevant to your res earch topic or question(s). Your literature review should provide a rationale for your study.  For this project , you need to include at least five different peer -reviewed research articles related to your topic . At least three of them must be no older than 200 9 (published in 200 9 or more recent).  Then, p rovide a brief description of what you are planning to do in this study .  Typically, here is where you b riefly outline the method you will use for the study. Simply provide a snapshot of how the study will be conducted , so the reader is prepared for the upcoming details. Do not overwhelm your readers with too much information regarding the procedure. Save the details for your Method section.  This project utilizes online survey. Therefore, briefly state that self -reported measures will be used and that data were collected via online questionnaires.  Finally, state your hypotheses at the end of the Introduction section. This can be in the same paragraph as the “brief description of method” listed above.  If the instructor asked you to revise the hypotheses you wrote in your Info rmation and Hypotheses Works heet , include the revised version in this assignment.  The page limit for the Introduction section is 1.5 -2 full pages . This limit does not include the title page, Abstract, Method , References, or Appendices .  See the sample proposals posted on Canvas. M ethod (immediately follow s your Introduction section; this section does not start on a separate page )  Your Method section (of a research proposal) must contains the following subsections:  Participants  Measures o Questionnaire 1 (Use the name of the questionnaire as your heading) o Questionnaire 2 (Use the name of the questionnaire as your heading) o Demographic questionnaire  Procedure  Data Analysis  For the Participants sub section:  Provide a b rief description of how you will recruit the participants for this study.  When the data collection is done (soon after Thursday, 6/17 ), the instructor will analyze the demographic information of the entire sample and send it out to the class. You will then use that information for your final research paper (not this proposal) . PSYC 3304 & 3104 , Proposal Abstract, Introduction, and Method Page 3 of 13 See the copyright statement in the course syllabus.  For the Measures subsection:  Based on the variables you chose, y ou need to include the description of the corresponding questionnaires in this subsection. For each of the questionnaires (except the demographic questionnaire): o Describe what construct (i.e., self -esteem, optimism, resilience, sleep disturbance, depression, anxiety, or stress) the questionnaire aims to measure. o Let the readers know how many items/questions were on the questionnaire and what kind of scale was used (e.g., 4 -point Likert -type scale ranging from “strongly agree” to “strongly disagree”). o Provide at least one example of the items/questions. o Have in -text citation(s) for the questionnaire using APA -style. o You will include the questionnaire in your appen dices, so mention it in your paper (e.g., “see Appendix B for the questionnaire”). o Also, provide the reliability measures. All the questionnaires used in this project have good reliability and validity. This information should be included in your proposal . I will provide you with the reliability measures (most of them were reported using Cronbach’s alpha coefficients) and the article(s) for the questionnaires.  See the section “ Project Variables, Questionnaires, and Reliability ” on pages 6-7 of this instru ction.  Note that t he citations and articles I ha ve provided for the questionnaires cannot be counted toward your five peer -reviewed articles for your project proposal , unless you discuss the study (or studies) in your Introduction section.  For the Demog raphic questionnaire: o Describe what variables were included in the demographic questionnaire (e.g., age, gender, ethnicity).  For the Procedure subsection:  Mention the names of the questionnaires again. Let the readers know that data were collected online via Qualtrics. Include the estimated time (10 -15 min) for the participants to complete the survey.  For the Data Analysis subsection:  Describe how you will analyze the data. For this project, you will examine the relationships using Pearson correlations and/or a one -way analysis of variance (ANOVA). o If you picked age as the demographic variable to be examined, then all you will need is Pearson correlations. o If you picked gender or smoking as the demographic variable to be examined, then you will n eed both a Pea rson correlation and a one -way analysis of variance (ANOVA) .  See the sample proposals posted on Canvas and the sample method starting on page 8 of this file. PSYC 3304 & 3104 , Proposal Abstract, Introduction, and Method Page 4 of 13 See the copyright statement in the course syllabus. References (starts on a separate page)  The References section starts on a separate page. It does not immediately follow your last paragraph in the proposal; your References section should start on a new (separate) page.  Provide a list of the articles you have cited in your Introduction and Method sections. Your in - text citations and references should be consistent. If a source/reference is not discussed in text (i.e., in the paper), do not cite it in the References.  You must use the latest version (7 th edition) of American Psychological Association (APA) style for your c itations .  Review the APA, APA Everywhere page on Canvas.  The textbooks break down each section/ element of a research proposal and paper nicely. However, keep in mind that the current edition (of both textbooks) does not have the latest APA style updates. Therefore, when it comes to formatting your paper and citations, use the information in the APA, APA Everywhere page on Canvas.  You can also use the Purdue OWL website to help you check your citations: o https://owl.purdue.edu/owl/research_an d_citation/apa_style/apa_formatting_and_ style_guide/in_text_citations_author_authors.html o https://owl.purdue.edu/ow l/research_and_citation/apa_style/apa_formatting_and_ style_guide/reference_list_author_authors.html  For this project , you need to include at least five different peer -reviewed research articles related to your topic . At least three of them must be no olde r than 200 9 (published in 200 9 or more recent).  Reminder: t he citations and articles I ha ve provided for the questionnaires cannot be counted toward your five peer -reviewed articles for your project proposal , unless you discuss the study (or studies) in your Introduction section . Appendices  Include the questionnaires used to measure the variables you chose and the demographic questionnaire.  You can copy them from the Project Questionnaires word document posted on Canvas.  Start each appendix on a sepa rate page.  Label the Appendices before the title of the questionnaire (i.e., Appendix A, Appendix B, Appendix C).  See the sample proposals posted on Canvas and the sample method on pages 8-13 of this file . PSYC 3304 & 3104 , Proposal Abstract, Introduction, and Method Page 5 of 13 See the copyright statement in the course syllabus. Required Format and Style  As this is a research proposal (which is typically written before data collection or analysis), use future tense when describing the method .  You can use the sample proposals and other examples to guide you. However, you should write your study/proposal in your own words ; do NOT plagiarize, or do NOT simply copy and paste from other people’s work (e.g., samples/examples, articles).  Your proposal must be typed, double -spaced with 1 -inch margins and typed using 12 -point Times New Roman font. Do not submit a hand -written version.  All articles/references that you include in your proposal must be properly cited (both in text and in the References section) using the latest version (7 th edition) of APA style .  The page limit for the Introduction section is 1.5 -2 full pages . This limit does not include the title page, Abstract, Method, References, or Appendices .  There is no page limit for the Method section; however, be comprehensive yet concise.  Use complete sentences and check your grammar , punctuation, spelling, and word usage.  Instead of look at or see , use conduct , examine , study , assess , observe , measure , count , etc.  Use because or as instead of since . Use since only when referring to time (meaning “after”).  Limit the use of while to its temporal meaning (i.e., events that occur simultaneously). Consider using although , even though , whereas , etc .  Points will be deducted if your paper does not adhere to the required format /style. Submit Your Proposal  Save your proposal file regularly. When you are done, upload your saved word document (.doc or .docx) to Research Proposal under the Assignments tab on Canvas.  The document you submit must be one of these file types: docx or doc.  Please make sure that the file you upload is the final dra ft. Only one submission is allowed, so you may not revise the document again after you upload and submit the proposal . This assignment must be completed and submitted individually as indicated in the course syllabus. Let the instructor know if you have any questions or concerns about this assignment. PSYC 3304 & 3104 , Proposal Abstract, Introduction, and Method Page 6 of 13 See the copyright statement in the course syllabus. Project Variables, Questionnaires , and Reliability Self -esteem:  Questionnaire: Rosenberg Self -Esteem Scale (RSES; Rosenberg, 1989). See page 1 of the Project Questionnaire s word doc ument posted on Canvas .  Reliability: Cronbach’s alpha ranges from .88 to .90 (Gray -Little, Williams, & Hancock, 1997; Robins, Hendin, & Trzesniewski, 2001).  Citations: o Gray -Little, B., Williams, V. L., & Hancock, T. D. (1997). An item response theory analysis of the Rosenberg Self -Esteem Scale. Personality and Social Psychology Bulletin , 23 (5), 443 -451. https://doi.org/ 10.1177/0146167297235001 o Robins, R. W., Hendin, H. M ., & Trzesniewski, K. H. (2001). Measuring global self - esteem: Construct validation of a single -item measure and the Rosenberg Self -Esteem Scale. Personality and Social Psychology Bulletin , 27 (2), 151 -161. https://doi.org/ 10.1177/0146167201272002 o Rosenberg , M. (1989). Society and the adolescent self -image (rev. ed.) . Wesleyan University Press. Optimism:  Questionnaire: Revised Life Orientation Test (LOT -R; Scheier, Carver, & Bridges , 1994 ). See page 2 of the Project Questionnaire s word document posted on Canvas .  Reliability: Cronbach’s alpha ranges from .78 to .84 (Crewell et al., 2005; Scheier et al., 1994) .  Citations: o Creswell, J. D., Welch, W. T., Taylor, S. E., Sherman, D. K., Gruenewald, T. L., & Mann, T. (2005). Affirmation of Personal Values Buffer s Neuroendocrine and Psychological Stress Responses. Psychological Science , 16 (11), 846 -851. https://doi.org/ 10.1111/j.1467 -9280.2005.01624.x o Scheier , M. F., Carver, C. S., & Bridges, M. W. (1994). Distinguishing optimism from neuroticism (and trait anxiety, self -mastery, and self -esteem): A reevaluation of the Life Orientation Test. Journal of Personality and Social Psychology , 67 (6), 1063 -1078. https ://doi.org/ 10.1037/0022 -3514.67.6.1063 Resilience (ability to recover from stress):  Questionnaire: Brief Resilience Scale ( BRS; Smith et al., 2008 ). See page 3 of the Project Questionnaire s word document posted on Canvas .  Reliability: Cronbach’s alpha ranges from .80 to .91 (Breslow et al., 2015; Smith et al., 2008).  Citations: o Breslow, A. S., Brewster, M. E., Velez, B. L., Wong, S., Geiger, E., & Soderstrom, B.

(2015). Resilience and collective action: Exploring buffers against minority stress for tran sgender individuals. Psychology of Sexual Orientation and Gender Diversity , 2(3), 253 -265. https://doi.org/ 10.1037/sgd0000117 o Smith, B. W., Dalen, J., Wiggins, K., Tooley , E., Christopher, P., & Bernard, J. (2008). The Brief Resilience Scale: Assessing the ability to bounce back. International Journal of Behavioral Medicine , 15 (3), 194 -200. https://doi.org/ 10.1080/10705500802222972 PSYC 3304 & 3104 , Proposal Abstract, Introduction, and Method Page 7 of 13 See the copyright statement in the course syllabus. Sleep Disturbance:  Questionnaire: Sleep Disturbance Short Form 8b (SD -8b; PROMIS, 2016). See page 4 of the Project Questionnaire s word document posted on Canvas .  Reliability: Measured using the ratio between the true score and observed score; this reliability ratio for SD -8b is .90 (Yu et al., 2011).  Citations: o PROMIS. (2016, May 3). PROMIS short form v1.0 - Sleep Disturbance 8b . Retrieved from http://www.healthmeasures.net/explore -measurement -systems/promis o Yu, L., Buysse, D. J., Germain, A., Moul, D. E., Stover, A., Dodds, N. E., . . . Pilkonis, P. A. (2011). Development of short forms from the PROMIS™ sleep disturbance and sleep - related impairment item banks. Behavioral Sleep Medicine, 10 (1), 6 -24. https://doi.org/ 10.1080/15402002.2012.636266 Depression, Anxiety, and Stress:  Questionnaire: These three variables are subscales of the Depression Anxiety Stress Scale -21 (DASS -21; Lovibond & Lovibond, 1995 ). See page s 5 -6 of the Project Questionnaire s word document posted on Canvas .  Reliability ( Lovibond & Lovibond, 1995 ): o Depression : Cronbach’s alpha = . 91 o Anxiety : Cronbach’s alpha =.81 o Distress : Cronbach’s alpha =.89  Citation: o Lovibond, P. F., & Lovibond , S. H. (1995). The structure of negative emotional states: Comparison of the Depression Anxiety Stress Scales (DASS) with the Beck Depression and Anxiety Inventories. Behaviour Research and Therapy , 33 (3), 335 -343. https://doi.org/ 10.1016/0005 -7967(94)000 75 -U Demographic Questionnaire (Age, Gender, and Smoking Status):  A basic demographic questionnaire was used to collect information on participants' smoking status, age, gender, and ethnicity . See page 7 of the Project Questionnaire s word document posted on Canvas .  You don't need to report the reliability for the demographic questionnaire. Note: the above questionnaires and corresponding articles can be found on Canvas. Sample Method, References, and Appendices are shown below, on pages 8-13 of this instructions file. PSYC 3304 & 3104 , Proposal Abstract, Introduction, and Method Page 8 of 13 See the copyright statement in the course syllabus. Method Participants Data will be collected via Qualtrics. The researcher will recruit prospective participants online and send them an anonymous survey link to the questionnaires. Measures Positive and Negative Affect Schedules. Positive affect will be assessed using t he Positive and Negative Affect Schedules (PANAS; Watson et al., 1988; Appendix A). The PANAS consists of 10 positive (e.g., “interested,” “enthusiastic”) and 10 negative (e.g., “distressed,” “ashamed”) it ems rated on a 5 -point Likert -type scale , ranging from “not at all” to “extremely.” The PANAS has been validated and has a high reliability with the Cronbach’s α ranging from .84 to .90 (Watson et al., 1988). How I See Myself. The How I See Myself questionnaire (HSM; Tayler & Gollwitzer, 1995; Appendix B) is a 22 -item questionnaire that measures self -enhancement. The questionnaire contains 11 positive qualities (e.g., “cheerful,” “sensitive to others”) and 11 negative qualities (e.g., “cranky,” “lacking motivation”). Participants will be asked to rate themselves on a 7 -point Likert -type scale in comparison to other s. The scale ranges from “much worse” to “much better” than the average college students of the participants’ age an d gender. The HSM is valid and reliable with the Cronbach’s α ranging from .83 to .91 (Cre swell et al., 2005; Taylor et al., 2008; Tayler & Gollwitzer, 1995; Taylor, Lerner, Sherman, Sage, & McDowell, 2003; Thomsen, Sidanius, & Fiske, 2007). Demographic questionnaire. A demographic questionnaire (Appendix C) will be administered to collect participants’ basic demographic information, including age, gender, and ethnicity . Procedure All the questionnaires (PANAS, HSM, and demographic questionnaire) will be administered online using Qualtrics. The present study is a part of a larger research study that consists of six online questionnaires. It will take participants approximately 10 to 15 min to complete the whole survey. Data Analysis PSYC 3304 & 3104 , Proposal Abstract, Introduction, and Method Page 9 of 13 See the copyright statement in the course syllabus. A Pearson correlation will be conducted to examine the relationship between positive affect and self -enhancement. Furthermore, the researcher will assess the potential gender differences in positive affect and self -enhancement using a one -way analysis of variance (A NOVA). PSYC 3304 & 3104 , Proposal Abstract, Introduction, and Method Page 10 of 13 See the copyright statement in the course syllabus. References Creswell, J. D., Welch, W. T., Taylor, S. E., Sherman, D. K., Gruenewald, T. L., & Mann, T. (2005). Affirmation of Personal Values Buffers Neuroendocrine and Psychological Stress Responses.

Psychological Science , 16 (11), 846 -851. https://doi.org/ 10.1111/j.1467 -9280.2005.01624.x Taylor, S. E., Burklund, L. J., Eisenberger, N. I., Lehman, B. J., Hilmert, C. J., & Lieberman, M. D. (2008). Neural bases of moderation of cortisol stress responses by psychosocial resources.

Journal of Per sonality and Social Psychology , 95 (1), 197 -211. https://doi.org/ 10.1037/0022 - 3514.95.1.197 Taylor, S. E., & Gollwitzer, P. M. (1995). Effects of mindset on positive illusions. Journal of Personality and Social Psychology , 69 (2), 213 -226. doi:10.1037/0022 -3514.69.2.213 Taylor, S. E., Lerner, J. S., Sherman, D. K., Sage, R. M., & McDowell, N. K. (2003). Portrait of the self - enhancer: Well adjusted and well liked or maladjusted and friendless? Journal of Personality and Social Psychology , 84 (1), 165 -176. https ://doi.org/ 10.1037/0022 -3514.84.1.165 Thomsen, L., Sidanius, J., & Fiske, A. P. (2007). Interpersonal leveling, independence, and self - enhancement: A comparison between Denmark and the US, and a relational practice framework for cultural psychology. Europe an Journal of Social Psychology , 37 (3), 445 -469. https://doi.org/ 10.1002/ejsp.366 Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and So cial Psychology , 54 (6), 1063 -1070. https://doi.org/ 10.1037/0022 -3514.54.6.1063 PSYC 3304 & 3104 , Proposal Abstract, Introduction, and Method Page 11 of 13 See the copyright statement in the course syllabus. Appendix A Positive and Negative Affect Schedules (PANAS) This scale consists of a number of words that describe different feelings and emotions. Read each item and then mark the appropriate answer in the space next to that word. Indicate to what extent you feel this way right now, that is, at the present moment. Use the following scale to record your answers. 1 2 3 4 5 very slightly or not at all a little moderately quite a bit extremely _____ interested _____ irritable _____ distressed _____ alert _____ excited _____ ashamed _____ upset _____ inspired _____ strong _____ nervous _____ guilty _____ determined _____ scared _____ attentive _____ hostile _____ jittery _____ enthusiastic _____ active _____ proud _____ afraid Source: Watson et al. (1988) PSYC 3304 & 3104 , Proposal Abstract, Introduction, and Method Page 12 of 13 See the copyright statement in the course syllabus. Appendix B How I See Myself (HSM) For each of the qualities or skills below, we would like you to rate yourself in comparison to your peers. Specifically, we want you to think about how the average UWM college students of your age and gender rates on each of these qualities or skills, and then rate yourself in comparison. Please use the following scale to rate yourself: 1 = Much worse than the average college student of my age and gender 2 = Somewhat worse than the average college student of my age and gender 3 = Slightly worse than the average college student of my age and gender 4 = About the same than the average college student of my age and gender 5 = Slightly better than the average college student of my age and gender 6 = Somewhat better than the average college student of my age a nd gender 7 = Much better than the average college student of my age and gender Please read each item and fill in with the number that corresponds to your self -perception. _____ Cheerful _____ Anxious _____ Socially self -confident _____ Self -defeating _____ Moody _____ Original _____ Intellectually self -confident _____ Cranky _____ Creative _____ Understanding of others _____ Selfish _____ Manipulative _____ Academically able _____ Shy _____ Self -respecting _____ Sensitive to others _____ Impatient _____ Desire to achieve _____ Difficulty making friends _____ Lazy _____ Lacking motivation _____ Confident in ability to obtain personal goals Source: Taylor & Gollwitzer (1995) PSYC 3304 & 3104 , Proposal Abstract, Introduction, and Method Page 13 of 13 See the copyright statement in the course syllabus. Appendix C Demographic Questionnaire Below are a series of demographic questions. Please answer them as accurately as you can. Be assured that information provided is confidential. 1. Do you smoke? (If you smoke, please indicate how many cigarettes you smoke per day ) □ Yes: _____________ □ No 2. What is your age (years old)? ________ __ 3. Gender (please select one) : □ Male □ Female □ Other: __________ 4. Are you currently a student? □ Yes □ No 5. Year in college (please select one) : □ Freshman □ Sophomore □ Junior □ Senior □ Graduate Student □ Other: __________ □ Not Applicable 6. What is your ethnicity? □ White/ Cauc asian (non -Hispanic) □ Black/ African American □ Hispanic /Latino(a) □ Asian /Pacific Islanders □ Native American □ Biracial/Multiracial: ____________________________ □ Other: ____________________________