PSYC2004 Development across the Lifespan
Guidelines for Assessment 2 – The Lab Report
Contents
SOME RELEVANT REFERENCES FOR YOUR LAB REPORT. 8
LAB REPORT MARKING CRITERIA (45%) 13
Lab Report (45%) Guidelines1750 words plus or minus 10% (excluding reference list and abstract)
Write up the research on Smartphone Use and Study Behaviour in Australian and Korean University Studentsin the format of a Psychology lab report. Read the overview of the study on p.3.This overview is designed to help you understand the topic area prior to reading the references (Note suggest you read the core references that are asterisked** first) and writing your own lab report. Write up an APA lab report (1750 words) in your own words based on the results given on p.6. This is similar to a mini journal article. Important –paraphrase (use your own words) using appropriate references or if it is a direct quote use quotation marks around the relevant text and add a reference and page number. It is better to not use too many direct quotes though as it tends to interrupt the flow, so it ispreferable to paraphrase. Submit the lab report via Blackboard by Monday, 9thMay,2022 by 11 pm.
Please refer to the lab report marking criteria (p.13) and the overview of the study (p.3), which includes useful references and the results (p.6). You need to use at least 6 academic references. Some useful core references are available through e-readings for this unit and are listed on p.8.The Search box on the library homepage is a useful way of finding journal articles too. These library research skills are also an important skill to acquire.
This is the link to our online APA referencing guide:
http://libguides.scu.edu.au/content.php?pid=161580
Additional useful resources on how to write a Psychology lab report http://psychology.about.com/od/apastyle/p/labreport.htm
For students who have not previously written a lab report, we will also go over this in the tutorials.So please do attend one of the tutorials and bring your questions along. We are here to help you!
OVERVIEW OF THE STUDY
Smartphone Use and Study Behaviour in Australian and Korean University Students.
This overview is designed to help you understand the topic area. You may select the aspects or angles of the topic area on which to focus onfor your write-up – there is quite a bit of scope. (Note: Do not just copy from here but use the original sources if possible, that is, the academic references listed on p 7).
Introduction
Advances in technology are having an enormous impact on development across the lifespan. One ubiquitous example that has had a profound effect on our behaviour is the smartphone. Smartphones play an integral role in our daily lives and shape our everyday behaviour. For example, here are some interesting statistics! Seventy nine (79) percent of adults report having them on their person 22 hours a day (Sensis Social Media Report, 2017) with average daily use of 3.5 hours or 80 times a day. Astonishingly, people touch their smartphones 2,617 times a day (DSCOUT, 2016). Australians check their smartphones within 5 minutes after waking; 70% use a smartphone during mealtimes; around 20% while walking and driving and 50% while sleeping.
Through this technology, new psychological phenomena have arisen linked to our addiction to this new technology. “Phubbing” is the habit of snubbing someone in favour of a mobile phone while interacting with them (Kuss, Harkin, Kanjo, &Billieux, 2018). “Phantom vibration” occurs when a person believes they felt or heard their smartphone when in fact they imagined it (Rosen, 2013). Amazingly, 45% of Australian users have experienced “phantom vibration”. “Fear of missing” out (FoMO) has also been linked with smartphone addiction (Elhai, Levine, Dvorak, & Hall, 2016). Research indicates that there is a significant link between high rates of smartphone use and smartphone addiction, particularly amongst young people (Ben-Yehuda, Greenberg, & Weinstein, 2016).
The number of people who own a smart device is growing not only in advanced economies, but also in emerging economies. However, not surprisingly, the highest rates of ownership are by people in wealthier countries. Notably, South Korea and Australia emerge amongst the countries with the highest rates of ownership at 94% and 82% respectively (Poushter, Bishop, &Chwe, 2018).
Students are a population that multitask on a regular basis (Bowman, Levine, Waite, & Gendron, 2010). However, notably, humans are imperfect multitaskers. For example, consider all the car accidents associated with using smartphones while driving. Smartphone multitasking has been demonstrated to be a particularly distracting form of multitasking (Ophir, Nass, & Wagner, 2009). It is important to note that when social media applications are used as a tool for specific learning objectives, there may be potential benefits for learning and academic performance. However, when the purpose of its use is non-academic, academic performance costs are likely. Of particular relevance here, is that it has been found that high engagement and excessive dependence on the smartphone positively correlates with students’ low grade point average (Rosen, Carrier, & Cheever, 2013).
Aim of the Study
The aim of the study is to compare smartphone use while studying in Korean and Australian university students. Smartphone use and addiction is also examined.
Predictions
Based on prior literature and as smartphone ownership is higher in Korea than Australia, the following predictions were made:
- Smartphone use and usage during study will be higher for Korean compared to Australian students.
- Smartphone addiction scores will be higher for Korean than Australian students.
- Smartphone use will have a negative relationship with academic performance (GPA).
Method
Participants
120 Korean university students (60 females; mean age = 20.64) from Kyungnam University, South Korea and 270 Australian university students (210 females; mean age = 21.26) from Southern Cross University. Age ranged from 18 years to 26 years.
Materials
Background questions and two questionnaires were used in this study in English and Korean.
Smartphone Usage Questionnaire. This measure of smartphone use was adapted from David, Jung-Hyun, Brickman, Ran and Curtis (2015). See Appendix A. Two of these items were adapted to include the Korean applications, Kakao Talk and Kakao Story.
Smartphone Addiction Scale. A 10-item Smartphone Addiction Scale – (Short Version) developed by Kwon et al. (2013) was used (see Appendix B).
RESULTS FOR THE LAB REPORT
A series of analyses of variance were conducted to determine if the Korean and Australian students significantly differed in time spent using their smartphone, using their smartphones while studying and level of addiction to their smartphones.
- Estimated smartphone usage per day was significantly higher for Korean students (6.52 hours) compared to Australian students (4.72 hours).
- Koreans used their smartphones significantly more than Australians for all items listed in Table 1.
Table 1.
Mean scores for overall and specific smartphone usage while studying in Korean and Australian students.
| Item | Koreans | Australians |
| Estimated smartphone usage per day (hours) | 6.52 | 4.72 |
| Make a phone call | 1.95 | 1.17 |
| Receive a phone call | 2.24 | 1.57 |
| Messaging and Texting, e.g., WhatsApp, Facebook Messenger, Kakao Talk (specifically Korean) | 2.93 | 2.38 |
| Social media, e.g., Facebook, Snapchat, Instagram, Twitter, Pinterest, Kakao Story (specifically Korean) | 2.36 | 2.35 |
| Playing Games | 1.27 | 0.58 |
| Watching Videos | 2.30 | 1.42 |
| Listening to Music | 2.79 | 2.35 |
| Shopping and Booking tickets, e.g. eBay, cinema tickets, travel | 1.74 | 0.82 |
| Dating and Relationship apps | 0.38 | 0.29 |
Smartphone Addiction
- Overall smartphone addiction scores were significantly higher for Koreans compared to Australians. See Table 2.
- For Australian students only, a negative correlation was found between hours spent using their smartphone and their GPA.
Table 2.
Mean scores for addiction or degree of attachment to smartphone in Koreans and Australians.
| Items | Koreans | Australians |
| 1. Missing planned work due to smartphone use | 3.12 | 2.52 |
| 2. Having a hard time concentrating in class, while doing assignments, or while working due to smartphone use | 3.13 | 3.23 |
| 3. Feeling pain in the wrists or at the back of the neck while using a smartphone | 2.82 | 2.45 |
| 4. Won’t be able to stand not having a smartphone | 4.07 | 3.44 |
| 5. Feeling impatient and fretful when I am not holding my smartphone | 2.82 | 2.49 |
| 6. Having my smartphone in my mind even when I am not using it | 2.61 | 2.36 |
| 7. I will never give up using my smartphone even when my daily life is already greatly affected by it. | 3.21 | 2.59 |
| 8. Constantly checking my smartphone so as not to miss conversations between other people on Twitter or Facebook | 3.07 | 2.76 |
| 9. Using my smartphone longer than I had intended | 4.36 | 4.06 |
| 10. The people around me tell me that I use my smartphone too much. | 2.85 | 2.42 |
| Total (Overall score) | 31.62 | 28.61 |
SOME RELEVANT REFERENCES FOR YOUR LAB REPORT
(**Note the asterisked articles! We suggest you read them first)
Ben-Yehuda, L., Greenberg, L., & Weinstein, A. (2016). Internet addiction by using the smartphone-relationships between internet addiction, frequency of smartphone use and the state of mind of male and female students. Journal of Reward Deficiency Syndrome & Addiction Science, 2(1), 22-27. doi:10.17756/jrdsas.2016-024
Bowman, L. L., Levine, L. E., Waite, B. M., & Gendron, M. (2010). Can students really multitask? An experimental study of instant messaging while reading. Computers & Education, 54(4), 927-931. doi:10.1016/j.compedu.2009.09.024
Courage, M.L., Bakhtiar, A., & Fitzpatrick, C., Kenny, S., & Brandeau, K. (2015). Growing up multitasking: The costs and benefits for cognitive development. Developmental Review, 35, 5-41.
**David, P., Jung-Hyun, K., Brickman, J., S., Ran, W., & Curtis, C. M. (2015). Mobile phone distraction while studying. New Media & Society, 17(10), 1661-1679. doi:10.1177/1461444814531692
DSCOUT (2016). Putting a finger on our phone obsession. Mobile touches: A study on humans and their tech. https://blog.dscout.com/mobile-touches
Elhai, J. D., Levine, J. C., Dvorak, R. D., & Hall, B. J. (2016). Fear of missing out, need for touch, anxiety and depression are related to problematic smartphone use. Computers in Human Behavior, 63, 509-516. doi:10.1016/j.chb.2016.05.079
Giunchiglia, F., Zeni, M., Gobbi, E., Bignotti, E., & Bison, I. (2018). Mobile social media usage and academic performance. Computers in Human Behavior, 82, 177-185. doi:10.1016/j.chb.2017.12.041
Junco, R. (2012). Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance. Computers in Human Behavior, 28(1), 187-198. doi:https://doi.org/10.1016/j.chb.2011.08.026
Kuss, D.J., Harkin, L., Kanjo, I.E., & Billieux, J. (2018). Problematic smartphone use: Investigating contemporary experiences using a convergent design. Int J Environ Res Public Health, 15(1), 142.https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5800241/
Kwon, M., Lee, J.-Y., Won, W.-Y., Park, J.-W., Min, J.-A., Hahn, C., . . . Kim, D.-J. (2013). Development and validation of a Smartphone Addiction Scale (SAS). PLoS ONE, 8(2), 1-7. doi:10.1371/journal.pone.0056936https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0056936
**Lau, W.W.F. (2017). Effects of social media usage and social media multitasking on theacademic performance of university students. Computers in Human Behavior, 68, 286-291.https://doi.org/10.1016/j.chb.2016.11.043
Lee, C., & Lee, S.-J. (2017). Prevalence and predictors of smartphone addiction proneness among Korean adolescents. Children and Youth Services Review, 77, 10-17. doi:10.1016/j.childyouth.2017.04.002
Lee, T. Y., & Busiol, D. (2016). A review of research on phone addiction amongst children and adolescents in Hong Kong. International Journal of Child and Adolescent Health, 9(4), 433-442.
Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers. PNAS, 106(37), 15583-15587. doi:10.1073pnas.0903620106
Poushter, J. (2016). Smartphone ownership and internet usage continue to climb in emerging economies. Retrieved from http://www.pewglobal.org/2016/02/22/smartphone-ownership-and-internet-usage-continues-to-climb-in-emerging-economies/
Poushter, J., Bishop, C., & Chwe, H. (2018). Social media use continues to rise in developing countries but plateaus across developed ones. http://www.pewglobal.org/2018/06/19/social-media-use-continues-to-rise-in-developing-countries-but-plateaus-across-developed-ones/
Ralph, B. C., Thomson, D. R., Cheyne, J. A., & Smilek, D. (2014). Media multitasking and failures of attention in everyday life. Psychological Research, 78(5), 661- 669. doi: 10.1007/s00426-013-0523-7
**Rosen, L. D., Carrier, L. M., & Cheever, N. A. (2013). Facebook and texting made me do it: Media-induced task-switching while studying. Computers in Human Behavior, 29(3), 948-958. doi: 10.1016/j.chb.2012.12.001
Sensis Social Media Report (2017). Chapter 1 – Australians and social media. https://irp-cdn.multiscreensite.com/535ef142/files/uploaded/Sensis_Social_Media_Report_2017-Chapter-1.pdf
Thornton, B., Faires, A., Robbins, M., & Rollins. E. (2014). The mere presence of a cellphone may be distracting: Implications for attention and task performance, cell phone presence and performance. Social Psychology, 45 (6), 479-88.doi:10.1016/j.chb.2016.07
Weller, J. A., Schackleford, C., Dieckmann, N., &Slovic, P. (2013). Possession attachmentpredicts cell phone use while driving. Health Psychology, 32, 379-387.doi:10.1037/a0029265
Wilmer, H. H., Sherman, L. E., &Chein, J. M., (2017). Smartphones and cognition: A review of research exploring the links between mobile technology habits and cognitive functioning.Frontiers in Psychology, 8, doi: 10.3389/fpsyg.2017.00605https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5403814/
Winskel, H., Kim, T-H., Kardash, L., & Belic, I. (2019). Smartphone usage and study behavior: A comparison of Korean and Australian students. Heliyon, 5(7), e02158 https://authors.elsevier.com/sd/article/S2405844019358189
APPENDIX A
Smartphone Usage Questionnaire
1. Do you have a smartphone, i.e. a mobile phone with internet access? yes no
if yes please answer the following questions.
2. How many hours or minutes do you typically use your smartphone each day?
_______________ hours _____________minutes
3. When you are studying how often do you typically use the different apps of your smartphone? Please select a response for each app.
| Always 4 | Most of the time 3 | Some of the time 2 | A little of the time 1 | Never 0 | |
| Make a phone call | |||||
| Receive a phone call | |||||
| Messaging and Texting, e.g., WhatsApp, Facebook Messenger, Kakao Talk | |||||
| Social media, e.g., Facebook, Snapchat, Instagram, Twitter, Pinterest, Kakao Story | |||||
| Playing Games | |||||
| Watching Videos | |||||
| Listening to Music | |||||
| Shopping and Booking tickets, e.g. eBay, cinema tickets, travel | |||||
| Dating and Relationship apps |
APPENDIX B
Smartphone Addiction Scale – Short Version (SAS – SV) Questionnaire
| Items | Strongly disagree | Disagree | Weakly disagree | Weakly agree | Agree | Strongly agree | |
| 1 | Missing planned work due to smartphone use | 1 | 2 | 3 | 4 | 5 | 6 |
| 2 | Having a hard time concentrating in class, while doing assignments, or while working due to smartphone use | 1 | 2 | 3 | 4 | 5 | 6 |
| 3 | Feeling pain in the wrists or at the back of the neck while using a smartphone | 1 | 2 | 3 | 4 | 5 | 6 |
| 4 | Won’t be able to stand not having a smartphone | 1 | 2 | 3 | 4 | 5 | 6 |
| 5 | Feeling impatient and fretful when I am not holding my smartphone | 1 | 2 | 3 | 4 | 5 | 6 |
| 6 | Having my smartphone in my mind even when I am not using it | 1 | 2 | 3 | 4 | 5 | 6 |
| 7 | I will never give up using my smartphone even when my daily life is already greatly affected by it. | 1 | 2 | 3 | 4 | 5 | 6 |
| 8 | Constantly checking my smartphone so as not to miss conversations between other people on Twitter or Facebook | 1 | 2 | 3 | 4 | 5 | 6 |
| 9 | Using my smartphone longer than I had intended | 1 | 2 | 3 | 4 | 5 | 6 |
| 10 | The people around me tell me that I use my smartphone too much. | 1 | 2 | 3 | 4 | 5 | 6 |
LAB REPORT MARKING CRITERIA (45%)
VG: Very Good
G: Good
Av: Average
NI: Needs Improvement
U: Unsatisfactory
STUDENT’S NAME: ____________________________________________________________________
ID NUMBER: ________________________________________________________________________
| Sections of assignment | Marking criterion | VG | G | Av | NI | U |
| Abstract | Clearly and consisely gives an overview of the research, i.e. overall aim, method, results, conclusion | 5 | 4 | 3 | 2 | 1 |
| Literature review | Relevant research reviewed Prior research clearly and thoroughly reviewed Funnelled literature review, i.e. progression from general to more relevant or specific | 20 | 16 | 12 | 8 | 4 |
| Predictions/Research Questions/Hypotheses | Logically follow on from the literature reviewed. Clearly expressed Can be tested | 10 | 8 | 6 | 4 | 2 |
| Method | Clearly & concisely explained | 5 | 4 | 3 | 2 | 1 |
| Results | Clearly and concisely written Table or graph of results appropriately presented | 5 | 4 | 3 | 2 | 1 |
| Discussion | Results systematically addressed and interpreted in relation to previous research discussed in the literature review. Future extensions and improvements in the research design discussed | 20 10 | 16 8 | 12 6 | 8 4 | 4 2 |
| Written expression, referencing and presentation | ||||||
| Expression at the sentence level | Sentences grammatically and clearly expressed Good paraphrasing | 5 | 4 | 3 | 2 | 1 |
| Clear linkage within paragraphs | Sentences within paragraphs share a common theme or topic & logically link with other sentences within the paragraph | 5 | 4 | 3 | 2 | 1 |
| Clear linkage between paragraphs & to the overall topic | Paragraphs link or follow logically | 5 | 4 | 3 | 2 | 1 |
| APA Referencing | Adheres to APA referencing conventions – both in-text and in the reference list. Full acknowledgment of sources & 6 or more references used | 5 | 4 | 3 | 2 | 1 |
| Overall Presentation of Report | Professional presentation layout | 5 | 4 | 3 | 2 | 1 |
COMMENTS:
ASSIGNMENT MARK: /100
/45