Statistics, and Psychology Paper

WK7Assgn Welling T

October 12, 2019

Dr. Melody Moore

Corrections to a Paper Self -Efficacy

The absolute most difficult aspect of any and all duties in regards to being a teacher is the student who turns in a discussion or a paper which is so far below the standard there is only two choices, either flunk them or have them repeat the paper in a very reasonable time frame e.g. 24 hours. When you have a paper that has more “correction” notes than black ink, that is a student who is clearly struggling. Said student does not need a hammer to destroy them, they need specific instructions to assist them. Now the key to the whole enterprise, allow them to either sink or swim on their own decisions. Allows them to rise to the challenge or flunk out based on the actions they do. But provide the needed tools to allow them to succeed. Self-efficacy being close to the absolute most important part of these types of dilemmas. Other teachers can make their own choices, that is up to other teachers, the choice in this class with these extremely limited and vague instructions are the decisions this person made.

How to Respond to a Student Explanation

One of the things that annoys me as a student the absolute most is incomplete instructions. Where the student has to spend a huge amount of time guessing as to how to fulfil the parameters of the assignment. Based on similar assignments, it is possible to come up with no less than 3 entirely separate formats for me as a student to write this paper, in order to show what as a teacher a response to this student would be (Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010).

First detail left out is where in the sequence of assignments in this class is this assignment. Is there anywhere in any school that starts out with 100-point assignment in week one. This student more than strongly doubts it. Unless that class is part 2 and directly before the capstone or the dissertation class. Which would make this paper more than beyond the pale, junk. At most this paper earns between conservatively 3 liberally 5 out of 30 in the APA formatting points. So many mistakes they were difficult to deal with. In just a basic skim of APA formatting, more than 10 glaringly obvious mistakes. Which for a first year is fine, a second-year undergrad is a few points off, 3^rd year 5 to 7 points off, fourth year 10 to 15 points off. More points off depending how on if it is year four class 1 or how close to the 8^th class to the final 120 credit hours. Give them a chance of course. Grading is not supposed to be punitive it is supposed to be about help them learn (Tabachnick, Keith-Spiegal, & Pope, 1991). Where should each student individually be measured as to their progress towards their degree. Some will be able to graduate but not by much, others will be able to graduate more than capable of jumping into grad school headfirst and ready for their PhD program (Svinicki, & McKeachie, 2014).

On the other hand, this paper is a solid paper for the first 2 classes at a community college level. A solid say A-, however grad school say first half of the first year this paper is about 50% being nice. Second half of the first-year grad school this would be at best 30%. Second year, the only question is “how did you get this far”.

There is less than no data in the description as to what level class, what sequence of assignment, and no accounting for the previous DQs or papers. A random student, from a random grad school class, with no parameters of previous papers, with no parameters for previous progress (Stavredes, 2011). 95% of this grading is all guess work (Corty, 2008).

I am guessing that other students from this course give into the red marker and tear this paper apart, all but destroying this student’s self-efficacy. Leaving more red ink than black. Which in the long run leaves more questions than answers and leaves the student with a huge amount of resentment and rage regarding being graded on the extreme side of harsh. The mistakes are the mistakes. Those cannot be worked around. However, since this teacher is not a bad person, the emphasis needs to be on improvement, not on harsh grading (Landis, Altman, & Cavin, 2007).

Harsh grading does nothing for a student (Keith-Spiegel, Tabachnick, & Allen, 1991).

Feedback to the Student

I would hand the paper back to the person and inform them of the following. This paper does not come anywhere close to an acceptable grad school assignment. This being assignment x in the sequence, these issues have been addressed before. I will allow you to rewrite the paper in total in 24 hours, with a 15% deduction. Immediately go to student services and obtain a tutor. I have included both the APA writing format example paper and my own personal template. All you have to do is to write in your new paper. Include an introduction, and a conclusion along with the rest of the body of the paper itself. The introduction and conclusions should be based on the following sentence structures; we are about to talk about and give the bullet points, we just talked about and re give the bullet points.

Then cover the bullet points in the body with detailed information. A huge amount of academics is putting in your own words that which you are learning about.

You are having so many issues with this paper, if I corrected it there would be more red ink than black. You need more assistance with the technical writing skills than just a simple paper correction. You need to obtain serious and sustained assistance from the library, a tutor, and of course a considerable amount of hard work.

I would really like to see what you can do if you start this paper over from scratch and do it correctly. Ask anyone for assistance, to help you dig through the hours and hours of work you have ahead of you. But there is little doubt at all that a really good hard under pressure to rewrite the paper in the time given, you can succeed brilliantly. It you exceed expectations, there is a very good chance I will reconsider the 15% off the top deduction and only deduct by 10%, leaving you with still the option of a B+. As of now, this paper does not quality for more than 30%. You used Wikipedia as a source, which not a single worth their salt academic in the world would accept Wikipedia as a primary source of anything. If you want to start with Wikipedia then use the built-in library to search for specific key words; that is a perfect option. Just remember to click on the “peer reviewed” button. Not peer reviewed and the reference is not worth much in the science community.

Try it again, see how great you can do.

Miss the deadline and your current grade of 30% stands.

Do not bother asking me questions about exactly what I am wanting, needing, desiring. Consult tutors, fellow classmates, ask to see their papers, ask other students and other teachers for sample papers. Seek help from anyone, other than me. You had the entire class to ask me questions, and get up to speed, asking me time is over. Ask others and succeed with a great academic career.

Running head: CULTURAL AND GENDER DIFFERENCES

Cultural and Gender Differences in Emotion

Anne Student[TW1]

Abstract

This paper aims to discuss the concept of emotion as related to cultural and gender differences[TW2] .

Cultural and Gender Differences in Emotion[TW3]

Emotion[TW4]

“Emotions are the cornerstones of our social worlds, affecting our interactions with others in countless ways” (Soto, Levenson, and Ebling, 2005). The domain of emotion is vast with many aspects to investigate and discover. Research suggests that there are basic emotions of anger, disgust, fear, happiness, sadness, and surprise and also more complex emotions such as contempt, embarrassment, pride, and shame (Tracy & Robins, 2008). Two areas of interest in the literature culture (e.g., Tsai, Levensen, & McCoy, 2006) and gender (e.g., Hess, Adams, & Kleck, 2004[TW5] ).

Culture

Culture refers to socially shared and transmitted patterns of ideas (values, norms, and beliefs) that are instantiated in everyday practices, institutions, and artifacts (Tsai, Levenson, & McCoy, 2006). Culture may play an important role in emotional regulation and expression. Of particular interest is the interplay between collectivistic and[TW6] individualistic societies and social expectations and customs.

Tsai, Louie, Chen, & Uchida (2007) explored cultural factors that influence idea affect. There are many ways that individuals within a culture can be influenced or biased. One such way is young children being influenced that certain emotions are more acceptable or more desired than others. The study focused on the central themes of children’s storybooks and the emotions connected with the themes whether calm or active. American children tend to prefer books connective with activity whereas children from Western cultures tend to prefer books with a calmer demeanor. According to Tsai et. al.,

“Individualistic cultures, such as American culture, encourage their members to influence others (i.e., assert personal needs and change others’ behaviors to fit those needs) more than collectivistic cultures. In contrast, collectivistic cultures, such as many East Asian cultures, encourage their members to adjust to others (i.e., suppress personal needs to accommodate others’ needs) more than individualistic cultures. Whereas influencing others initially requires immediate action (e.g., asking someone to do something), adjusting to others initially requires suspended action (e.g., waiting for others’ instructions). Immediate action involves increases in physiological arousal, whereas suspended action involves decreases in physiological arousal” (p. 18)

This may explain the findings that American children connect happiness with activity while East Asian children connect happiness with calm.

Continuing with the theme that different cultures express emotion differently is a study by Soto, Levenson, & Ebling (2005) where they compared the emotional experiences of Chinese Americans and Mexican Americans. It is believed that those in Chinese cultures tend to moderate their emotions, while those in Mexican cultures tend to be more openly expressive. Members of Chinese cultures “view emotions as dangerous, value emotional moderation, and emphasize social harmony over individual expression” (Soto et. al., 2005, p. 154) and some believed that extreme emotions caused illness. Although Mexico is also considered a collectivistic country, there are many emotional difference between the cultures. In Mexico, relationships have high levels of affection and affect is more “openly accepted and more highly valued” (Wikipedia, 2012[TW7] ). In fact, Murillo (1976, as cited in Soto et. al., 2005) stated that in Mexican American culture, “It is through…an ability to experience, in response to environment, emotional feelings and to express these to one another and share them that one experience the greatest rewards and satisfactions in life” (p. 155). The researchers results supported this notion. However, since the subjects live in America it would be interesting to compare the results with participants living in China and Mexico.

In a study by Tsai, Levenson, & McCoy (2006), the authors examined the degree to which cultural and temperamental factors accounted for variation in emotional response during an interpersonal task. They found that temperamental factors accounted for 0%-1% of the variance while cultural factors accounted for 6%-7& of the total variance.

Gender[TW8]

There are many theories as to the differences in emotion between males and females. One theory is that of stereotypes. The stereotypical female has a more affiliative demeanor and is more likely to show happiness while a stereotypical male tends to be more dominate[TW9] and more likely to show anger (Hess et. al., 2004). Women report more sadness, fear, shame, and guilt, whereas men report more hostile emotions such as anger (Fischer, et. al, 2004). Men and women also display emotion differently, as women smile more. It has been suggested that lower social power is correlated with increased smiling. These stereotypic [TW10] expectations are in part a result of early socialization. For women, it is expected that they are nurturers. They need the have an increased ability for interpersonal skills and non-verbal communication. It is essential that they be able to sustain nurturing relationships; whereas men are expected to have more goal-oriented displays (Hess et. al.).

Fischer, et. al. (2004) were interested in examining cross-cultural variability of gender differences in emotion by analyzing these differences in countries with different gender roles. More specifically they looked at whether women were reporting more powerless emotion and men reporting more powerful emotions would continue across cultures considering the variability in gender roles[TW11] . Overall they found this emotional pattern to be accurate with some interesting gender differences. Men from countries that have high male empowerment rated their powerless emotions less intensely.

In a study by Hess et. al. (2004), the researchers looked at facial features, gender, and emotional responses. They suggested that physicals facial features of men are disposed to dominance including a high forehead, square jaw, and thicker eyebrows. They looked at three emotions: happiness, sadness, anger, and disgust and their results suggested that the main indicator of emotional response to a face was that of facial appearance.

Conclusion

I [TW12] found cultural and gender differences in the realm of emotion quite interesting. Much of it makes sense in a commonsense kind of way. When we see a young boy showing the stereotypical emotions of a girl, then he just doesn’t quite fit in with his peers and vise versa[TW13] . The emotional modeling by those around and the reinforcement of these stereotypes begins when the individual is very young and becomes second nature.

References

Fischer, A. H., Rodriguez-Mosquera, P. M., Van Vianen, E. M., & Manstead, A.

S. R. (2004). Gender and cultural differences in emotion. Emotion, 4, 87-

94,

Gard, M. G., & Kring, A. M. (2007). Sex differences in the time course of emotion.

Emotion, 7, 429-437.

Hess, U., Adams, R. B. Jr., & Kleck, R. E. (2004). Facial appearance, gender,

and emotional expression. Emotion, 4, 378-388.

Matsumoto, D., Nezlek, J. B., & Koopmann, B. (2007). Evidence for universality

in phenomenological emotion repsponse system coherence. Emotion, 7,

57-67.

Soto, J. A., Levenson, R. W., & Ebling, R. (2005). Cultures of moderation and

expression: Emotional experience, behavior, and physiology in Chinese

Americans and Mexican Americans. Emotion, 5, 154-165.

Tracy, J. L., & Robins, R. W. (2008). The automaticity of emotion recognition.

Emotion, 8, 81-95.

Tsai, J. L., Louie, J. Y., Chen, E. E., & Uchida, Y. (2007). Learning what feelings

to desire: Socialization of ideal affect through children’s storybooks.

Personality and Social Psychology Bulletin, 33, 17-30.

Tsai, J. L., Levenson, R. W., & McCoy, K. (2006). Cultural and tempermental

variation in emotional response. Emotion, 6, 484-497.

CATEGORY	Poor level	Current standing
Content (70% possible points)	Paper demonstrates poor understanding of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings. (0–48%)	38% 8- to 10-page paper; paper is 5. 3 pages short of minimum.
Writing (30% possible points)	Paper is well below graduate-level writing style expectations for organization, scholarly tone, APA style, and writing, or it relies excessively on quoting. Paper may contain few or no quality resources. (0–20%)	5%
		43-100. Please follow the suggestions provided and rewrite this in total with the assistance of the two provided attached materials, the schools tuber service, and assistance from other teachers and classmates. This is not grad school acceptable writing levels, but you can try again by midnight EST tomorrow.

Conclusion

That was an extremely painful experience to grade a paper that bad. Being a 100-point paper, specifically a grad school paper. It is close to impossible to believe the student still thinks that using a Wikipedia source has any academic credibility at all. Grading was just an overview of the most obvious and glaring mistakes. Not meant to dig deep and be overly nasty. The very real likelihood of a Failing grade will achieve that unpleasantness. However, facts are facts. Almost none of the APA formatting was correct, more than a dozen grammar errors were done, and at least one paragraph which had no basis in writing or academic validity. Assuming the student has been in class for at least 2 weeks if not a month based on the 100-point paper, these issues would have been addressed previously. Addressed and obviously ignored. So, advise a tutor, APA formatting, a template to assist in the pursuit of higher education, and of course a 24 hour time limit to return in a new/better version. The consequences are obvious, a failing grade, or a new paper. Grade that paper according to similar rules outlined, but no second chance. Make the grade or flunk the class.

References

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: 7 research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.

American Psychological Association. (2010). Ethical principles of psychologists and code of conduct: Including 2010 amendments. Retrieved from http://www.apa.org/ethics/code/index.aspx

Corty, E. W. (2008). Resolving a conflict between APA learning goals and APA ethical principles. Teaching of Psychology, 35(3), 223–225.

Landis, B. D., Altman, J. D., & Cavin, J. D. (2007). Underpinnings of academic success: Effective study skills use as a function of academic locus of control and self-efficacy. Psi Chi Journal of Undergraduate Research, 12(3), 126–130.
Retrieved from the Walden Library databases.

Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco, CA: Jossey-Bass.

Svinicki, M., & McKeachie, W. J. (2014). The ethics of teaching. In McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 319–327). Belmont, CA: Wadsworth.

Tabachnick, B. G., Keith-Spiegal, P., & Pope, K. S. (1991). Ethics of teaching: Beliefs and behaviors of psychologists as educators. American Psychologist, 46(5), 506–515.