Writing Homework Help

1. Introductory paragraph: Provides a broad overview of the research topic, along with a clear and complete overview of the significance and importance of the research topic.

2. Previous literature: Reviews key papers succinctly and accurately, demonstrating successful synthesis of relevant previous research; Superior amount of quality evidence provided to support a strong and compelling case for the claims made; Writing is cohesive, clearly structured, and flows well.

3. Rationale, critique, and argument:  Critically evaluates the body of literature, integrating in the research question and purpose of the research; Clearly identifies the need for and value of the proposed research.

4. Aim and hypothesis: Describes the aim of the research as an entirely logical and clear extension of the introduction; The key constructs are clearly identified in the aim; Develops a clear and detailed hypothesis that is appropriately operationalised and testable.

The Introduction section should provide an introduction to the area of research, and a critical review of relevant research on the topic. The introduction should include:

• A clear rationale for the current study including its significance. For example, it may advance basic knowledge in a novel and innovative way, OR it may address a practical problem (e.g., with public health or economic significance). You should convince the reader that the research question is important and that your study will fill a gap in the research literature. 
• Where appropriate, a theoretical explanation for the research question.
• A summary of the overall aim of this study (typically 1 – 2 sentences).
• Clearly specified hypotheses.

PSYCHOSOCIAL FACTORS: Self Esteem (SelfEsteem_)

Items: In the past two weeks. . .I feel that I am a person of worth, at least on an equal plane with others (1)I feel that I have a number of good qualities (2)All in all, I am inclined to feel that I am a failure (3)I am able to do things as well as most people (4)I feel I do not have much to be proud of (5)I take a positive attitude toward myself (6)On the whole, I am satisfied with myself (7)I wish I could have more respect for myself (8)I certainly feel useless at times (9)At times I think that I am no good at all (10)

Items rated on scale of 0-3Strongly disagree (0)Disagree (1)Agree (2)Strongly agree (3)

Scoring: Reverse score items 3, 5, 8, 9, and 10, then sum all items

Rosenberg, M. (1965). Rosenberg self-esteem scale (SES). Society and the adolescent self-image.

COPING STRATEGIES: Approach-Oriented: average of Active Coping score and Emotional Approach score

Active Coping (BL_COPE_)

Items:I concentrate my efforts on doing something about it. (4)I take additional action to try to get rid of the problem (14)I take direct action to get around the problem (24)I do what has to be done, one step at a time (34)

Items were rated on a four point scale:I usually don’t do this at all (1)I usually do this a little bit (2)I usually do this a medium amount (3)I usually do this a lot (4)

Scoring: Sum all items

Carver, C. S., Scheier, M. F., & Weintraub, J. K. (1989). Assessing coping strategies: A theoretically based approach. Journal of Personality and Social Psychology, 56 (2), 267-283.

Emotional Approach Coping (BL_COPE_)

Items:I take time to figure out what I’m really feeling. (42)I delved into my feelings to get a thorough understanding of them. (44)I realise that my feelings are valid and important. (46)I acknowledge my emotions (48)I took time to express my emotions. (41)I allowed myself to express my emotions. (43)I felt free to express my emotions. (45)I let my feelings come out freely. (47)

Items were rated on a four point scale:I usually don’t do this at all (1)I usually do this a little bit (2)I usually do this a medium amount (3)I usually do this a lot (4)

Scoring: Sum all items

Stanton, A. L., Danoff-Burg, S., Cameron, C. L., & Ellis, A. P. (1994). Coping through emotional approach: Problems of conceptualizaton and confounding. Journal of Personality and Social Psychology, 66 (2), 350-362.

EATING BEHAVIOURS :Restrained Eating (EBQ_R)

ITEMS:If you have put on weight, do you eat less than you usually do?Do you try to eat less at mealtimes than you would like to eat?How often do you refuse food or drink offered because you are concerned about your weight?Do you watch exactly what you eat?Do you deliberately eat foods that are slimming?When you have eaten too much, do you eat less than usual the following days?Do you deliberately eat less in order not to become heavier?How often do you try not to eat between meals because you are watching your weight?How often in the evening do you try not to eat because you are watching your weight?Do you take into account your weight with what you eat?

Items range from:Never (1)Seldom (2)Sometimes (3)Often (4)Very often (5)

Scoring: Sum all items

Van Strien, T., Frijters, J. E., Bergers, G., & Defares, P. B.(1986). The Dutch Eating Behavior Questionnaire (DEBQ) for assessment of restrained, emotional, and external eating behavior. International Journal of Eating Disorders, 5, 295-315.