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The purpose of this assignment is to give you opportunities to revise your literature review, method section, and practice designing a complete research study

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The purpose of this assignment is to give you opportunities to revise your literature review, method section, and practice designing a complete research study. Please review the Final Research Paper Instructions and Grading Rubric documents in the Research Paper Info folder on Blackboard to help you with this assignment. I decided I didn't want you to have to worry about taking and finishing your final paper on the same day, so I gave you a couple extra days to complete your final paper so you could make it even better! ;)

The Final Research Paper is due Tues. 5/11 at 11:59 PM. The final paper is worth 100 points (which is 17% of your entire grade and worth the same as 2 exams!!), so please do your best work.

What to include in your final APA style research paper:
1. Title page (APA formatted with a running head included)
2. Abstract (revise for final paper with updated methods and expected results)
3. Introduction (with research question, revised literature review, and hypothesis statement included)
4. Method (with subsections for Participants, Design, Procedures, and Measures/Materials)
5. Discussion (with brief summary of expected results)
6. References

Please review the detailed Final Research Paper instructions in the Research Paper Info folder. I also wanted to remind you that part of your grade for the final paper is addressing any comments and/or suggestions for improvement I made on your Lit Review and Method section. For example, if I said that you need an additional or different reference or I said that your citation was not in correct APA format or I said you were missing required information, these changes need to be made in the final paper. I have been very lenient on grading your previous writing assignments and provided lots of feedback for improvement; therefore, I expect you to edit your past drafts and do your best work for the final research paper. Please review my comments throughout you previous Turnitin assignments and let me know if you have any questions about what I wrote. I'm happy to clarify or expand on any of my feedback for you.

Psychology Research Question Topic: Attitude and Behavior Research Question: Does less screen time make people happier? Hypothesis: The less time someone spends in front of a screen, the happier they will be. IV: Average hours of screen time per day DV: Person’s happiness (defined through survey or test) Notes: • Define screen time • Examine complication of working in front of a screen (most jobs) • Leisure screen time vs. working screen time on happiness • You may want to choose a certain number of hours for screen time, ex. Research if people who have 5 hr screen time per day • Make sure to discuss how happiness was measured in studies; survey, personality test, physical signs, etc. • Also look into correlation between screen time and depression Attitude and Behavior Amnah Aljuboori University of Houston Downtown Dr. Johnson Ruth Psy 3320 17 April 2021 Aljuboori 2 Methodology The study focused on determining how screen time impacts the behavior of children. It was due to the emerging issues on humans' emotional wellbeing based on their time on the screens. The study centered on children since the behavior of adults results from their upbringing (Brown, Carson, Teychenne, & Hinkley, 2018). Some people would have either higher or lower emotional wellbeing based on their hours on the screen, such as tv screens, smartphones, iPads, or computers (Domingues-Montanari, 2017). Study Hypothesis: The less time someone spends in front of a screen, the happier they will be. Participants The researcher will select children aged between 8 and 18 years to participate in the study due to their age in the emotional wellbeing. The age constitutes both children and teenagers who are almost graduating to adulthood. Most of the children currently have access to screens as the young children will use the screens such as phones, computers or televisions owned by their parents and the teenagers are likely to own phones (Domingues-Montanari, 2017). The researcher will draw the children across different environments, including towns, cities, and remote areas. The researcher will randomly select 60 children to participate in the study, including 30 boys and 30 girls. The researcher is never keen on the exact age of the participants so long as they belong to the age group between 8 and 18. Since all the participants will be school-going, it will be essential to provide them with little incentives in stationery such as pens and books. The role of the incentives will be to motivate the participants to enable them to respond to the study questions. Design Aljuboori 3 The survey will involve a correlational study to compare the relationship between the independent and the dependent variables. It will try to establish how the independent variable predicts the outcome of the dependent variable. During the study, the average time children spend on the screen will serve as the predictor variable. In contrast, the dependent variable will be the children's happiness as defined through the survey. People, including children, spend a lot of time on screens watching different items. The majority of adults use the screen to study, entertain themselves during leisure time, and work. Some individuals spend the whole of their office hours working on the screens (Xu & Leung, 2018). Besides, screens such as phones have become essential for communication purposes. Young children use the screens for studies and entertainment, while teens can download more smartphones and use them for communication and other purposes. Therefore, it will be essential to determine the level of happiness of the participating children based on their daily recorded screen time. The measure for screen time in the survey will be hours, while that of happiness will include full CSHQ to determine the sleep disorders among the participants. Sleep disorders have a high level of association with screen time, leaving individuals with low levels of emotional wellbeing. Procedure The exercise will involve the recruitment of participants for the survey. Initially, the researcher will randomly identify 100 kids distributed equally across the gender divide. That is, the researcher will identify 50 boys and 50 girls. The participants must be those who meet the age group of 18 years throughout the survey. Therefore, the researcher will pick children aged between 8 and 17 years since the program will run for six months. After random identification of the children for participation, the researcher will hold talks with the kids and drop 20 unwilling to participate. The researcher shall further hold discussions with the guardians of the remaining Aljuboori 4 children and drop 20 whose parents appear not to support the survey entirely. The final list should have 30 girls and 30 boys. The first three months of the survey upon recruitment will involve the enrollment of the kids in spending time on the screen and recording time. During those three months, the researcher will not bother about their happiness. However, it will be essential for both the kids and guardians to note the time on screen for each participant. In the final three months of the survey, the researcher shall enroll both happiness and time on screen. One of the essential happiness indicators to measure in the study is a sleep disorder. The researcher will monitor the process by taking the data every week from the participants. Upon completion of the study, the researcher shall analyze data. Measures The measure for the independent variable will only be a time in hours. Therefore, the guardian or the participants will record an estimate of time spent on screen per day. There will be a Likert scale with 7 points for the happiness level of the partition. The researcher shall set ten different questions on happiness. The scale will range from 1 to 7, with seven reading strongly agree while one meaning strongly disagrees. For will be neutral while 3 and 5 will mean somehow disagree or somehow agree. Finally, 2 and 6 will represent disagree or agree, respectively (Xu & Leung, 2018). Some of the questions will include the following. The kid looks happy at night after spending a lot of time on screen, and the child looks disturbed when he misses the screen for a day, among others. Discussion The final part will involve the analysis of data. The researcher will conduct Pearson's correlation using IBM SPSS latest version. The researcher will further perform ANOVA to Aljuboori 5 ascertain the results obtains from the Pearson's correlation. The correlation coefficient should be 0.5 and above to show that the two variables correlate with each other (Zhou, Deng, Xia, & Fu, 2016). If the correlation is below 0.5, it will mean a weak association between dependent and independent variables. The correlation coefficient that is close to 1 shows a strong association between the two variables. Aljuboori 6 References Brown H., Carson V., Teychenne M., & Hinkley T. (2018). Cross sectional associations of screen time and outdoor play with social skills in preschool children. PLUS ONE Journal , https://doi.org/10.1371/journal.pone.0193700. Domingues-Montanari, S. (2017). Clinical and psychological effects of excessive screen time on children. Journal of Paediatrics and Child Health, 53(4), 333-338. DOI: 10.1111/ jpc.13462. Xu, M. L., & Leung, S. O. (2018). Effects of varying numbers of Likert scale points on factor structure of the Rosenberg Self?Esteem Scale. Asian Journal of Social Psychology, 21(3), 119-128. Zhou, H., Deng, Z., Xia, Y., & Fu, M. (2016). A new sampling method in particle filter based on Pearson correlation coefficient. Neurocomputing, 216, 208-215. Literature Review Amnah Aljuboori University of Houston Downtown Dr. Johnson Ruth Psy 3320 4 April 2021 Aljuboori 2 Parents, health providers, and educators are concerned about the impact of screen time on children's and teenagers' well-being while an increasing proportion of their leisure time is spent with screens such as smartphones, laptops, game consoles, and televisions (Twenge J. & Campbell W. (2018)). In the past five years, the proliferation of new media possession has resulted in a significant change in how teenagers and families use technology. In addition, expanded access to modern digital technology (e.g., smartphones and tablets) technologies has led to a dramatic growth in children's annual screen time consumption (Dauw, J. (2016)). Since 1996, overall maximum screen time for children aged 8 to 18 has grown from five to about eight hours, well above the American Academy of Pediatrics (AAP) guideline of two hours or less (Dauw, J. (2016)). As a result of these issues, physician associations such as the American Academy of Pediatrics (AAP) have recommended that parents restrict their children's regular screen time, with strict time restrictions for preschoolers and a general recommendation of restricting screen time for older children and teenagers (Domingues-Montanari, S. (2017)). Establishing potential causes and consequences of poor psychological well-being is particularly critical for infant and adolescent communities when it comes to prevention. Adolescence is where half of all mental health disorders begin. As a result, there is a pressing need to recognize Aljuboori 3 causes related to mental health problems in this demographic that can be affected, as certain antecedents are unlikely or impossible to alter (Brown H., Carson V., Teychenne M., & Hinkley T. (2018)). In comparison to these more difficult to alter antecedents of mental wellbeing, how children and youth spend their free time is more malleable. Excessive screen time in adolescence has been related to behavioral disorders. However, the mechanism by which screen time contributes to these issues has yet to be discovered (Brown H., Carson V., Teychenne M., & Hinkley T. (2018)). The standard of youth sleep is one possible mechanism for this association: Individual correlations have been identified between youth screen time and low sleep period and consistency, as well as sleep and a number of childhood mental health outcomes (Brown H., Carson V., Teychenne M., & Hinkley T. (2018)). Environmental, psychosocial, and biological factors have also been implicated in the processes by which increased screen time produces sleep disruptions (Brown H., Carson V., Teychenne M., & Hinkley T. (2018)). The Emotion analysis plotted satisfaction and video and non-screen habits like athletics, in-person experiences, religious services, print media, and homework (Tóth-Király I., et al. (2019)). The association was positive for all non-screen activities and uniformly negative for screen activities. The higher rate of unhappiness for people who do not have access to a computer may be attributed to a number of reasons. Those kids may also be outliers, she said, such as those with special needs or who are in special education, or those who have had their screens ripped away from them by their guardians (Mochón, F. (2018). According to the study, the happiest teenagers are those who have more face-to-face social interaction time and use fewer social media. Although she recommends restraint in general, Lenhart tends to take a caseby-case approach to determining whether and how much screen time teenagers can have. “Some of it is about your own child, your specific life, and you as a parent,” she said (Tóth-Király I., et Aljuboori 4 al. (2019)) . “Some of it comes down to you staring at your kid and thinking, ‘Something isn't quite right here (Tóth-Király I., et al. (2019)).'” However, in today's culture, the finer points of screen use are still changing. Investors in Apple, the iPhone manufacturer, signed an open letter earlier this month requesting additional parental control choices, such as the right to restrict phone use to certain hours or turn off social media usage at a certain time of day. Twenge assisted in the writing of the letter, which referenced studies demonstrating negative psychological impacts of phone use on teenagers and noted parents' "constant struggle" for screen time, finding it "unrealistic and a bad long-term business plan" to expect parents to wage this battle alone (Twenge J. & Campbell W. (2018)). Apple replied by stating that it is working on new features to improve parental control (Mochón, F. (2018)). Previous findings on the relationship among screen time and psychological well-being in children and teenagers have provided mixed outcomes. In 2016, these involved a variety of psychological well-being interventions as well as systematic measures of screen time (including mobile phones, laptops, gaming media, video sports, and television). More hours of daily screen time is related to lower psychological well-being, including reduced interest, lower self-control, more distractibility, more trouble having friends, less social health, being more difficult to care for, and failure to perform assignments, after 1 hour of use a day (Mochón, F. (2018)). Then we looked at the questions that were only asked by preschool caregivers. High screen users were more likely to lose their patience, to get agitated when excited, and to move tasks without fear or frustration). Self-control (d = 0.41) had the highest impact scale, which included perseverance, keeping still, performing basic activities, and not being distracted; both high and moderate screen users had slightly less self-control than low screen users. When it came to relative danger, high (vs. low) screen users were twice as likely to lose their patience often and Aljuboori 5 46 percent more likely to be unable to cool down when excited. Preschoolers who used screens moderately were often less happy than those who used screens infrequently. In terms of relative risk, moderate users were 30% more likely to not bounce back and 33% more likely to lose their temper than low users. The psychological well-being of children and teenagers who spent more time using screen technology was poorer than that of low consumers. High screen users were more likely to exhibit weak emotion control (not remaining cool, complaining excessively, being difficult to get along with), failure to complete assignments, lower interest, and trouble making friends. High users were often characterized by caregivers as being more difficult to care for and having less self-control. Adolescents who used high (vs. low) amounts of marijuana were almost twice as likely to be diagnosed with depression or anxiety, or to need medication for psychiatric or behavioral health issues (Puukko K., Hietajarvi L., Alho K. & Salmela-Aro K. (2020)). One hypothesis is that millennials are much more likely than younger children to have social media accounts and spend more time online (Puukko K., Hietajarvi L., Alho K. & Salmela-Aro K. (2020)). Adolescent peer interactions are especially critical (James, C., Davis, K., et al. (2017), and if social media eliminates face-to-face contact, well-being and mental health can suffer. Watching TV/videos is the most common computer practice for younger children, but time spending on social media, games, and internet is more closely linked with poor well-being than watching TV/videos (Lissak, G. (2018)). Adolescents are often more likely than younger children to own a smartphone (Lissak, G. (2018)), enabling them to use apps in a broader variety of contexts. It can also have a detrimental effect on sleep, as smartphones can be taken into the bedroom or even into the bed, resulting in reduced sleep time and/or consistency (Twenge J. & Campbell W. (2018)). Smartphones can also be used for face-to-face social encounters, which can have a Aljuboori 6 negative effect on such interactions and reduce their typically positive impact on happiness (Domingues-Montanari, S. (2017). There are limitations in the review and studies done. For starters, caregivers rather than children or teenagers recorded screen time (Saunders J., & Vallance K. (2016)). This is likely to have resulted in underestimation of screen time, as well as unknown encounters with well-being studies (Saunders J., & Vallance K. (2016)). The things on anxiety and depression diagnoses, as well as records of taking drugs, are likely to be less of an issue (Puukko K., Hietajarvi L., Alho K. & Salmela-Aro K. (2020)). Furthermore, informant accounts are often regarded as a strength in research design, as observers will often provide more reliable information than self-report (Connelly and Ones, 2010); this is particularly true for younger children (Saunders J., & Vallance K. (2016)). The use of mobile media devices by children is on the rise. Excessive screen time, according to the latest results, is linked to shorter sleep period in preadolescent years and sleep disruptions in three age ranges ranging from 3 to 17 years (Saunders J., & Vallance K. (2016)). As a result, sleep disruptions, and to a lesser degree sleep period, are linked to mental health issues. Effective screen-time reduction approaches must be built and checked to see how they affect these negative consequences. Interventions addressing these pathways should be designed and applied after mechanisms have been established within and through children at various developmental stages (Saunders J., & Vallance K. (2016)). Higher levels of youth screen time were related to further sleep disorders, which, in fact, were linked to higher levels of youth behavioral health issues, independent of the developmental stage of the youth (Lissak, G. (2018)). Children who spend more time in front of the television are more likely to have low sleep quality and engage in problem behaviors. Screen time may be targeted specifically by interventions aimed at improving parental effectiveness in managing this Aljuboori 7 behavior, or it could be targeted indirectly through interventions aimed at improving parental efficacy in managing this activity. Future studies should look at the beneficial outcomes of screen time, such as academic performance, as another possible result linked to children's screen time. Eighth, we used a simplified version of the full CSHQ to evaluate sleep disorders. The use of quantitative methods of measuring sleep length and efficiency would support future studies (Saunders J., & Vallance K. (2016)). While preliminary research into this growing field of study is important, future research should focus on examining the pathways involved in each pathway in the current model, with the child's developmental stage as a core reference. Furthermore, a developmentally aware approach to understanding sources of control can significantly improve both the depth and trust of studies, as well as the generalizability of findings to families and children on a large scale. Aljuboori 8 References Brown H., Carson V., Teychenne M., & Hinkley T. (2018). Cross sectional associations of screen time and outdoor play with social skills in preschool children. PLUS ONE Journal , https://doi.org/10.1371/journal.pone.0193700. Written by Brown H., Carson V., Teychenne M., & Hinkley T., (2018), the article explores the impact of screen time on psychosocial wellbeing of minors of 0 to 5 years. From the findings, it is clear that DVD/video/television viewing is adverserly associated with preschool minors and their social skills. Outdoor activites have been tested as the best alternative and further longitudianl studies should be incepted to enhance preschool children’s development and social skills. The article is quite helpful since it brings saliency to parents roles in supporting and improving healthy pyschosocial development for the future generation. Dauw, J. (2016). Screen Time and the Effects on Development for Children Ages Birth to Five Years. Culminating Projects in Child and Family Studies 7, https:// repository.stcloudstate.edu/cgi/viewcontent.cgi?article=1009&context=cfs_etds. Children of 5 years and below are spending more time in screen time interactions and television Aljuboori 9 viewing than ever before. This starred research paper speaks about the importance of accurate dissemination of information that is helpful or detrimental on minors development cycle. The study reaffirms past studies that extended interactions with electronic devices and media impacts brain development for children below 5. The research also shows that cognitive, language and social skills are directed impacted by 3 continued exposure. The brain multiplies by an index of 2 in the first 12 months of a newborn and restricting child screen time is very important. Domingues-Montanari, S. (2017). Clinical and psychological effects of excessive screen time on children. Journal of Paediatrics and Child Health, 53(4), 333-338. DOI: 10.1111/ jpc.13462. According to this article, cognitive development can be achieved through parental involvement in minors’ interaction with social and digital media. The article discusses how unregulated screen time propagates diminishing sleep efficiency and duration, delayed langauge development and improper learning engagements. The article is a special informer on the need of a balanced ground of social media, screen time and nonscreen interactions to avoid the psychological and phsyical disorders and problems. James, C., Davis, K., et al. (2017). Digital life and youth well-being, social connectedness, empathy, and narcissism. Pediatrics, 140, S71-S75. DOI: https://doi.org/10.1542/ peds.2016-1758F. The article gives a picture of social connectedness with positive wellbeing, narcissism and empathy among the youth. The paper is helpful in uncovering the causal connections between media use and narcissism. Parents, pediatricians, educators, policy makers and the juveniles themselves have their respective roles in mitigating the adverse consequences of digital and social media among the vibrant youth population. The Aljuboori 10 paper also paints a clear picture of prosocial behaviors and attitudes that are implicated by excessive screen time for the youth. Lissak, G. (2018). Adverse physiological and psychological effects of screen time on children and adolescents: Literature review and case study. Environmental Research 164 , 149–157. https://doi.org/10.1016/j.envres.2018.01.015. The author ignites the adverse consequences associted with digital media for minors and especially adolescents. The adverse effects of screen time is shaped by the type of media in use, dark-stage usage and content. Adolescents have massively shifted to mobile devices and non-digital play-driven encounters are becoming a thing of the past. In a huge way, the ADHD-related demeanors are exacerbated by excessive and uncontrolled screen time. Mochón, F. (2018). Happiness and Technology: Special Consideration of Digital Technology and Internet. International Journal of Interactive Multimedia and Artificial Intelligence 5(3), 161- 168. DOI: 10.9781/ijimai.2018.12.004. The article answers the obnoxious question of whether technology makes one happier or less happy. According to the research, technology is remarkably positively changing many life aspects but in critical areas it has caused damages to the vulnerable popualtion of users. The emerging domian of critique on the internet-powered technoligcal paradigm shift is centered on harmful effects such as dirupted social associations, loneliness and other happiness-depriving situations. Puukko K., Hietajarvi L., Alho K. & Salmela-Aro K. (2020). Social Media Use and Depressive Symptoms—A Longitudinal Study from Early to Late Adolescence. 5 International Journal of Environmental Research and Public Health 17, 1-18. doi:10.3390/ijerph17165921. In their study article, Puukko K., Hietajarvi L., Alho K. & Salmela-Aro K., (2020) explore the broader picture of depressive symptoms and Aljuboori 11 adolescents’ social media life. In their work, they try to demystify the myths built around the role of social media in the soaring incidences of adolescents’ depressive disorders and symptoms. The debate cannot be ignored and it helps the society reallign its priorities towards the growing environment of the young generation. Saunders J., & Vallance K. (2016). Screen time and health indicators among children and youth: Current evidence, limitations and future directions. Applied Health Economics and Health Policy, 15(3), 323-331. https://doi-org. myaccess.library.utoronto.ca/10.1007/s40258-0160289-3. This study is an expression that sedentary screen time propagates deplorable and hidden health conditions for juveniles of 18 or below. The number of youth affected by the challenge continues to soar as more of digital technology is witnessed. The case study of Canada depicts strict regulations on screen time for minors of 2 to 4 years. For those below four, the screen tieme is set at a maximum of 1 hour daily. From the study, tough regulations and restrictions on screen time for minors are constantly changing the role of digital devices to educational instruments instead of recreational devices for the schoolgoing generation. 6 Tóth-Király I., et al. (2019). Two sides of the same coin: The differentiating role of need satisfaction and frustration in passion for screen-based activities. European Journal of Social Psychology, 49(6), 1190-1205. https://doi.org/10.1002/ejsp.2588. The article describes the special forces of obsessive passion (OP) and harmonious passion (HP) in the ubiqutous presence of screen-based interactions such as online gaming, smartphone fungames, Facebooking and TV watching. The article is very helpful given its clear message about need frustration and how it keeps pushing the fragile young generation to the dirty hands of screen-oriented engagements. Free time is a key factor that has pushed Aljuboori 12 many screen interaction enthusiasts and the imbalance between need satisfaction and need frustration is becoming a challenge for them. Twenge J. & Campbell W. (2018). Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based study. Journal of Preventive Medicine Reports 12, 271- 283. doi: 10.1016/j.pmedr.2018.10.003. In this article, Twenge J. and Campbell W., (2018) paint an evidence-based outlook of the relationship between screen time and psychological health of the most active segment of population with internet and technology. Pysician organizations including the American Academy of Pediatrics (AAP) have concured with the findings of poor health conditions and their association with screen time intrigues. The article illuminates the negative effects of uncontrolled screen time such as mental disorders, mood disorders, low self esteem, psychological failures and depression. Final Paper Assignment: Research Proposal with Revised Introduction, Method, and Discussion Sections The purpose of this assignment is to give you opportunities to a) revise the first version of your literature review and b) practice designing a research study. The instructions for this paper are presented in 2 sections: 1) the Introduction which will include your research question, revised literature review, and hypothesis statement; and 2) the Method section in which you will describe a proposed study to test your hypothesis. You will NOT actually collect data for this research proposal, but you will pretend that you did. What to include in your assignment submission 1. 2. 3. 4. Title page Abstract Introduction with research question, revised literature review, and hypothesis statement Method a. Participants b. Design c. Procedures d. Measures/Materials (if needed) 5. Discussion with brief summary of expected results 6. References Formatting guidelines • • • • An excellent source for APA formatting is the Purdue Owl APA Writing Lab: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guid e/general_format.html Use APA style guidelines 1. Typed, 12-pt Times New Roman font, double-spacing, and 1-inch margins all around 2. Correct APA style formatting (e.g., headings, titles, citations, references, etc.) 3. Be sure to look through your textbook, documents, and sample papers for information and examples of correct APA style Papers should be 8-10 full pages of text (body only – title page, abstract, and references page not included in page count). Refer to the Literature Review Guidelines handout for more information on writing and formatting your research paper Instructions for revising your Introduction You have received the first version of your literature review assignment, complete with comments, suggestions, and edits. You must now revise your literature review and incorporate the comments and suggestions into your final version Introduction and literature review. A portion of your grade on this paper will depend on how well you are able to revise your original submission (i.e., incorporate all comments and suggestions), as well as the final product in general. You are given another chance to demonstrate your knowledge of APA writing style and your ability to write a coherent paper using a mix of your own ideas and previous research. You must use at least 10 different, peer-reviewed/empirical sources in your paper. Remember that for every source cited in your literature review, there must be a corresponding entry in the reference section (and vice versa). Your introduction should end with a statement of your hypothesis. Remember that a hypothesis is a prediction about the association or effect you expect to find in your study. It is an educated guess because it is based on previous research, training, observation, and a review of the relevant research literature. Be specific with the directionality of your prediction: Say how the variables are related.