PSYC2004 Development across the Lifespan<\/p>\n\n\n\n
Guidelines for Assessment 2 \u2013 The Lab Report<\/p>\n\n\n\n
Contents<\/p>\n\n\n\n
ASSESSMENT 2. 2<\/a><\/p>\n\n\n\n OVERVIEW OF THE STUDY.. 3<\/a><\/p>\n\n\n\n Aim of the Study. 4<\/a><\/p>\n\n\n\n Predictions. 4<\/a><\/p>\n\n\n\n Method. 5<\/a><\/p>\n\n\n\n RESULTS FOR THE LAB REPORT. 6<\/a><\/p>\n\n\n\n Table 1. 6<\/a><\/p>\n\n\n\n Table 2. 7<\/a><\/p>\n\n\n\n SOME RELEVANT REFERENCES FOR YOUR LAB REPORT. 8<\/a><\/p>\n\n\n\n APPENDIX A.. 11<\/a><\/p>\n\n\n\n APPENDIX B.. 12<\/a><\/p>\n\n\n\n LAB REPORT MARKING CRITERIA (45%) 13<\/a> ASSESSMENT 2<\/a><\/p>\n\n\n\n Lab Report <\/strong>(45%) Guidelines<\/strong>1750 words plus or minus 10% (excluding reference list and abstract)<\/p>\n\n\n\n Write up the research on Smartphone Use and Study Behaviour in Australian and Korean University Students<\/strong>in the format of a Psychology lab report. Read the overview of the study on p.3.<\/strong>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 \u2013paraphrase (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, 9th<\/sup>May,2022 by 11 pm<\/strong>.<\/p>\n\n\n\n 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. <\/p>\n\n\n\n This is the link to our online APA referencing guide:<\/p>\n\n\n\n http:\/\/libguides.scu.edu.au\/content.php?pid=161580<\/a><\/p>\n\n\n\n Additional useful resources on how to write a Psychology lab report <\/strong>http:\/\/psychology.about.com\/od\/apastyle\/p\/labreport.htm<\/a><\/p>\n\n\n\n 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!<\/p>\n\n\n\n Smartphone Use and Study Behaviour in Australian and Korean University Students.<\/strong><\/p>\n\n\n\n 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 \u2013 there is quite a bit of scope. (Note<\/strong>: Do not just copy from here but use the original sources if possible, that is, the academic references listed on p 7).<\/p>\n\n\n\n Introduction<\/strong><\/p>\n\n\n\n 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.<\/p>\n\n\n\n Through this technology, new psychological phenomena have arisen linked to our addiction to this new technology. \u201cPhubbing\u201d is the habit of snubbing someone in favour of a mobile phone while interacting with them (Kuss, Harkin, Kanjo, &Billieux, 2018). \u201cPhantom vibration\u201d 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 \u201cphantom vibration\u201d. \u201cFear of missing\u201d 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).<\/p>\n\n\n\n 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).<\/p>\n\n\n\n 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\u2019 low grade point average (Rosen, Carrier, & Cheever, 2013).<\/p>\n\n\n\n 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.<\/p>\n\n\n\n <\/strong>Based on prior literature and as smartphone ownership is higher in Korea than Australia, the following predictions were made:<\/p>\n\n\n\n Participants<\/strong><\/p>\n\n\n\n <\/strong>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. <\/strong><\/p>\n\n\n\n Materials<\/strong><\/p>\n\n\n\n Background questions and two questionnaires were used in this study in English and Korean.<\/p>\n\n\n\n Smartphone Usage Questionnaire<\/strong>. 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.<\/p>\n\n\n\n Smartphone Addiction Scale. A<\/strong> 10-item Smartphone Addiction Scale \u2013 (Short Version) developed by Kwon et al. (2013) was used (see Appendix B). 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.<\/p>\n\n\n\n Table 1.<\/a>
<\/strong><\/p>\n\n\n\nOVERVIEW OF THE STUDY<\/a><\/h1>\n\n\n\n
Aim of the Study<\/a><\/h2>\n\n\n\n
Predictions<\/a><\/h2>\n\n\n\n
Method<\/a><\/h2>\n\n\n\n
<\/strong><\/p>\n\n\n\nRESULTS FOR THE LAB REPORT<\/a><\/h1>\n\n\n\n
Mean scores for overall and specific smartphone usage while studying in Korean and Australian students. <\/em><\/em><\/strong><\/p>\n\n\n\n