Tutorial Letter 102

HRPYC81/102/0/2024
Tutorial Letter 102/0/2024
Research Report
HRPYC81
Year module
Department of Psychology
This tutorial letter contains the Research Projects
Bar code
CONTENTS
READ ME FIRST .....................................................................................................................................3

RESEARCH PROJECT 1 “ILLUSORY PATTERN PERCEPTIONS” ...............................................5
RESEARCH PROJECT 2 “PLURALISTIC IGNORANCE” .............................................................. 19
RESEARCH PROJECT 3 “GENDER COLLECTIVE NARCISSISM” ............................................. 35

RESEARCH PROJECT 4 “BULLSHITTING IS TERRIBLE, BUT LYING IS WORSE” ............... 51
RESEARCH PROJECT 5 “PARENTAL STYLES AND PROSOCIAL BEHAVIOUR” .................. 66
RESEARCH PROJECT 6 “GENDER-BASED VIOLENCE” ............................................................. 81
RESEARCH PROJECT 7 “SELF-REGULATED LEARNING” ........................................................ 97
RESEARCH PROJECT 8 “WORK-RELATED STRESS” ............................................................... 112
RESEARCH PROJECT 9 “KNOWLEDGE AND PERCEPTIONS OF DEMENTIA” ................... 124

RESEARCH PROJECT 10 “CORRUPTION FROM A SOCIAL NORM PERSPECTIVE” .......... 136
RESEARCH PROJECT 11 “EMPLOYEE WELL-BEING” ............................................................. 150
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HRPYC81/102
READ ME FIRST
Tutorial Letter Tutorial Letter 101 introduces you the Module HRPYC81 and contains information
101 concerning the syllabus, study plan, and assessment rules.
Tutorial Letter Tutorial Letter 102 contains the research projects offered in HRPYC81.
102
Tutorial Letter General information about the content and format of the research report is provided in
103 Tutorial Letter 103.
Contact people If you need more information about any of the research projects, please contact the
lecturer of the respective research project. Contact details of the lecturer are provided
under each research project.
Which You are required to select ONE of the research projects offered in this module. Each
assignments do project has its assignments. You have to submit the assignments required within the
I have to do? research project you selected. Note that one of the assignments of your research project
is the research report. The research report is your examination portfolio.
Before you Please read Tutorial Letter 102 before you select your research report. In the following,
select your 11 research projects are outlined, informing about the research area, the research
research project project's aim, and the tasks students have to do within the research projects. After you
have read the information concerning the research projects, go to myModules, select the
module HRPYC81-24-Y, and click on the link Research Group Selection.
Can I change As each research project has its assignments, you cannot change the research project
the research after 1 May 2024.
project?
Important Note The research projects accept only a limited number of students, which is indicated for
each project. The selection in these research projects is based on “first come, first
served”.
Planning your The HRPYC81 module is a 36-credit Module. Each credit equals 10 notional hours,
study for which means 36 credits equal 360 notional hours of learning. Notional hours of learning
HRPYCC81 are defined as learning and studying time that an average student would take to meet the
outcomes defined for this module. Thus, keep this information in mind when you plan
your studies for the year.
The final mark You do not sit for an examination in this module. However, you submit a portfolio for
consists of a examination. The portfolio is your research report assignment. The research report
year mark and assignment (portfolio) counts 80% towards your final mark. The other assignments
a portfolio associated with the research project you selected count 20% towards your final mark.
mark
Academic Please check the Moodle site of HRPYC81-24-Y regularly for announcements
support concerning the training and lectures we offer. These offers include orientation sessions,
library training, lectures on conducting a literature review, the various research methods
available to psychologists, and data analysis approaches.
3
Assignment Action Due date
submissions
Complete and submit the assignments Opening and due dates for assignment
required for the project you selected. submissions are available on the
myUnisa site for this module.
Make sure you submit the research report Opening date: 13 September
on time. This report is your examination Closing date: 07 October
portfolio. You cannot request an
extension of time to submit this The closing date is treated as an
portfolio. examination date. You cannot ask
for an extension of this date.
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RESEARCH PROJECT 1:
ILLUSORY PATTERN PERCEPTIONS
Research Area
Cognitive Psychology
Project Title
Illusory Pattern Perceptions: What are the implications?
Number of Students
Limited to 200 students
Project Description We perceive and recognize patterns with most of our senses. We see patterns
(e.g., shapes), we hear patterns (e.g., distinguishing tunes), and we touch patterns
(e.g., textures). The ability to identify, name and add value to patterns is
paramount for the survival of humans and animals. The human ability to perceive
patterns and form meaningful conclusions – also known as superior pattern
perception – is also considered essential for a variety of higher cognitive
functions such as imagination and innovation, which is considered the basis for
technological developments. As much as we are able to perceive patterns in our
environment and conclude meaningful connections, so too can we be wrong and
see patterns where there are no patterns. The latter leads us to perceive illusory
patterns and, thus, to endorse false beliefs (i.e., illusory connections).
Psychology and psychologists have always been fascinated with illusions such
as size illusions. Remember your first lectures on human perceptions and the
Moon illusion, or the Ames room illusion (in case you cannot remember them,
read up on them). Or remember what you learnt about Gestalt psychology, like
the figure and ground principle (again, if you cannot remember it, read up on it).
You might also remember from your undergraduate studies that we distinguish
between illusions with physical causes (e.g., light) and cognitive causes (e.g.,
knowledge) (see Gregory, 1997).
However, in this research project, we are interested in illusory pattern perception
– like seeing faces in objects (e.g., the man in the moon) or a sequence of numbers
(even though there is no sequence). Illusory pattern perception results from the
fact that we, as human beings, often have problems distinguishing randomness
from non-randomness. For instance, it is difficult to accept that random events
(like random music titles) display less variation, thus forming clusters which are
considered meaningful patterns. Likewise, when people are asked to produce
random sequences, they produce far more variation than would be created by a
truly random process (Falk & Konold, 1997; Falk et al., 2009; Zhao et al., 2014).
Thus, illusory pattern perception happens when people perceive (mistakenly)
randomly generated stimuli in the environment as causally determined through a
non-random process and, therefore, as diagnostic for the future (van Prooijen et
al., 2018).
Recent research suggests that illusory pattern perception is at the core of people’s
many irrational beliefs. For instance, research found that illusory pattern
perception relates to conspiracy, supernatural beliefs (e.g., van Prooijen et al.,
2018), and pseudo-profound bullshit (Walker et al., 2019). van Prooijen et al.
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(2018, p. 320) propose that illusory pattern perception presents a central
cognitive mechanism accounting for various irrational beliefs.
In this research project, we will explore the relationships between illusory pattern
perception and various irrational beliefs like conspiracy theories, supernational
beliefs, and bullshit receptivity within the context of South Africa. These
relationships will be studied using a cross-sectional online survey, which will be
hosted on the research platform Qualtrics.
References Falk, R., & Konold, C. (1997). Making sense of randomness: Implicit encoding
as a basis for judgment. Psychological Review, 104(2), 301.
Falk, R., Falk, R., & Ayton, P. (2009). Subjective patterns of randomness and
choice: Some consequences of collective responses. Journal of
Experimental Psychology: Human Perception and Performance, 35(1),
203.
Gregory, R. L. (1997). Knowledge in perception and illusion. Philosophical
Transactions of the Royal Society of London. Series B: Biological
Sciences, 352(1358), 1121–1127.
Van Prooijen, J. W., Douglas, K. M., & De Inocencio, C. (2018). Connecting the
dots: Illusory pattern perception predicts belief in conspiracies and the
supernatural. European Journal of Social Psychology, 48(3), 320-335.
Walker, A. C., Turpin, M. H., Stolz, J. A., Fugelsang, J. A., & Koehler, D. J.
(2019). Finding meaning in the clouds: Illusory pattern perception
predicts receptivity to pseudo-profound bullshit. Judgment and Decision
Making, 14(2), 109-119.
Zhao, J., Hahn, U., & Osherson, D. (2014). Perception and identification of
random events. Journal of Experimental Psychology: Human Perception
and Performance, 40(4), 1358.
Contact person
Name E-mail Telephone
Prof Kitty B Dumont dumonkb@unisa.ac.za 011- 670 9435
Due dates
Due dates for the assignments and the research report will be made available to
you on the landing page of myModules for this module.
ASSIGNMENTS In this research project, you will be requested to submit three (3) formative
assignments and one (1) summative assignment (i.e., Research Report). The
three formative assignments count 20% toward your final mark. The summative
assignment is the research report, which counts 80% toward your final mark (see
Tutorial Letter 101). If you fail to submit the three formative assignments, you
will not qualify to submit your research report for examination.
IMPORTANT NOTE When you submit your assignments within this research project, ensure that you
submit your assignments under the correct assessment number (including the
unique number). They are reported in red for each assignment.
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FIRST For your first assignment, you will be required to read a paper and answer a range
ASSIGNMENT of multiple-choice questions related to the paper. The first assignment serves to
(ASSESSMENT
test your skills to comprehend scientifically written information.
NUMBER 1)
SECOND You will be required to write a literature review for your second assignment.
ASSIGNMENT Summarize the psychological concept of illusory pattern perception by providing
(ASSESSMENT an overview of the core aspects discussed in the literature. Furthermore, you will
NUMBER 2) be required to outline the factors that increase illusory pattern perception,
psychological phenomena affected by illusory pattern perception (e.g., irrational
beliefs), and the implications of illusory pattern perception for the individual and
the group/society by providing evidence from previous research. Lastly, outline
the different methodological approaches to manipulate or measure illusory
pattern perception. This essay should be at most five (5) pages (without the front
page, content page, and references).
THIRD For your third assignment, you will be required to write a research proposal.
ASSIGNMENT Introduce the concept of illusory pattern perception and provide an overview of
(ASSESSMENT the core aspects of this concept as discussed in the literature. Outline and
NUMBER 3) synthesize previous research on illusory pattern perception and its effect on
irrational beliefs. Derive at least one research hypothesis from your literature
review that addresses the relationship between illusory pattern perception and
irrational beliefs. Provide detailed information about the proposed study. The
proposal should not exceed ten (10) pages (excluding the front page, table of
contents, and references).
FOURTH Write the research report in which you describe the study, provide the results,
ASSIGNMENT
and discuss the findings and their implications. The research report must not
(ASSESSMENT exceed twenty (20) pages (excluding the front page, table of contents, references,
NUMBER 4)
and appendix).
The Study
Research Instrument Illusory pattern perception will be assessed using the approach proposed by van
Prooijen et al. (2018, p. 323). Participants will be presented with ten separate sets
of ten randomly generated (www.random.org) coin tosses. For each set,
participants will be asked to rate on a scale the extent to which they believe the
sequence is fully random (1) or fully determined (7). Examples of coin sequences
are “HTHHTTTTHH” and “HHHTTTTTHH”. Like in the study of van Prooijen
et al. (20187), participants will be asked after they provided ten answers with the
following statement: “Now, imagine that the above items represent 100
consecutive throws with the same coin. Please again rate how random or
determined the outcomes are”. The ratings of the ten sets and the full sequence
rating present the pattern perception scale, which will be averaged to a pattern
perception score (the higher the score, the higher the illusory pattern perception).
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Conspiracy theories will be measured using two measures. Firstly, we will
present participants with a range of conspiracy theories relevant to the South
African context, like “HIV originated in a US lab” (Hogg et al., 2017); “Covid
originated in a Chinese lab”; “The moon landing was fake”; “Covid-19 vaccine
was used to chip people” etc. Participants will be asked to indicate whether they
consider the statements to be true on a scale ranging from 1 (definitely not true)
to 7 (definitely true). Like van Prooijeen et al. (2018, p. 323), we will also include
a measure to assess participants’ fictitious conspiracy beliefs, which peers, etc.,
have not influenced. More specifically, we will make use of Swami et al.’s (2011)
Red Bull conspiracy theory measure. Example items are “Red Bull contains
illegal substances that raise the desire for the product”, and “The official inventor
of Red Bull pays 10 million Euro each year to keep food controllers quiet”.
Participants will respond to these statements on a 7-point scale ranging from 1
(definitely not true) to 7 (definitely true).
Supernatural beliefs will be assessed using the validated, 30-item magical
ideation scale (Eckblad & Chapman, 1983). Example items are “I think I could
learn to read other people’s minds if I wanted to”, “Horoscopes are right too often
for it to be a coincidence”, and “Numbers like 13 and 7 have no special powers”
(reverse-coded). Participants will be asked to respond to these items on a 7-point
Likert scale ranging from 1 (totally disagree) to 7 (totally agree). Participants’
responses to these items will be averaged into a supernatural belief score.
Bullshit Receptivity will be assessed using the Bullshit Receptivity taken from
Pennycook and colleagues (2015). This scale consists of ten pseudo-profound
bullshit statements originally obtained from two websites
(http://wisdomofchopra.comand and http://sebpearce.com/bullshit/). Participants
will rate the profundity of each statement using a 5-point scale ranging from 1
(Not at all profound) to 7 (Very profound).
Demographics will include questions concerning age, gender, and ethnicity.
References Eckblad, M., & Chapman, L. J. (1983). Magical ideation as an indicator of

schizotypy. Journal of Consulting and Clinical Psychology, 51(2), 215.
Hogg, R., Nkala, B., Dietrich, J., Collins, A., Closson, K., Cui, Z., ... & Miller,
C. (2017). Conspiracy beliefs and knowledge about HIV origins among
adolescents in Soweto, South Africa. PLoS One, 12(2), e0165087.
Pennycook, G., Cheyne, J. A., Barr, N., Koehler, D. J., & Fugelsang, J. A. (2015).
On the reception and detection of pseudo-profound bullshit. Judgment
and Decision Making, 10(6), 549-563.
Swami, V., Coles, R., Stieger, S., Pietschnig, J., Furnham, A., Rehim, S., &
Voracek, M. (2011). Conspiracist ideation in Britain and Austria:
Evidence of a monological belief system and associations between
individual psychological differences and real‐world and fictitious
conspiracy theories. British Journal of Psychology, 102(3), 443-463.
Van Prooijen, J. W., Douglas, K. M., & De Inocencio, C. (2018). Connecting the
dots: Illusory pattern perception predicts belief in conspiracies and the
supernatural. European Journal of Social Psychology, 48(3), 320-335.
Data Collection Identify and approach at least 10 potential research participants (i.e., individuals
older than 18 years) and provide them with the link to the cross-sectional survey
and your identification code (your student number). You can proceed with your
FOURTH ASSIGNMENT as soon as at least 10 participants completed the study
using your identification code and you have been provided with the results
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relevant to your hypothesis. The data collection will open in mid-May and close
in mid-June 2024. It is, therefore, recommended to start with the data collection
as soon as possible.
Note 1: Students who fail to recruit at least 10 participants to participate in the

study, will not be provided with the results of the study and, thus, will not be able
to finalise their fourth assignment.
Note 2: Any form of data fabrication will result in disciplinary action as this
violates the Good Research and Plagiarism Declaration.
ADDITIONAL INFORMATION ON HOW TO PREPARE AND COMPLETE ASSIGNMENTS
Further information about how to prepare and complete the assignments in this research project is provided
below. You will also be presented with information concerning the assessment criteria.
FIRST ASSIGNMENT (ASSESSMENT NUMBER: 1)
How do you prepare for Read the provided paper carefully. Always ask yourself, what is the dependent
your FIRST variable, what are the independent variables, and what other variables (i.e.,
ASSIGNMENT? covariates, mediators or moderators) have been considered. Further, ask
yourself, what theoretical arguments are made, which research method(s) have
been applied to address the research problem(s), what the findings are, how
they are interpreted, and which limitations and conclusions are discussed and
proposed.
How do you complete Please go to MyModule and select the assignment. Please take note that you
the FIRST have several weeks to complete this assignment. Do not submit the assignment
ASSIGNMENT? until you have answered all questions. Once you submit the assignment, you
will not be able to make any changes. Also, make sure to submit the assignment
before the due date/time.
Assessment criteria for Assignment 1 is a multiple-choice questionnaire (MCQ), which will be marked
the FIRST automatically. After the assignment is closed, students will receive feedback on
ASSIGNMENT
the correct answers with explanations.
SECOND ASSIGNMENT (ASSESSMENT NUMBER 2)
How do you prepare for Read the papers listed as resources and identify additional papers. Again,
your SECOND always ask yourself the following questions while reading the papers: What
ASSIGNMENT? theoretical arguments are made, what empirical evidence is reported, and how
are the findings interpreted?
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How do you complete When completing this assignment, answer the following questions (and
the SECOND
provide evidence from the literature):
ASSIGNMENT?
What is the psychological concept of illusory pattern perception, and why is it
important to study it?
What differentiates illusory pattern perceptions from other perceptual illusions
like the moon illusion?
What are the psychological factors that influence illusory pattern perception,
and what are the psychological factors that are influenced by illusory pattern
perception?
Consider the context of South Africa and outline at least three reasons why it is
important to study illusory pattern perception within the South African context.
Provide a justification.
Structure of the Module/Research project information page. (Module code: HRPYC81,

SECOND research project number, assignment number, your surname and student
ASSIGNMENT
number)
Content
Use the questions listed above to structure your assignment. Do not just list
what researchers are saying to answer the questions but provide a synthesis of
the existing literature. Ask yourself what the arguments/studies have in
common, and where they differ. Remember to provide evidence (in-text
references) for your arguments and conclusions.
References
List the references alphabetically that you used in your Literature Review (see
Tutorial Letter 103 under References). Ensure that all in-text references are
included and that you apply APA standards when you report your references.
Plagiarism Declaration
Sign and attach the Good Research and Plagiarism Declaration.
Resources
These resources can be considered as starting points.
Çetin, O. G., & Irak, M. (2021). Relationships between delusion-like
experiences, lack of control, pattern perception, and decision making.
Imagination, Cognition and Personality, 41(1), 105-129.
Douglas, K. M., & Sutton, R. M. (2018). Why conspiracy theories matter: A
social psychological analysis. European Review of Social Psychology,
29(1), 256-298.
Hartmann, M., & Müller, P. (2023). Illusory perception of visual patterns in
pure noise is associated with COVID-19 conspiracy beliefs. i-
Perception, 14(1), 20416695221144732.
Müller, P., & Hartmann, M. (2023). Linking paranormal and conspiracy beliefs
to illusory pattern perception through signal detection theory. Scientific
Reports, 13(1), 9739.
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Spasovski, O., Demuthova, S., & Kuzmanovic, V. (2021). Anxiety, illusory

pattern perception and conspiracy beliefs during the COVID–19
pandemic. Teorija in Praksa, 58(4), 1133-1159.
Van Elk, M., & Lodder, P. (2018). Experimental manipulations of personal
control do not increase illusory pattern perception. Collabra:
Psychology, 4(1), 19.
Van Prooijen, J. W., Douglas, K. M., & De Inocencio, C. (2018). Connecting
the dots: Illusory pattern perception predicts belief in conspiracies and
the supernatural. European journal of social psychology, 48(3), 320-
335.
predicts receptivity to pseudo-profound bullshit. Judgment and
Decision Making, 14(2), 109-119.
Wang, C. S., Whitson, J. A., & Menon, T. (2012). Culture, control, and illusory
pattern perception. Social Psychological and Personality Science, 3(5),
630–638.
Whitson, J. A., & Galinsky, A. D. (2008). Lacking control increases illusory
pattern perception. Science, 322(5898), 115-117.
Assessment criteria for Answers to each question receive a maximum score of 20% (in total, 80% for
the SECOND the four questions). The score depends on the logic, correctness, and accuracy
ASSIGNMENT of your arguments/information (10%), the quality of evidence provided (5%),
and academic writing skills (5%).
Presentation (i.e., following the structure correctly) (5%), correct in-text
references and a reference list at the end of the document (10%), and the signed
declaration (5%) receive a maximum score of 20%.
THIRD ASSIGNMENT (ASSESSMENT NUMBER 3)
How do you prepare for

Read, read, read …and be curious.
your THIRD
ASSIGNMENT?
How do you complete In your third assignment, you are expected to write a research proposal to study
the THIRD illusory pattern perceptions. Based on the feedback you received for your
ASSIGNMENT? second assignment, continue to improve upon writing your literature review on
illusory pattern perceptions. Based on the improved literature review, state at
11
least one research hypothesis that indicates the relationship between illusory
pattern perception and at least one of the irrational beliefs. Remember, the
research hypothesis/ hypotheses must logically result from the literature review.
Structure of the THIRD Module/Research project information page. (Module code: HRPYC81,
ASSIGNMENT research project number, assignment number, your surname and student
number)
Title The title indicates what your research project is about. The title should be clear
and concise and include the independent and dependent variables. See also
Tutorial Letter 103 under Title.
Introduction The Introduction usually frames the research problem. Why is it important to
study illusory pattern perceptions and irrational beliefs? When framing the
research problem, consider the various concerns on which your research
problem touches and its effects on other outcomes (e.g., education, public
policy). Proper framing helps set the readers’ expectations for what the research
report will and will not include. Thus, outline what your study will address.
Introduce the psychological constructs (i.e., the independent and dependent
variables). The introduction is usually one paragraph. See also Tutorial Letter
103 under Introduction.
Literature Review The literature review covers (1) what is known about the research problem (i.e.,
the relationship between illusory pattern perceptions and irrational beliefs), (2)
how has previous research conceptualised the psychological construct (i.e.,
illusory pattern perceptions) related to the research problem (i.e., irrational
beliefs), (3) how has previous research theoretically framed the relationship
between the psychological construct (i.e., illusory pattern perceptions) and the
behaviour you aim to explain (i.e., irrational beliefs), (4) are the findings of
previous research addressing the relationship between the independent and
dependent variables consistent or inconsistent, and (5) given the psychological
theories and empirical findings, what could be one hypothesis (or more
hypotheses) about the relationship(s) between the independent and dependent
variables. See also Tutorial Letter 103 under Literature Review.
Hypotheses State the hypotheses you propose testing. Remember, a research hypothesis
addresses the relationship between independent and dependent variables by
characterising this relationship. Or, to put it differently, a research hypothesis
is a tentative answer to the research question concerning the relationship
between psychological phenomena.
Research Method Outline a research method that will test your hypothesis/ hypotheses. Define
what research design will be applied.
Participants
Describe the participants you would approach (i.e., sample size, demographics,
sampling approach).
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Procedure Outline how the study will be conducted, including how potential participants
will be approached.
Measurements
Outline the measurements that will be used.
Ethical Considerations Outline the ethical considerations that are considered relevant by APA and
which you consider relevant.
References List the references you used in your Literature Review alphabetically (see
included.
Resources
Çetin, O. G., & Irak, M. (2021). Relationships between delusion-like
experiences, lack of control, pattern perception, and decision making.
Imagination, Cognition and Personality, 41(1), 105-129.
Douglas, K. M., & Sutton, R. M. (2018). Why conspiracy theories matter: A
social psychological analysis. European Review of Social Psychology,
29(1), 256-298.
Hartmann, M., & Müller, P. (2023). Illusory perception of visual patterns in
pure noise is associated with COVID-19 conspiracy beliefs. i-
Perception, 14(1), 20416695221144732.
Müller, P., & Hartmann, M. (2023). Linking paranormal and conspiracy beliefs
to illusory pattern perception through signal detection theory. Scientific
Reports, 13(1), 9739.
Spasovski, O., Demuthova, S., & Kuzmanovic, V. (2021). Anxiety, illusory
pattern perception and conspiracy beliefs during the COVID–19
pandemic. Teorija in Praksa, 58(4), 1133-1159.
Van Elk, M., & Lodder, P. (2018). Experimental manipulations of personal
control do not increase illusory pattern perception. Collabra:
Van Prooijen, J. W., Douglas, K. M., & De Inocencio, C. (2018). Connecting
the dots: Illusory pattern perception predicts belief in conspiracies and
the supernatural. European Journal of Social Psychology, 48(3), 320-
335.
13
Wang, C. S., Whitson, J. A., & Menon, T. (2012). Culture, control, and illusory
pattern perception. Social Psychological and Personality Science, 3(5),
630–638.
Whitson, J. A., & Galinsky, A. D. (2008). Lacking control increases illusory
pattern perception. Science, 322(5898), 115-117.
Assessment criteria for The Title of the Research Proposal is concise and includes all relevant
the THIRD
information (5%).
ASSIGNMENT
The Introduction frames the research problem appropriately (10%). The
Literature Review (Total: 50%) is well structured, comprehensive and logically
argued (10%); the relevant concepts are appropriately defined (10%), the
theories explaining their relationships are well presented (10%), and all relevant
studies are considered and presented by synthesizing the relevant information
(15%). The hypothesis/ hypotheses are logically derived from the literature
review and accurately stated (5%).
The research method is appropriately outlined, including the information to
participants (10%), procedure (5%) and measurements (5%) (Total: 20%).
Ethical considerations are appropriately outlined (5%). In-text referencing and
references follow APA standards (10%).
Note 1: Any form of plagiarism will be reported, which results in disciplinary

action against you as this violates the Good Research and Plagiarism
Declaration.
Data Collection
Data Collection Collect data. Identify and approach at least ten research participants (adults 18
years and older) and provide them with the link to the survey. You will be
provided with the link after you submit your first assignment. When asked
to provide the researcher’s identification number, ask your participants to enter
YOUR student number. The data collection will open in mid-May and close in
mid-June 2024. It is therefore recommended to start with the data collection as
soon as possible.

study, will not be provided with the results of the study and, thus, will not be
able to finalise your research report (last assignment).
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Note 3: The data collected by all research project students will be pooled and
statistically analysed. In June/July 2024, various evening (and weekend) online
seminars will be offered to demonstrate the various steps of the data analysis
process using SPSS: Step 1: data cleaning, reliability analysis, and creating of
variables; Step 2: preliminary analysis (means, standard deviations,
intercorrelations of principal variables); Step 3: hypotheses testing (multiple
regression analysis); Step 4: interpretation of SPSS outputs; and Step 5:
reporting of statistical results following APA standards.
FOURTH ASSIGNMENT: THE RESEARCH REPORT

(ASSESSMENT NUMBER 4)
How to prepare for

Consider the feedback you received for the second and third assignments.
your Fourth
Assignment?? Attend the online seminars which demonstrate the various steps of the data
analysis process using SPSS and select the SPSS outputs relevant to your research
report.
Revise and update your literature review.
How to complete the Use the structure below to write the research report. Start writing your research
Fourth Assignment?
report as early as possible.
Structure of the
Write your research report considering the following structure.
Fourth Assignment
Module code: HRPYC81
Module/ research
Research report for PROJECT <<Indicate the project number>>*
project information
Assignment number <<Indicate the assignment number>>
page
Title of study: <<Indicate the title of your research study>>
Surname: <<Indicate your surname>> Initials: <<Your initials>>
Student number: <<Indicate your student number>>
Examination period: October/November 2024
Title The title of the research report indicates what the research project is about. The
title should be clear and concise. See also Tutorial Letter 103 under Title.
Abstract The abstract should be accurate, non-evaluative, coherent and reliable,
comprehensive and concise, and brief (the abstract must not be longer than 300
words). How to write a good abstract is outlined in Tutorial Letter 103 under
Abstract.
Introduction/ Revise the introduction and literature review following the feedback you received
Literature Review
on previous assignments. The following structure is recommended:
Introduction. State and frame the research problem and the importance of
addressing the problem, including theoretical or practical implications.
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Literature Review. Provide a succinct review of relevant scholarship, including:
– the introduction of relevant concepts and psychological theories/models that refer
to the concepts,
– an overview of previous research addressing the relationship(s) between the
independent and dependent variables,
– the outlining of the differences between the current research and earlier research
if some aspects of this study have been reported on previously,
– the hypotheses and how you addressed (tested) the hypotheses.
Research Method Indicate what research method was applied to test your hypotheses. The following
structure is recommended:
Participants.
Inclusion and Exclusion. Report inclusion and exclusion criteria, including any
restrictions based on demographic characteristics.
Sample Size and Participant Characteristics. Report the sample size of the
pooled data, and major demographic characteristics of the participants (e.g., age,
sex, ethnicity, socioeconomic status).
Sampling Procedures. Describe procedures for selecting participants, including:
o sampling method if a systematic sampling plan was implemented
o percentage of the sample approached that participated
o whether self-selection into the study occurred (either by individuals or by units,
such as schools or clinics)
o describe settings and locations where data were collected as well as dates of data
collection. Describe agreements and payments made to participants. Describe
institutional review board agreements, ethical standards met, and safety
monitoring.
Measurements. Report all measures, including the answer format used and
reliability coefficients.
Procedure. Describe in detail the research method used to collect data. Write as
detailed as possible, indicating how the study was conducted such that anybody
reading the procedure can replicate the study.
Results Report the data in sufficient detail to justify your conclusions. Mention all
relevant results, regardless of whether your hypotheses were supported, including
results that run counter to expectation; include small effect sizes (or statistically
nonsignificant findings) when theory predicts large (or statistically significant)
ones. In reporting your statistical and data analyses, adhere to the organizational
structure implied by your hypotheses. The following structure is recommended:
Preliminary Analysis. Report the means, standard deviations, and
intercorrelations of the variables relevant to your research report. Report this
information in a table format and summarise the results in-text.
Main Analysis. State the first hypothesis and outline which statistical test you
applied to test it. Report the results, including the minimally sufficient set of
statistics (e.g., dfs, test values) and the exact p values, including the effect size (if
applicable). Follow the same procedure with the other hypotheses as with the first
hypothesis. Indicate whether your results support or reject the hypotheses.
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Discussion The Discussion section in your research report provides an evaluation and
interpretation of your results and discusses their contribution in relation to
previous research. The following structure is recommended:
Support of Original Hypotheses. Provide a statement of support or non-support
for all hypotheses.
Similarity of Results. Discuss similarities and differences between reported
results and the work of others.
Interpretation. Provide an interpretation of the results, taking into account:
o sources of potential bias and threats to internal and statistical validity,
o imprecision of measurement protocols,
o overall number of tests or overlap among tests,
o adequacy of sample sizes and sampling validity
Generalizability. Discuss the generalizability (external validity) of the findings,
taking into account:
o target population (sampling validity)
o other contextual issues (setting, measurement, time; ecological validity).
Limitations. Discuss the limitations of your research project and outline how
these limitations could be addressed in future research.
Contribution(s). Discuss your research’s core contribution(s) and justify why
readers should attend to the findings.
Implications. Discuss implications for future research, programs, or policy.
References List the references that you used in your research report alphabetically. Ensure
that all in-text references are included and that you report all references using
APA standards (see Tutorial Letter 103 under References).
Plagiarism
Declaration
Assessment criteria The Title is concise, and the abstract includes all relevant information (5%). The
for the Fourth Introduction/ Literature Review (Total: 25%) frames the research problem
Assignment (Research
appropriately, is well structured, comprehensive and logically argued (5%); the
Report) relevant concepts are appropriately defined; the theories explaining their
relationships are well presented (5%), and all relevant studies are considered and
presented by synthesizing the relevant information (10%). The hypotheses are
logically derived from the literature review and accurately stated (5%).
The Research Method (Total: 15%) is appropriately outlined, including the
information about participants (10%), procedure and measurements (5%).
17
The Results (Total: 15%) are correctly reported.
The Discussion (Total: 30%) is logically and comprehensively structured, the
results are appropriately summarised and interpreted (5%), similarities and
differences between reported results and previous research are competently
outlined (5%), external validity is addressed (5%), limitations are outlined (5%),
core contribution(s) of the research are outlined (5%), and implications for future
research, programs, or policy are appropriately discussed (5%).
In-text referencing and references (Total: 10%) follow APA standards.

Declaration.
Note 2: The fourth assignment contributes 80% to your final mark for this
module. For further information, consult Tutorial Letter 101.
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RESEARCH PROJECT 2:
PLURALISTIC IGNORANCE
Research Area
Social Psychology
Project Title Pluralistic Ignorance: How does it affect Positive and Negative
Behaviours?
Number of Students
Project Description In 2019, 52000 Americans were asked how they would personally define a
successful life (Rose, 2022). They were presented with two statements and asked
to select the one they consider most closely to their answer: A. “A person is
successful if they have followed their own interests and talents to become the
best they can be at what they care about most” or B. “A person is successful if
they are rich, have a high-profile career, or are well-known.” The findings
indicated that 97% of participants chose A for themselves, but 92% thought most
others would choose B. This is an example of pluralistic ignorance.
Another example of pluralistic ignorance is the classroom example, which many
of you might have experienced yourself. Imagine a professor concludes a lecture
on a rather difficult topic and asks the class if there are any questions. No one
raises their hand, which could imply to each student that all others understood
the topic. In reality, each student is confused, but the misperception of others’
confusion inhibits them from asking their questions. After all, no one wants to
come across as less smart than the other students. It means that pluralistic
ignorance can prevent students from asking questions – which is part and parcel
of studying at a university.
Pluralistic ignorance is a “group-level phenomenon, wherein individuals
belonging to a group mistakenly believe that other’s cognitions (attitudes, beliefs,
feeling) and/or behaviours differ systematically from their own (i.e., a directional
misperception), regardless of how the misperception arises” (Sragent &
Newman, 2021, p. 166). Thus, pluralistic ignorance can lead to people
conforming (through facilitation or inhibition) to social norms they do not
believe in and do not exist. Pluralistic ignorance might, therefore, facilitate
cognitions and behaviours with which people do not agree and which,
consequently, might lead to cognitive dissonance. Pluralistic ignorance is also
associated with inhibiting attitudinal and behavioural expressions and, thus,
promotes passivity (see classroom example).
The existence and implications of pluralistic ignorance have been demonstrated
in different domains such as alcohol use (Prentice & Miller, 1993; Rinker et al.,
2017), sexual attitudes and behaviour (Reiber & Garcia, 2010; Wesche et al.,
2016), political correctness (Van Boven, 2000), climate change perceptions
(Geiger & Swim, 2016; Monin & Norton, 2003), paternity leave (Miyajima &
Yamaguchi, 2017), masculinity (Munsch et al., 2018), relationships (De Souza
19
& Schmader, 2022), academic cheating (Buzinski et al., 2018), reporting of
sexual harassment (Halbesleben, 2009), and eating norms (Moojen et al., 2022).
This research project will explore whether pluralistic ignorance affects positive
(e.g., sharing and donating) and negative (e.g., cheating, and bribing; Hoffmann
& Patel, 2023) behaviours. This study will be conducted using a cross-sectional
online survey, which will be hosted on the research platform Qualtrics.
References Buzinski, S. G., Clark, J., Cohen, M., Buck, B., & Roberts, S. P. (2018). Insidious
assumptions: How pluralistic ignorance of studying behavior relates to
exam performance. Teaching of Psychology, 45(4), 333-339.
De Souza, L., & Schmader, T. (2022). The misjudgment of men: Does pluralistic
ignorance inhibit allyship? Journal of Personality and Social Psychology,
122(2), 265.
Geiger, N., & Swim, J. K. (2016). Climate of silence: Pluralistic ignorance as a
barrier to climate change discussion. Journal of Environmental
Psychology, 47, 79-90.
Halbesleben, J. R. (2009). The role of pluralistic ignorance in the reporting of
sexual harassment. Basic and Applied Social Psychology, 31(3), 210-217
Hoffmann, L. K., & Patel, R. N. (2023). Petty bribery, pluralistic ignorance, and
the collective action problem. Data & Policy, 5, e24.
O'Gorman, H. J. (1986). The discovery of pluralistic ignorance: An ironic lesson.
Journal of the History of the Behavioral Sciences, 22(4), 333-347.
Kitts, J. A. (2003). Egocentric bias or information management? Selective
disclosure and the social roots of norm misperception. Social Psychology
Quarterly, 222-237.
Miller, D. T., & Nelson, L. D. (2002). Seeing approach motivation in the
avoidance behavior of others: Implications for an understanding of
pluralistic ignorance. Journal of Personality and Social Psychology,
83(5), 1066.
Miyajima, T., & Yamaguchi, H. (2017). I want to but I won't: Pluralistic
ignorance inhibits intentions to take paternity leave in Japan. Frontiers in
Psychology, 8, 1508.
Monin, B., & Norton, M. I. (2003). Perceptions of a fluid consensus: Uniqueness
bias, false consensus, false polarization, and pluralistic ignorance in a
water conservation crisis. Personality and Social Psychology Bulletin,
29(5), 559-567.
Moojen, R., Gillebaart, M., & de Ridder, D. (2022). Misperceived eating norms:
Assessing pluralistic ignorance in the food environment. Appetite, 179,
106284.
Munsch, C. L., Weaver, J. R., Bosson, J. K., & O'Connor, L. T. (2018).
Everybody but me: Pluralistic ignorance and the masculinity contest.
Journal of Social Issues, 74(3), 551-578.
Prentice, D. A., & Miller, D. T. (1993). Pluralistic ignorance and alcohol use on
campus: Some consequences of misperceiving the social norm. Journal
of Personality and Social Psychology, 64(2), 243.
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Reiber, C., & Garcia, J. R. (2010). Hooking up: Gender differences, evolution,
and pluralistic ignorance. Evolutionary Psychology, 8(3),
147470491000800307.
Rinker, D. V., Young, C. M., Krieger, H., Lembo, J., & Neighbors, C. (2017).
Evaluations and perceptions of others’ evaluations of negative alcohol-
related consequences predict negative alcohol-related consequences
among college drinkers. Journal of Studies on Alcohol and Drugs, 78(2),
249-257.
Rose, T. (2022). Collective Illusions. Hachette Book: New York.
Sargent, R. H., & Newman, L. S. (2021). Pluralistic ignorance research in
psychology: A scoping review of topic and method variation and
directions for future research. Review of General Psychology, 25(2), 163–
184.
Shelton, J. N., & Richeson, J. A. (2005). Intergroup contact and pluralistic
ignorance. Journal of personality and social psychology, 88(1), 91.
Van Boven, L. (2000). Pluralistic ignorance and political correctness: The case
of affirmative action. Political Psychology, 21(2), 267–276.
Van Grootel, S., Van Laar, C., Meeussen, L., Schmader, T., & Sczesny, S.
(2018). Uncovering pluralistic ignorance to change men’s communal
self-descriptions, attitudes, and behavioral intentions. Frontiers in
Contact person
Prof Kitty B Dumont dumonkb@unisa.ac.za 011- 670 9435
Due dates Due dates for the assignments and the research report will be made available to
IMPORTANT NOTE
When you submit your assignments within this research project, ensure that you
21
(ASSESSMENT
NUMBER 5)
ASSIGNMENT Summarize the psychological concept of pluralistic ignorance by providing an
(ASSESSMENT
overview of the core aspects discussed in the literature. Furthermore, you will be
NUMBER 6) required to outline the domains where pluralistic ignorance might play a role and
the implications of pluralistic ignorance for the individual and the group by
providing evidence from previous research. Lastly, outline the different
methodological approaches to measure pluralistic ignorance. This essay should
be at most five (5) pages (excluding the front page, table of contents, and
references).
ASSIGNMENT Introduce the concept of pluralistic ignorance and provide an overview of the
(ASSESSMENT core aspects of this concept as discussed in the literature. Outline and synthesize
NUMBER 7) previous research on pluralistic ignorance and whether it will affect positive and
negative behaviours equally. Derive at least one research hypothesis from your
literature review that addresses the relationship between pluralistic ignorance and
behaviours. Provide detailed information about the proposed study. The proposal
should not exceed ten (10) pages (excluding the front page, table of contents, and
references).
ASSIGNMENT and discuss the findings and their implications. The research report must not
(ASSESSMENT exceed twenty (20) pages (excluding the front page, table of contents, references,
NUMBER 8)
and appendix).
The Study
Research Instrument Pluralistic ignorance will be assessed using existing measures to assess the self-
other discrepancy (Sargent & Newman, 2021). Participants will be presented
with a vignette and three questions concerning sharing, donating, cheating, and
bribing behaviours which will be presented in random order to participants.
Sharing
Imagine a neighborhood that establishes a community tool library where
residents can share tools for various home improvement projects. To keep the
tool library running, community members are expected to share their tools with
other community members.
Imagine you were a member of this neighborhood. Would you share your tools
with other community members? (extremely unlikely to extremely likely using a
5-point Likert scale)
In your opinion, would the average South African share their tools with their
neighbors? (extremely unlikely to extremely likely using a 5-point Likert scale)
In your opinion, what percentage of South Africans ranging from 0% (nobody)
to 100 % (everybody) would share their tools with their neighbors? (a slider will
be used to assess the number)
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Donating
Imagine a local community organizing a book donation drive to support literacy
programs. Further, imagine that community members are encouraged to donate
gently used books they no longer need. The donated books can be fiction, non-
fiction, or educational materials.
Imagine you were a member of this community. Would you donate books to this
local community organizing? (extremely unlikely to extremely likely using a 5-
point Likert scale)
In your opinion, would the average South African donate books to this local
community organizing? (extremely unlikely to extremely likely using a 5-point
Likert scale)
to 100 % (everybody) would donate books to this local community organizing?
(a slider will be used to assess the number)
Cheating
Imagine a student taking an online test and collaborating with a smart friend.
They communicate through an instant messaging platform and share answers to
questions in real-time during the exam.
Imagine you were to take an online test and you would have such a smart friend.
Would you exchange notes with him/her if you had the chance during the exam?
(extremely unlikely to extremely likely using a 5-point Likert scale)
In your opinion, would the average South African exchange notes with a smart
friend if they had the chance during the exam? (extremely unlikely to extremely
likely using a 5-point Likert scale)
to 100 % (everybody) would exchange notes with a smart friend if they had the
chance during the exam? (a slider will be used to assess the number)
Bribing
Imagine a situation where you are driving your car, and as you approach a set
of traffic lights, they turn red. However, you decide to drive past the red light.
After crossing, it turns out that there are traffic officers on the other side, and
they pull you over. One officer approaches your vehicle and informs you that
your offence carries an R1500 fine. Then, the officer leans closer to you and
presents you with an opportunity to pay R250 on the spot to avoid receiving a
traffic ticket.
Would you give the R250 to the police officer? (extremely unlikely to extremely
likely using a 5-point Likert scale)
In your opinion, would the average South African give the R250 to the police
officer? (extremely unlikely to extremely likely using a 5-point Likert scale)
23
to 100 % (everybody) would give the R250 to the police officer? (a slider will be
used to assess the number)
References Sargent, R. H., & Newman, L. S. (2021). Pluralistic ignorance research in
directions for future research. Review of General Psychology, 25(2), 163–
184.
FOURTH ASSIGNMENT as soon as at least 10 participants have completed the
survey using your identification code and you have been provided with the results
in mid-June 2024. It is, therefore, recommended to start with the data collection
as soon as possible.

study will not be provided with the results of the study and, thus, will not be able
Note 2: Any form of data fabrication will result in disciplinary actions as this
Further information about preparing and completing this research project's assignments is provided below.
You will also be presented with information concerning the assessment criteria.
FIRST ASSIGNMENT (ASSESSMENT NUMBER 5)
How do you prepare for Read the provided paper carefully. Always ask yourself, what is the dependent
your FIRST variable, what are the independent variables, and what other variables (i.e.,
ASSIGNMENT?
covariates, mediators or moderators) have been considered. Further, ask
been applied to address the research problem(s), what the findings are, how
they are interpreted, and which limitations and conclusions are discussed and
proposed.
will not be able to make any changes. Also, submit the assignment before the
due date/time.
the FIRST automatically. After the assignment is closed, students will receive feedback on
ASSIGNMENT
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HRPYC81/102
How do you prepare for Read the papers listed as resources and identify additional papers. Again, while
your SECOND reading the papers, always ask yourself the following questions: What
the SECOND
ASSIGNMENT?
What is the psychological concept of pluralistic ignorance, and why is it
In which domains has pluralistic ignorance been studied so far?
What are the possible responses to pluralistic ignorance, and what are the
implications thereof?
Consider the context of South Africa and outline at least three different domains
in which one could assume the existence of pluralistic ignorance. Provide a
justification.
Structure of the
Module/Research project information page. (Module code: HRPYC81,
ASSIGNMENT
number)
Content
what researchers are saying to answer the questions but provide a synthesis of
the existing literature. Ask yourself what the arguments/studies have in
References
Resources
Buzinski, S. G., Clark, J., Cohen, M., Buck, B., & Roberts, S. P. (2018).
Insidious assumptions: How pluralistic ignorance of studying behavior
relates to exam performance. Teaching of Psychology, 45(4), 333-339.
25
De Souza, L., & Schmader, T. (2022). The misjudgment of men: Does
pluralistic ignorance inhibit allyship? Journal of Personality and Social
sexual harassment. Basic and Applied Social Psychology, 31(3), 210-
217
O'Gorman, H. J. (1986). The discovery of pluralistic ignorance: An ironic
lesson. Journal of the History of the Behavioral Sciences, 22(4), 333-
347.
disclosure and the social roots of norm misperception. Social
Psychology Quarterly, 222-237.
83(5), 1066.
ignorance inhibits intentions to take paternity leave in Japan. Frontiers
in Psychology, 8, 1508.
Monin, B., & Norton, M. I. (2003). Perceptions of a fluid consensus:
Uniqueness bias, false consensus, false polarization, and pluralistic
ignorance in a water conservation crisis. Personality and Social
Psychology Bulletin, 29(5), 559-567.
Moojen, R., Gillebaart, M., & de Ridder, D. (2022). Misperceived eating
norms: Assessing pluralistic ignorance in the food environment.
Appetite, 179, 106284.
Prentice, D. A., & Miller, D. T. (1993). Pluralistic ignorance and alcohol use
on campus: some consequences of misperceiving the social norm.
Journal of Personality and Social psychology, 64(2), 243.
147470491000800307.
among college drinkers. Journal of Studies on Alcohol and Drugs,
78(2), 249-257.
26
HRPYC81/102
directions for future research. Review of General Psychology, 25(2),

163–184.
ASSIGNMENT of your arguments/information (10%), the quality of evidence provided (5%),
How do you prepare for

your THIRD
ASSIGNMENT?
How do you complete In your third assignment, you are expected to write a research proposal to study
the THIRD pluralistic ignorance. Based on the feedback you received for your second
ASSIGNMENT? assignment, continue to improve upon writing your literature review on
pluralistic ignorance. Based on the improved literature review, state at least one
research hypothesis that indicates the relationship between pluralistic ignorance
and a particular behaviour.
Structure of the THIRD Module/Research project information page. (Module code: HRPYC81,
ASSIGNMENT
research project number, assignment number, your surname and student
number)
study pluralistic ignorance? When framing the research problem, consider the
various concerns on which your research problem touches and its effects on
other outcomes (e.g., relationships, social norms). Proper framing helps set the
readers’ expectations for what the research report will and will not include.
Thus, outline what your study will address. Introduce the psychological
27
constructs (i.e., the independent and dependent variables). The introduction is
usually one paragraph. See also Tutorial Letter 103 under Introduction.
pluralistic ignorance), (2) how previous research conceptualised the
psychological construct (i.e., pluralistic ignorance) related to the research
problem, (3) how previous research theoretically framed the relationship
between the psychological construct (i.e., pluralistic ignorance) and the
behaviour you aim to explain (i.e., norm adherence), (4) are the findings of
previous research addressing the psychological construct (i.e., pluralistic
ignorance) consistent or inconsistent, and (5) given the psychological theories
and empirical findings, what could one hypothesize about whether and how
pluralistic ignorance affects positive (e.g., sharing and donating) and negative
(e.g., cheating, and bribing; Hoffmann & Patel, 2023) behaviours. See also
Tutorial Letter 103 under Literature Review.
Hypotheses
State the hypotheses you propose testing. Remember, a research hypothesis
Research Method Outline a research method that will test your hypothesis. Define what research
design will be applied.
Participants Describe the participants you would approach (i.e., sample size, demographics,
sampling approach).
will be approached.
Measurements
included.
Resources Consider these selected papers as a starting point for your study and NOT as
sufficient.
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HRPYC81/102
Buzinski, S. G., Clark, J., Cohen, M., Buck, B., & Roberts, S. P. (2018).
Insidious assumptions: How pluralistic ignorance of studying behavior
relates to exam performance. Teaching of Psychology, 45(4), 333-339.
De Souza, L., & Schmader, T. (2022). The misjudgment of men: Does
pluralistic ignorance inhibit allyship? Journal of Personality and Social
sexual harassment. Basic and Applied Social Psychology, 31(3), 210-
217
O'Gorman, H. J. (1986). The discovery of pluralistic ignorance: An ironic
lesson. Journal of the History of the Behavioral Sciences, 22(4), 333-
347.
disclosure and the social roots of norm misperception. Social
Psychology Quarterly, 222-237.
83(5), 1066.
ignorance inhibits intentions to take paternity leave in Japan. Frontiers
in Psychology, 8, 1508.
Monin, B., & Norton, M. I. (2003). Perceptions of a fluid consensus:
Uniqueness bias, false consensus, false polarization, and pluralistic
ignorance in a water conservation crisis. Personality and Social
Moojen, R., Gillebaart, M., & de Ridder, D. (2022). Misperceived eating
norms: Assessing pluralistic ignorance in the food environment.
Appetite, 179, 106284.
Prentice, D. A., & Miller, D. T. (1993). Pluralistic ignorance and alcohol use
on campus: Some consequences of misperceiving the social norm.
Journal of Personality and Social Psychology, 64(2), 243.
147470491000800307.
29
among college drinkers. Journal of Studies on Alcohol and Drugs,
78(2), 249-257.
directions for future research. Review of General Psychology, 25(2),
163–184.
the THIRD
information (5%).
ASSIGNMENT
(15%). The hypothesis/ hypotheses are logically derived from the literature
The experimental method is appropriately outlined, including the information
to participants (10%), procedure (5%) and manipulation and measurements
(5%) (Total: 20%). Ethical considerations are appropriately outlined (5%). In-
text referencing and references follow APA standards (10%).

actions against you as this violates the Good Research and Plagiarism
Declaration.
Data Collection
Data Collection Collect data. Identify and approach at least ten (10) research participants
(adults 18 years and older) and provide them with the link to the survey. You
will be provided with the link after you submit your first assignment. When
asked to provide the researcher’s identification number, ask your participants
to enter YOUR student number. The data collection will open in mid-May and
close in mid-June 2024. It is therefore recommended to start with the data
collection as soon as possible.
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HRPYC81/102

able to finalise Assignment 4.

How to prepare for

your Fourth
report.
Fourth Assignment?
Structure of the
Fourth Assignment
Module/ research
project information
page
words). How to write a good abstract is outlined in Tutorial letter 103 under
Abstract.
31
Literature Review
to the concepts,
Participants.
monitoring.
relevant results, regardless of whether your hypotheses were supported, including
results that run counter to expectation; include small effect sizes (or statistically
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HRPYC81/102
for all hypotheses.
Plagiarism
Declaration
Assignment (Research
appropriately, is well structured, comprehensive and logically argued (5%); the
Report)
33
relevant concepts are appropriately defined; the theories explaining their

Declaration.
34
HRPYC81/102
RESEARCH PROJECT 3:
GENDER COLLECTIVE NARCISSISM
Research Area
Social Psychology
Project Title Gender Collective Narcissism: What are the implications for
Gender Equality?
Number of Students
Project Description The concept of collective narcissism is the “belief that one’s own group
(ingroup) is exceptional and entitled to privileged treatment, but it is not
sufficiently recognized by others” (Golec de Zavala et al., 2019, p. 37). Any
social group can endorse this belief, and people can hold a collective
narcissistic belief about various groups they belong to. Although collective
narcissism can be considered as an aspect of ingroup identification and, thus,
pertains to the positive evaluation of the ingroup, it differs from concepts like
positive distinctiveness (Tajfel & Turner, 1979; 2001), or ingroup satisfaction
(Leach et al., 2008) because of its unrealistic exaggeration of the ingroup’s
deservingness. Existing research has demonstrated that collective narcissism
is related to prejudice towards minorities, sexism, intergroup hostility (e.g.,
xenophobia), retaliatory aggression, and support for populist parties,
politicians (e.g., Trump) or politics (Golec de Zavala & Lantos, 2020). The
outcomes of collective narcissism have in common the coercive
advancements of the ingroup’s interests over those of outgroups.
The present research project will focus on gender collective narcissism and
how it influences attitudes towards gender equality. Gender equality is often
spoken about but hardly achieved anywhere in the world. Thus, not
surprisingly, gender equality has been defined as one of the 17 Sustainable
Development Goals (un.org), that demands the end of discrimination against
women, the end of violence against women, the end of harmful practices
against women, the recognition of unpaid work of women, women’s
participation in public life, equal access to sexual and reproductive health and
rights, equal access to economic resources, access to technology and sound
policies and legislation to achieve these goals (unwomen.org).
It is, however, important to stress that women’s demand (or men’s support for
women) to be recognized as equal is NOT motivated by gender collective
narcissism. Instead, gender collective narcissism will motivate women and
men to pursue the gender ingroup’s goals in adversarial ways (Golec de
Zavala & Keenan, 2022). The latter is informed by the fact that gender
collective narcissism results in the coercive advancement of the ingroup’s
interests over those of outgroups.
As in any research, human interactions can hardly be explained by the
relationship of two psychological phenomena. It is, therefore, always
important when we do psychological research to consider additional factors
35
that add to a more realistic – that is, complex picture – that can help us
distinguish between different effects of overlapping psychological concepts.
Therefore, the present study will also consider the role of ingroup satisfaction
(Leach et al., 2008) and zero-sum beliefs (Chernyak-Hai et al., 2022;
Różycka-Tran, 2021; Wilkins et al., 2022).
When endorsing zero-sum beliefs, people tend to perceive situations and
relationships from a win-lose perspective; that is to say, when one gains (e.g.,
more access to economic resources for women), the other loses (e.g., less
access to economic resources for men). Or, to put it differently, zero-sum
outcomes refer to situations in which one person's loss is another person's
gain, like in a chess game, whereas non-zero-sum outcomes refer to situations
in which both persons gain or lose. While some situations are indeed zero-
sum, true or objective, zero-sum situations are rare (Davidai & Ongis, 2019).
What often appears as a zero-sum situation is often a non-zero-sum situation,
and people tend to appraise a non-zero-sum situation as non-zero-sum
situation. Endorsing zero-sum beliefs influences individuals’ social judgment
(Dufner et al., 2016), success perception (Ongis & Davidai, 2021), helping
behaviour (Chernyak-Hai & Davidai, 2022), and whether progress for one
group is seen as an attack on another group (Wilkins et al., 2022).
Students in this research project will learn about the psychological concept of
collective narcissism, ingroup satisfaction, zero-sum beliefs, and attitudes
toward gender equality, as well as their relationships. The relationships
between these concepts will be studied using a cross-sectional online survey,
which will be hosted on the research platform Qualtrics.
References
Chernyak-Hai, L., & Davidai, S. (2022). “Do not teach them how to fish”: The
effect of zero-sum beliefs on help giving. Journal of Experimental
Psychology: General.
Davidai, S., & Ongis, M. (2019). The politics of zero-sum thinking: The
relationship between political ideology and the belief that life is a zero-
sum game. Science Advances, 5(12), eaay3761.
Dufner, M., Leising, D., & Gebauer, J. E. (2016). Which basic rules underlie
social judgments? Agency follows a zero-sum principle and
communion follows a non-zero-sum principle. Personality and Social
Golec de Zavala, A., & Lantos, D. (2020). Collective narcissism and its social
consequences: The bad and the ugly. Current Directions in
Psychological Science, 29(3), 273-278.
Golec de Zavala, A., Dyduch‐Hazar, K., & Lantos, D. (2019). Collective
narcissism: Political consequences of investing self‐worth in the
ingroup’s image. Political Psychology, 40, 37-74.
Golec, A., & Keenan, O. (2022). National and gender collective narcissism
and pursuit of gender equality.
Leach, C. W., Van Zomeren, M., Zebel, S., Vliek, M. L., Pennekamp, S. F.,
Doosje, B., ... & Spears, R. (2008). Group-level self-definition and self-
investment: a hierarchical (multicomponent) model of in-group
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HRPYC81/102
identification. Journal of Personality and Social Psychology, 95(1),

144.
Ongis, M., & Davidai, S. (2022). Personal relative deprivation and the belief
that economic success is zero-sum. Journal of Experimental
Psychology: General, 151(7), 1666.
Różycka-Tran, J., Piotrowski, J. P., Żemojtel-Piotrowska, M., Jurek, P., Osin,
E. N., Adams, B. G., ... & Maltby, J. (2021). Belief in a zero-sum game
and subjective well-being across 35 countries. Current Psychology,
40(7), 3575-3584.
Tajfel, H., & Turner, J. (2001). An integrative theory of intergroup conflict. In
M. A. Hogg & D. Abrams (Eds.), Intergroup relations: Essential
readings (pp. 94–109). Psychology Press.
Wilkins, C. L., Wellman, J. D., Toosi, N. R., Miller, C. A., Lisnek, J. A., &
Martin, L. A. (2022). Is LGBT progress seen as an attack on
Christians?: Examining Christian/sexual orientation zero-sum beliefs.
Journal of Personality and Social Psychology, 122(1), 73.
Contact person
Prof Kitty B dumonkb@unisa.ac.za 011- 670 9435
Dumont
Due dates Due dates for the assignments and the research report will be made available
to you on the landing page of myModules for this module.
assignments and one (1) summative assignment (i.e., Research Report).
The three formative assignments count 20% toward your final mark. The
summative assignment is the research report, which counts 80% toward your
final mark (see Tutorial Letter 101). If you fail to submit the three formative
assignments, you will not qualify to submit your research report for
examination.
IMPORTANT NOTE When you submit your assignments within this research project, ensure that
you submit your assignments under the correct assessment number (including
the unique number). They are reported in red for each assignment.
FIRST For your first assignment, you will be required to read a paper and answer a
ASSIGNMENT range of multiple-choice questions related to the paper. The first assignment
(ASSESSMENT
serves to test your skills to comprehend scientifically written information.
NUMBER 9)
37
ASSIGNMENT Summarize the psychological concept of (gender) collective narcissism by
(ASSESSMENT providing an overview of the core aspects discussed in the literature.
NUMBER 10) Furthermore, you will be required to outline the implications of collective
narcissism for the individual and the group by providing evidence from
previous research. Lastly, outline the different methodological approaches to
measure collective narcissism. This essay should be at most five (5) pages
(excluding the front page, table of contents, and references).
ASSIGNMENT
Introduce the concept of (gender) collective narcissism and provide an
(ASSESSMENT overview of the core aspects of this concept as discussed in the literature.
NUMBER 11) Outline and synthesize previous research on (gender) collective narcissism and
its effect on attitudes towards gender equality while considering the role of
ingroup satisfaction and zero-sum beliefs. Derive at least one research
hypothesis from your literature review that addresses the relationship between
gender collective narcissism and attitudes towards gender equality. Provide
detailed information about the proposed study. The proposal should not exceed
ten (10) pages (excluding the front page, table of contents, and references).
ASSIGNMENT and discuss the findings and their implications. The research report must not
(ASSESSMENT exceed twenty (20) pages (excluding the front page, table of contents,
NUMBER 12)
references, and appendix).
The Study
Research Instrument Zero-sum beliefs will be measured by adapting the Belief in Zero Sum Beliefs
scale developed by Różycka-Tran et al. (2019) and Wilkins et al., (2015), e.g.,
“Men/women succeed at the expense of women/men”. Participants will be
asked to express their agreement/disagreement using a 7-point Likert scale
ranging from 1 (totally disagree) to 7 (totally agree).
Collective narcissism will be assessed by the 5-item scale proposed by Golec

de Zavala et al. (2009) with reference to gender ingroup (e.g. “The true
importance of women/men is rarely sufficiently recognized by others“).
Participants will be asked to express their agreement/disagreement using a 7-
point Likert scale ranging from 1 (totally disagree) to 7 (totally agree).
Gender ingroup satisfaction will be assessed by the four items Ingroup

Satisfaction subscale of the Ingroup Identification Scale of Leach et al. (2007)
with reference to gender ingroup (e.g., “It is good to be a woman/a man”).
Participants will be asked to express their agreement/disagreement using a 7-
point Likert scale ranging from 1 (totally disagree) to 7 (totally agree).
Intergroup antagonism will be measured with a 3-item scale (Golec & Keenan,
2022): “I am prepared to disturb the social order so the important ideals of
women/men are realized.”; “I am prepared to use violence against other people
in order to realize important ideals”, and “It is worth making sacrifices for
people who share my gender”. Participants will be asked to express their
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HRPYC81/102
agreement/disagreement using a 7-point Likert scale ranging from 1 (totally

disagree) to 7 (totally agree).
Attitudes towards gender equality will be assessed using an adapted version of

the 16-item scale proposed by Sudkämper et al. (2018). Item examples are: “I
speak up when I see gender inequality” or “I feel as responsible for the
household as does my partner”. Participants will be asked to express their
agreement/disagreement using a 7-point Likert scale ranging from 1 (totally
disagree) to 7 (totally agree).

References Golec, A., & Keenan, O. (2022). National and gender collective narcissism
Doosje, B., ... & Spears, R. (2008). Group-level self-definition and self-
investment: a hierarchical (multicomponent) model of in-group
144.
Różycka-Tran, J., Piotrowski, J. P., Żemojtel-Piotrowska, M., Jurek, P., Osin,
E. N., Adams, B. G., ... & Maltby, J. (2021). Belief in a zero-sum game
and subjective well-being across 35 countries. Current Psychology,
40(7), 3575-3584.
Sudkämper, A., Ryan, M. K., Kirby, T. A., & Morgenroth, T. (2020). A
comprehensive measure of attitudes and behaviour: Development of
the support for gender equality among men scale. European Journal of
Social Psychology, 50(2), 256-277.
Data Collection Identify and approach at least ten potential research participants (i.e.,
individuals older than 18 years) and provide them with the link to the cross-
sectional survey and your identification code (your student number). You can
proceed with your FOURTH ASSIGNMENT as soon as at least 10 participants
complete the survey using your identification code and you have been provided
with the results relevant to your hypothesis. The data collection will open in
mid-May and close in mid-June 2024. It is, therefore, recommended to start
with the data collection as soon as possible.

able to finalise their fourth assignment.
39
Further information about how to prepare and complete the assignments in this research project is
provided below. You will also be presented with information concerning the assessment criteria.
How do you prepare Read the provided paper carefully. Always ask yourself, what is the
for your FIRST dependent variable, what are the independent variables, and what other
ASSIGNMENT? variables (i.e., covariates, mediators or moderators) have been considered.
Further, ask yourself what theoretical arguments are made, which research
method(s) have been applied to address the research problem(s), what the
findings are, how they are interpreted, and which limitations and conclusions
are discussed and proposed.
the FIRST have several weeks to complete this assignment. Do not submit the
ASSIGNMENT?
assignment until you have answered all questions. Once you submit the
assignment, you cannot make any more changes. Also, make sure to submit
the assignment before the due date/time.
Assessment criteria for Assignment 1 is a multiple-choice questionnaire (MCQ), which will be

the FIRST marked automatically. After the assignment is closed, students will receive
ASSIGNMENT
feedback on the correct answers, together with explanations.
How do you prepare Read the papers listed as resources and identify additional papers. Again,
for your SECOND
always ask yourself the following questions while reading the papers: What
ASSIGNMENT? theoretical arguments are made, what empirical evidence is reported, and
how are the findings interpreted?
the SECOND
ASSIGNMENT?
What is the psychological concept of collective narcissism in general and
gender collective narcissism in particular, and why is it important to study
the latter?
What differentiates collective narcissism from other positive distinctiveness
motivations?
What are the possible predictors and consequences of collective narcissism
in general and gender collective narcissism in particular?
Consider the context of South Africa and outline at least three reasons why it
is important to study gender collective narcissism. Provide a justification for
your claims.

ASSIGNMENT
number)
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Content
what researchers are saying to answer the questions but provide a synthesis
of the existing literature. Ask yourself what the arguments/studies have in
References
List the references alphabetically that you used in your Literature Review
(see Tutorial Letter 103 under References). Ensure that all in-text references
are included and that you apply APA standards when you report your
references.
Resources
Bocian, K., Cichocka, A., & Wojciszke, B. (2021). Moral tribalism: Moral
judgments of actions supporting ingroup interests depend on
collective narcissism. Journal of Experimental Social Psychology,
93, 104098.
Chernyak-Hai, L., & Davidai, S. (2022). “Do not teach them how to fish”:
The effect of zero-sum beliefs on help giving. Journal of
Experimental Psychology: General.
relationship between political ideology and the belief that life is a
zero-sum game. Science Advances, 5(12), eaay3761.
Golec de Zavala, A. & Keenan, O. (2022). Collective narcissism and the
clash of advantaged and disadvantaged groups. In The Psychology of
Politically Unstable Societies (pp. 119-135). Routledge.
Golec de Zavala, A. G., & Bierwiaczonek, K. (2021). Male, national, and
religious collective narcissism predict sexism. Sex Roles, 84(11-12),
680-700.
Golec de Zavala, A., & Keenan, O. (2021). Collective narcissism as a
framework for understanding populism. Journal of Theoretical Social
Psychology, 5(2), 54-64.
41
Golec de Zavala, A., Bierwiaczonek, K., & Ciesielski, P. (2022). An
interpretation of meta-analytical evidence for the link between
collective narcissism and conspiracy theories. Current Opinion in
Golec de Zavala, A., Cichocka, A., & Iskra-Golec, I. (2013). Collective
narcissism moderates the effect of in-group image threat on
intergroup hostility. Journal of Personality and Social Psychology,
104(6), 1019.
Golec de Zavala, A., Federico, C. M., Sedikides, C., Guerra, R., Lantos, D.,
Mroziński, B., ... & Baran, T. (2020). Low self-esteem predicts out-
group derogation via collective narcissism, but this relationship is
obscured by in-group satisfaction. Journal of Personality and Social
Hadarics, M., Szabó, Z. P., & Kende, A. (2020). The relationship between
collective narcissism and group-based moral exclusion: The
mediating role of intergroup threat and social distance. Journal of
Social and Political Psychology, 8(2), 788-804.
Doosje, B., ... & Spears, R. (2008). Group-level self-definition and
self-investment: a hierarchical (multicomponent) model of in-group
144.
Różycka-Tran, J., Piotrowski, J. P., Żemojtel-Piotrowska, M., Jurek, P.,
Osin, E. N., Adams, B. G., ... & Maltby, J. (2021). Belief in a zero-
sum game and subjective well-being across 35 countries. Current
Psychology, 40(7), 3575-3584.
Tajfel, H., & Turner, J. (2001). An integrative theory of intergroup conflict.
In M. A. Hogg & D. Abrams (Eds.), Intergroup relations: Essential
Christians?: Examining Christian/sexual orientation zero-sum
beliefs. Journal of Personality and Social Psychology, 122(1), 73.
42
HRPYC81/102
Żemojtel‐Piotrowska, M., Piotrowski, J., Sedikides, C., Sawicki, A., Czarna,

A. Z., Fatfouta, R., & Baran, T. (2021). Communal collective
narcissism. Journal of Personality, 89(5), 1062-1080.
Assessment criteria for Answers to each question receive a maximum score of 20% (in total, 80%
the SECOND for the four questions). The score depends on the logic, correctness, and
ASSIGNMENT accuracy of your arguments/information (10%), the quality of evidence
provided (5%), and academic writing skills (5%).
references and a reference list at the end of the document (10%), and the
signed declaration (5%) receive a maximum score of 20%.
How do you prepare

for your THIRD
ASSIGNMENT?
How do you complete In your third assignment, you are expected to write a research proposal to
the THIRD
study gender collective narcissism and its implication for gender equality.
ASSIGNMENT? Based on the feedback you received for your second assignment, continue to
improve upon writing your literature review on gender collective narcissism.
Based on the improved literature review, state a research hypothesis that
indicates the relationship between (gender) collective narcissism and
attitudes towards gender equality while considering the role of ingroup
satisfaction and zero-sum beliefs. Remember, the research hypothesis/
hypotheses must logically result from the literature review.

THIRD research project number, assignment number, your surname and student
ASSIGNMENT
number)
Title The title indicates what your research project is about. The title should be
clear and concise and include the independent and dependent variables. See
also Tutorial Letter 103 under Title.
Introduction The Introduction usually frames the research problem. Why is it important
to study gender collective narcissism? When framing the research problem,
consider the various concerns on which your research problem touches and
its effects on other outcomes (e.g., equality policy). Proper framing helps set
the readers’ expectations for what the research report will and will not
include. Thus, outline what your study will address. Introduce the
psychological constructs (i.e., the independent and dependent variables). The
43
introduction is usually one paragraph. See also Tutorial Letter 103 under
Introduction.
Literature Review The literature review covers (1) what is known about the research problem
(i.e., gender collective narcissism), (2) how previous research conceptualised
the psychological construct (i.e., gender / collective narcissism) related to the
research problem (i.e., equality), (3) how previous research theoretically
framed the relationship between the psychological construct (i.e., gender
collective narcissism) and the behaviour you aim to explain (i.e., attitudes
toward gender equality), (4) are the findings of previous research addressing
the relationship between the independent and dependent variables consistent
or inconsistent, and (5) given the psychological theories and empirical
findings, what could one hypothesise about the relationship(s) between the
independent and dependent variables. See also Tutorial Letter 103 under
Literature Review.
Hypotheses
characterising this relationship. Or, to put it differently, a research
hypothesis is a tentative answer to the research question concerning the
relationship between psychological phenomena.
Research Method Outline a research method that will test your hypothesis. Define what
research design will be applied.
Participants Describe the participants you would approach (i.e., sample size,
demographics, sampling approach).
will be approached.
Measurements
included.
sufficient.
Bocian, K., Cichocka, A., & Wojciszke, B. (2021). Moral tribalism: Moral
judgments of actions supporting ingroup interests depend on
44
HRPYC81/102
collective narcissism. Journal of Experimental Social Psychology,

93, 104098.
Chernyak-Hai, L., & Davidai, S. (2022). “Do not teach them how to fish”:
The effect of zero-sum beliefs on help giving. Journal of
Experimental Psychology: General.
relationship between political ideology and the belief that life is a
zero-sum game. Science Advances, 5(12), eaay3761.
Golec de Zavala, A., & Bierwiaczonek, K. (2021). Male, national, and
religious collective narcissism predict sexism. Sex Roles, 84(11-12),
680-700.
Golec de Zavala, A., & Keenan, O. (2021). Collective narcissism as a
framework for understanding populism. Journal of Theoretical Social
Golec de Zavala, A., & Keenan, O. (2022). Collective narcissism and the
clash of advantaged and disadvantaged groups. In The Psychology of
Politically Unstable Societies (pp. 119-135). Routledge.
Golec de Zavala, A., Bierwiaczonek, K., & Ciesielski, P. (2022). An
interpretation of meta-analytical evidence for the link between
collective narcissism and conspiracy theories. Current Opinion in
Golec de Zavala, A., Cichocka, A., & Iskra-Golec, I. (2013). Collective
narcissism moderates the effect of in-group image threat on
intergroup hostility. Journal of Personality and Social Psychology,
104(6), 1019.
Golec de Zavala, A., Federico, C. M., Sedikides, C., Guerra, R., Lantos, D.,
Mroziński, B., ... & Baran, T. (2020). Low self-esteem predicts out-
group derogation via collective narcissism, but this relationship is
45
obscured by in-group satisfaction. Journal of Personality and Social
Hadarics, M., Szabó, Z. P., & Kende, A. (2020). The relationship between
collective narcissism and group-based moral exclusion: The
mediating role of intergroup threat and social distance. Journal of
Doosje, B., ... & Spears, R. (2008). Group-level self-definition and
self-investment: a hierarchical (multicomponent) model of in-group
144.
Różycka-Tran, J., Piotrowski, J. P., Żemojtel-Piotrowska, M., Jurek, P.,
Osin, E. N., Adams, B. G., ... & Maltby, J. (2021). Belief in a zero-
sum game and subjective well-being across 35 countries. Current
Psychology, 40(7), 3575-3584.
Tajfel, H., & Turner, J. (2001). An integrative theory of intergroup conflict.
In M. A. Hogg & D. Abrams (Eds.), Intergroup relations: Essential
Christians?: Examining Christian/sexual orientation zero-sum
beliefs. Journal of Personality and Social Psychology, 122(1), 73.
Żemojtel‐Piotrowska, M., Piotrowski, J., Sedikides, C., Sawicki, A., Czarna,
A. Z., Fatfouta, R., & Baran, T. (2021). Communal collective
narcissism. Journal of Personality, 89(5), 1062-1080.
the THIRD
information (5%).
ASSIGNMENT
Literature Review (Total: 50%) is well structured, comprehensive and
logically argued (10%); the relevant concepts are appropriately defined
(10%), the theories explaining their relationships are well presented (10%),
and all relevant studies are considered and presented by synthesizing the
relevant information (15%). The hypothesis is logically derived from the
literature review and accurately stated (5%).
The experimental method is appropriately outlined, including the
information to participants (10%), procedure (5%) and manipulation and
measurements (5%) (Total: 20%). Ethical considerations are appropriately
outlined (5%). In-text referencing and references follow APA standards
(10%).
46
HRPYC81/102

Declaration.
Data Collection
Data Collection Collect data. Identify and approach at least ten research participants (adults
18 years and older) and provide them with the link to the survey. You will
be provided with the link after you submit your first assignment. When
asked to provide the researcher’s identification number, ask your participants
to enter YOUR student number. The data collection will open in mid-May
and close in mid-June 2024. It is therefore recommended to start with the
data collection as soon as possible.
Note 1: Students who fail to recruit at least 10 participants to participate in

the study, will not be provided with the results of the study and, thus, will not
be able to finalise Assignment 4.
Note 2: Any form of data fabrication will result in disciplinary action as
this violates the Good Research and Plagiarism Declaration.
statistically analysed. In June/July 2024, various evening (and weekend)
online seminars will be offered to demonstrate the various steps of the data
analysis process using SPSS: Step 1: data cleaning, reliability analysis, and
creating of variables; Step 2: preliminary analysis (means, standard
deviations, intercorrelations of principal variables); Step 3: hypotheses
testing (multiple regression analysis); Step 4: interpretation of SPSS outputs;
and Step 5: reporting of statistical results following APA standards.

How to prepare for

your Fourth
analysis process using SPSS and select the SPSS outputs relevant to your
research report.
Fourth Assignment?
Structure of the
Fourth Assignment
47
Module/ research
project information
page
Abstract.
Introduction/ Revise the introduction and literature review following the feedback you
Literature Review
received on previous assignments. The following structure is recommended:
Literature Review. Provide a succinct review of relevant scholarship,
including:
– the introduction of relevant concepts and psychological theories/models that
refer to the concepts,
– the outlining of the differences between the current research and earlier
research if some aspects of this study have been reported on previously,
Research Method Indicate what research method was applied to test your hypotheses. The
following structure is recommended:
Participants.
Inclusion and Exclusion. Report inclusion and exclusion criteria, including
any restrictions based on demographic characteristics.
pooled data, and major demographic characteristics of the participants (e.g.,
age, sex, ethnicity, socioeconomic status).
Sampling Procedures. Describe procedures for selecting participants,
including:
o describe settings and locations where data were collected as well as dates of
data collection. Describe agreements and payments made to participants.
48
HRPYC81/102
Describe institutional review board agreements, ethical standards met, and

safety monitoring.
Procedure. Describe in detail the research method used to collect data. Write
as detailed as possible, indicating how the study was conducted such that
anybody reading the procedure can replicate the study.
relevant results, regardless of whether your hypotheses were supported,
including results that run counter to expectation; include small effect sizes (or
statistically nonsignificant findings) when theory predicts large (or statistically
significant) ones. In reporting your statistical and data analyses, adhere to the
organisational structure implied by your hypotheses. The following structure is
recommended:
statistics (e.g., dfs, test values) and the exact p values, including the effect size
(if applicable). Follow the same procedure with the other hypotheses as with
the first hypothesis. Indicate whether your results support or reject the
hypotheses.
Support of Original Hypotheses. Provide a statement of support or non-
support for all hypotheses.
Generalizability. Discuss the generalizability (external validity) of the
findings, taking into account:
49
o other contextual issues (setting, measurement, time, ecological
validity).
Plagiarism
Declaration
Assessment criteria The Title is concise, and the abstract includes all relevant information (5%).
for the Fourth The Introduction/ Literature Review (Total: 25%) frames the research problem
Assignment appropriately, is well structured, comprehensive and logically argued (5%); the
(Research Report) relevant concepts are appropriately defined; the theories explaining their
relationships are well presented (5%), and all relevant studies are considered
and presented by synthesizing the relevant information (10%). The hypotheses
are logically derived from the literature review and accurately stated (5%).
outlined (5%), external validity is addressed (5%), limitations are outlined
(5%), core contribution(s) of the research are outlined (5%), and implications
for future research, programs, or policy are appropriately discussed (5%).

actions against you as this violates the Good Research and Plagiarism
Declaration.
50
HRPYC81/102
RESEARCH PROJECT 4:
BULLSHITTING IS TERRIBLE, BUT LYING IS WORSE. OR ISN’T IT?
Research Area Social Psychology
Project Title Bullshitting is terrible, but lying is worse. Or isn’t it?
Number of Students Limited to 200 students
Project Description To be minimally functional, members of a society must respect the importance of
honesty and clarity in reporting facts (Frankfurt, 2021, p. 16), as the latter allows
for making well-informed judgments and decisions. However, it appears that the
respect for truth and facts is disappearing as the social phenomena of bullshit and
lying have become commonplace within the very fabric of societies. Facts
become “alternative facts”, misinformation and subjective opinions replace
evidence, or the existence of “objective” truth is questioned at all (Petrocelli,
2021a).
Both bullshitting and lying have in common that they are related to concerns
about the truth. However, they differ in their underlying motivations because the
liar conceives the truth (and spreads falsehood), whereas the bullshitter is
indifferent to the truth. Alternatively, put it differently, the liar knows and
somehow cares about the truth (even though they conceive it), whereas the
bullshitter does not care about the truth. Consequently, a critical distinction
between a liar and a bullshitter is that a liar's motivation is to deceive with
falsehood, while the bullshitter's motivation is to promote impressions (or avoid
negative ones) by using elusion and exaggeration (Frankfurt 1986, 2005; Littrell,
2021; 2023). Both conceiving the truth and being indifferent to the truth can be
dangerous as it may lead “to false beliefs and destructive decisions” (Petrocelli,
2021, p. 18), which may harm health and life. For instance, the claim by the
former and late Health Minister of South Africa, Ms Mantombazana E
Tshabalala-Msimang, that HIV/Aids can be cured by eating garlic, lemon, and
beetroot was (and still is) dangerous, and many have lost their lives as a result.
Bullshit, which was first theoretically conceptualised by the American
philosopher Harry G Frankfurt (1986/2005) in his seminal work On Bullshit, is
broadly understood as communication with little to no regard for the truth and no
concern for how things really are. Bullshitters, irrespective of whether they act
intentionally or unintentionally, have no regard for the truth, evidentiary support,
empirical knowledge or established semantics, and logic (Frankfurt, 1986/ 2005;
Littrell et al., 2021; Pennycook et al., 2015; Petrocelli, 2018; 2021b, 2022;
Petrocelli et al., 2021). Lying and bullshitting are common in many domains of
social life, like organisations, universities and sciences, financial institutions,
self-help industry, politics, and the fields of sports and coaching (e.g., Abel, 2023;
Delucchi et al., 2021; Ferreira et al., 2020; Gligoric et al., 2020; Graeber, 2013;
Kirchherr, 2021; McCarthy et al., 2020).
51
Although both bullshitting and lying constitute in most societies and communities
acts of norm violations, it seems that people are more forgiving towards the
bullshitter than the liar (Petrocelli et al., 2021; 2023). These findings are
considered surprising because bullshitting is considered a more insidious threat
to people than lying (Frankfurt, 2021, pp. 4-5). This contradiction is also known
as the insidious bullshit hypothesis (i.e., bullshitting is evaluated less negatively
than lying, but bullshit can be more harmful than lies).
The present research project will test the insidious bullshit hypothesis within the
South African context and explore whether factors like the status and
trustworthiness of the source (of bullshitting and lying) influence whether people
are indeed more forgiving towards the bullshitter than the liar (Petrocelli et al.,
2021; 2023).
Students in this research project will learn about the psychological concepts of
bullshitting and lying and related factors that might determine the when and why
of the insidious bullshit hypothesis. The relationships between these concepts will
be studied using an experimental research design, which will conducted online
and hosted on the research platform Qualtrics.
References
Abel, E. (2023). Inspirational Bullshit: The Good, the Bad, and the Vacuous.
Delucchi, M., Dadzie, R. B., Dean, E., & Pham, X. (2021). What’s that smell?
Bullshit jobs in higher education. Review of Social Economy, 1-22.
Ferreira, C., Hannah, D., McCarthy, I., Pitt, L., & Lord Ferguson, S. (2022). This
place is full of it: Towards an organizational bullshit perception scale.
Psychological Reports, 125(1), 448–463.
Frankfurt, H. G. (2005). On bullshit. Princeton University Press.
Frankfurt, H. G. (2010). On truth. Random House.
Gligorić, V., Feddes, A., & Doosje, B. (2022). Political bullshit receptivity and
its correlates: A cross-country validation of the concept. Journal of Social
and Political Psychology, 10(2), 411-429.
Graeber, D. (2018). Bullshit jobs. E mploi, 131.
Kirchherr, J. (2023). Bullshit in the sustainability and transitions literature: a
provocation. Circular Economy and Sustainability, 3(1), 167-172.
Littrell, S., & Fugelsang, J. A. (2023). Bullshit blind spots: The roles of
miscalibration and information processing in bullshit detection. Thinking
& Reasoning, 1-30.
Littrell, S., Risko, E. F., & Fugelsang, J. A. (2021). ‘You can’t bullshit a
bullshitter’(or can you?): Bullshitting frequency predicts receptivity to
various types of misleading information. British Journal of Social
Psychology, 60(4), 1484-1505.
Littrell, S., Risko, E. F., & Fugelsang, J. A. (2021). The bullshitting frequency
scale: Development and psychometric properties. British Journal of
McCarthy, I. P., Hannah, D., Pitt, L. F., & McCarthy, J. M. (2020). Confronting
indifference toward truth: Dealing with workplace bullshit. Business
Horizons, 63(3), 253–263.
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Pennycook, G., & Rand, D. G. (2020). Who falls for fake news? The roles of
bullshit receptivity, overclaiming, familiarity, and analytic thinking.
Journal of Personality, 88(2), 185-200.
Pennycook, G., Cannon, T. D., & Rand, D. G. (2018). Prior exposure increases
perceived accuracy of fake news. Journal of experimental psychology:
General, 147(12), 1865.
Pennycook, G., Cheyne, J. A., Barr, N., Koehler, D. J., & Fugelsang, J. A. (2015).
On the reception and detection of pseudo-profound bullshit. Judgment
and Decision making, 10(6), 549-563.
Petrocelli, J. V. (2018). Antecedents of bullshitting. Journal of Experimental
Social Psychology, 76, 249-258.
Petrocelli, J. V. (2021a). The life-changing science of detecting bullshit. St.
Martin's Press.
Petrocelli, J. V. (2021b). Bullshitting and persuasion: The persuasiveness of a
disregard for the truth. British Journal of Social Psychology, 60(4), 1464-
1483.
Petrocelli, J. V. (2022). Politically oriented bullshit detection: Attitudinally
conditional bullshit receptivity and bullshit sensitivity. Group Processes
& Intergroup Relations, 25(6), 1635-1652.
Petrocelli, J. V., Silverman, H. E., & Shang, S. X. (2023). Social perception and
influence of lies vs. bullshit: A test of the insidious bullshit hypothesis.
Current Psychology, 42, 9609–9617.
Contact person
Prof Kitty B dumonkb@unisa.ac.za 011- 670 9435
Dumont
assignment is the research report (i.e., portfolio), which counts 80% toward your
assignments, you will not qualify to submit your research report for examination.
53
(ASSESSMENT
NUMBER 13)
SECOND
You will be required to write a literature review for your second assignment.
ASSIGNMENT Summarize the psychological concepts of bullshitting and lying by providing an
(ASSESSMENT overview of the core aspects discussed in the literature. Furthermore, you will be
NUMBER 14) required to outline the factors that affect and the implications of bullshitting and
lying for the individual and society by providing evidence from previous research.
Lastly, outline the different methodological approaches to measure bullshitting
and lying. This essay should be at most five (5) pages (excluding the front page,
table of contents, and references).
ASSIGNMENT Introduce the concept of bullshitting and lying and provide an overview of the
(ASSESSMENT core aspects of these concepts as discussed in the literature. Outline and
NUMBER 15) synthesize previous research on bullshitting and lying and outline the possible
role of status and trustworthiness of the source. Derive at least one research
hypothesis from your literature review that addresses the assessment of
bullshitting and lying in relation to the status and trustworthiness of the source.
The proposal should not exceed ten (10) pages (excluding the front page, table of
FOURTH Write the research report (i.e., portfolio) in which you describe the study, provide
ASSIGNMENT the results, and discuss the findings and their implications. The research report
(ASSESSMENT must not exceed twenty (20) pages (excluding the front page, table of contents,
NUMBER 16)
The Study
Research Instrument Participants will be randomly allocated to one of two conditions: target (Kopano)
is bullshitting, and target (Lero) is lying. Depending on the condition, participants
will be presented with the following vignette to read, which was adopted from
Petrocelli et al. (2023).
Vignette:
Kopano [Lero] states something about the advantages and disadvantages
concerning daycare for pre-kindergarten children that he does not know to be true,
nor does Kopano know it to be false [Lero knows to be false]. That is, Kopano
does not care about [Lero knows fully well] the evidence regarding the
advantages and disadvantages of daycare for pre-kindergarten children. Further,
Kopano does not know or care if what he is talking about is true or false [Lero
clearly understands what he is talking about]. For whatever reason, Kopano
communicated with little to no concern or regard for established knowledge or
genuine evidence – Kopano spoke without any regard for truth [Lero did not
speak the truth – Lero spoke a lie].
After reviewing the scenario, participants will be asked to respond to statements

about Kopano ‘s [Lero’s] behaviour using a nine-point scale with strongly
disagree (1) and strongly agree (9) as the anchor labels. These items include
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Ignorance, Deceptive Intentions, Dishonesty, Ulterior Motives, Lack of Concern

for Receivers, Expression of Opinion, Expectations to be Taken Seriously,
Impression Management, and Appearance of Being Knowledgeable. For
example, “Kopano ‘s [Lero’s] behaviour is an example of his ignorance” and
“Kopano [Lero] was simply expressing his opinion” (see Petrocelli et al., 2023).
After the previous responses, participants will be asked about the bullshitter’s
[liar’s] behaviour by responding to seven semantic differential items using a nine-
point response scale with anchor labels including: negative/positive, bad/good,
unfavorable/favorable,
harmful/beneficial, foolish/wise, against/in favor, undesirable/ desirable (see
Petrocelli et al., 2023).

References Petrocelli, J. V., Silverman, H. E., & Shang, S. X. (2023). Social perception and
Data Collection Identify and approach at least ten potential research participants (i.e., individuals
older than 18 years) and provide them with the link to the study and your
identification code (your student number). You can proceed with your FOURTH
ASSIGNMENT as soon as at least 10 participants have completed the study using
your identification code and you have been provided with the results relevant to
your hypothesis. The data collection will open in mid-May and close in mid-June
2024. It is, therefore, recommended to start with the data collection as soon as
possible.

How do you prepare Read the provided paper carefully. Always ask yourself, what is the dependent
for your FIRST variable, what are the independent variables, and what other variables (i.e.,
ASSIGNMENT? covariates, mediators or moderators) have been considered. Further, ask
yourself what theoretical arguments are made, which research method(s) have
been applied to address the research problem(s), what the findings are, how they
55
are interpreted, and which limitations and conclusions are discussed and
proposed.
cannot make any changes. Also, make sure to submit the assignment before the
due date/time.
the FIRST
automatically. After the assignment is closed, students will receive feedback on
ASSIGNMENT
How do you prepare

Read the papers listed as resources and identify additional papers. Again, always
for your SECOND ask yourself the following questions while reading the papers: What theoretical
ASSIGNMENT? arguments are made, what empirical evidence is reported, and how are the
findings interpreted?
the SECOND
ASSIGNMENT?
What are the psychological concepts of bullshitting and lying, and why is it
important to study them?
What differentiates bullshitting and lying?
What are the possible predictors and consequences of bullshitting and lying?
important to study bullshitting and lying. Provide a justification.

ASSIGNMENT
number).
Content
Use the questions listed above to structure your assignment. Do not just list what
researchers are saying to answer the questions but provide a synthesis of the
existing literature. Ask yourself what the arguments/studies have in common,
and where they differ. Remember to provide evidence (in-text references) for
your arguments and conclusions.
References
List the references that you used in your Literature Review alphabetically (see
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Resources
Ferreira, C., Hannah, D., McCarthy, I., Pitt, L., & Lord Ferguson, S. (2022).
This place is full of it: Towards an organizational bullshit perception
scale. Psychological Reports, 125(1), 448–463.
its correlates: A cross-country validation of the concept. Journal of
miscalibration and information processing in bullshit detection.
Thinking & Reasoning, 1-30.
Psychology, 60(4), 1484-1505.
Horizons, 63(3), 253–263.
General, 147(12), 1865.
Pennycook, G., Cheyne, J. A., Barr, N., Koehler, D. J., & Fugelsang, J. A.
(2015). On the reception and detection of pseudo-profound bullshit.
Judgment and Decision making, 10(6), 549-563.
57
Martin's Press.
disregard for the truth. British Journal of Social Psychology, 60(4),
1464-1483.
ASSIGNMENT of your arguments/information (10%), the quality of provided evidence (5%),
How do you prepare

for your THIRD
ASSIGNMENT?
How do you complete In your third assignment, you are expected to write a research proposal to test
the THIRD the insidious bullshit hypothesis (i.e., bullshitting is evaluated less negatively
ASSIGNMENT? than lying). Based on the feedback you received for your second assignment,
continue to improve upon writing your literature review on the insidious bullshit
hypothesis. Based on the improved literature review, state a research hypothesis
that indicates the relationship between being exposed to bullshit/lying and
judgment.

ASSIGNMENT
number)
study bullshitting and lying? When framing the research problem, consider the
various concerns on which your research problem touches and its effects on
other outcomes (e.g., relationships, social peace). Proper framing helps set the
readers’ expectations for what the research report will and will not include.
Thus, outline what your study will address. Introduce the psychological
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constructs (i.e., the independent and dependent variables). The introduction is

usually one paragraph. See also Tutorial Letter 103 under Introduction.
Literature Review
The literature review covers (1) what is known about the research problem (i.e.,
bullshitting and lying), (2) how previous research conceptualised the
psychological construct (i.e., bullshitting and lying) related to the research
problem, (3) how previous research theoretically framed the relationship
between the psychological construct (i.e., bullshitting and lying) and the
behaviour you aim to explain (i.e., to forgive bullshitters more than liars), (4)
are the findings of previous research addressing the relationship between the
independent and dependent variables consistent or inconsistent, and (5) given
the psychological theories and empirical findings, what could one hypothesize
about the relationship(s) between the independent and dependent variables. See
also Tutorial Letter 103 under Literature Review.
sampling approach).
will be approached. Also, outline how the independent variable will be
manipulated.
Measurements
References
List the references you used in your Literature Review alphabetically (see
included.
59
sufficient.
Ferreira, C., Hannah, D., McCarthy, I., Pitt, L., & Lord Ferguson, S. (2022).
This place is full of it: Towards an organizational bullshit perception
scale. Psychological Reports, 125(1), 448–463.
its correlates: A cross-country validation of the concept. Journal of
miscalibration and information processing in bullshit detection.
Thinking & Reasoning, 1-30.
Psychology, 60(4), 1484-1505.
Horizons, 63(3), 253–263.
General, 147(12), 1865.
Pennycook, G., Cheyne, J. A., Barr, N., Koehler, D. J., & Fugelsang, J. A.
(2015). On the reception and detection of pseudo-profound bullshit.
Judgment and Decision making, 10(6), 549-563.
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HRPYC81/102

Martin's Press.
disregard for the truth. British Journal of Social Psychology, 60(4),
1464-1483.
the THIRD
information (5%).
ASSIGNMENT
(15%). The hypothesis is logically derived from the literature review and
accurately stated (5%).
The experimental method is appropriately outlined, including the information
to participants (5%), procedure (5%) and manipulation and measurements (5%)
(Total: 15%). Ethical considerations are appropriately outlined (5%). In-text
referencing and references follow APA standards (15%).

Declaration.
Data Collection
Data Collection Collect data. Identify and approach at least ten (10) research participants (adults
18 years and older) and provide them with the link to the survey. You will be
provided with the link after you submit your first assignment. When asked
to provide the researcher’s identification number, ask your participants to enter
soon as possible.
61
study will not be provided with the results of the study and, thus, will not be
able to finalise Assignment 4.

How to prepare for

your Fourth
report.
Fourth Assignment?
Structure of the
Fourth Assignment
Module/ research
project information
page
Abstract.
Literature Review
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to the concepts,
Participants.
monitoring.
Results Report the data in sufficient detail to justify your conclusions. Mention all relevant
results, regardless of whether your hypotheses were supported, including results
that run counter to expectation; include small effect sizes (or statistically
63
for all hypotheses.
o other contextual issues (setting, measurement, time, ecological validity).
Plagiarism
Declaration
Assessment criteria
The Title is concise, and the abstract includes all relevant information (5%). The
(Research Report) relevant concepts are appropriately defined, the theories explaining their
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action against you as this violates the Good Research and Plagiarism Declaration.
Note 2: The fourth assignment contributes 80% to your final mark for this module.
For further information, consult Tutorial Letter 101.
65
RESEARCH PROJECT 5:
PARENTAL STYLES AND PROSOCIAL BEHAVIOUR OF CHILDREN
Research Area
Developmental Psychology
Project Title The effect of parental styles on perceived children’s pro-and anti-social
behaviour: Does the neighbourhood matter?
Number of Students
Project Description Have you ever seen a child who shows a variety of prosocial behaviours, such as
helping their friends to attain certain goals, responding to others’ emotional
needs, and sharing their resources? Have you ever wondered why some children
show more prosocial behaviour than others and why some children act anti-
socially?
Prosocial behaviour is based on an inborn, natural tendency in human beings to
help other members of their own species. This inborn tendency facilitates the
survival of the species. According to Eisenberg et al. (2006), prosocial behaviour
entails a voluntary action that is intended to benefit another individual. The
impulse to be prosocial can often be seen as early as during the first two years of
life.
Some researchers propose that prosocial behaviour represents an evolutionary
adaptation: people who help others are more likely to be helped themselves and
thus are more likely to survive and have offspring (see Penner et al., 2005).
However, when we research prosocial behaviour, the development of prosocial
behaviour shows a mixed pattern. Some prosocial behaviours, such as taking
turns and helpfulness, seem to increase with age, while others, such as comforting
someone, seem more common in younger children than among older children.
According to Eisenberg et al. (2015), prosocial behaviour typically increases with
development: adolescents are more likely to help than children, who are more
likely to help than preschoolers. These changes in prosocial behaviour reflect
children’s growing understanding of others’ needs and appropriate altruistic
responses.
There is increasing interest in understanding how to foster young children’s
prosocial behaviour (Sinrad & Gal, 2018). For instance, Paulus (2018)
investigated the multidimensional nature of early prosocial behaviour and argued
that different prosocial behaviours have unique antecedents and correlates,
indicating that prosocial behaviours form a heterogeneous category – at least
early in development. One of the antecedents is parenting styles, as they shape
children’s prosocial behaviour (Smetana, 2017; Wong et al., 2020). For instance,
a recent study conducted within the South African context showed that
authoritarian and authoritative parenting styles influence the prosocial behaviour
of pre-adolescents in a low socio-economic community in South Africa (La Vita,
2020).
Parenting does not occur in a social vacuum. Therefore, it is unsurprising that
researchers are interested in understanding how neighbourhood characteristics
influence parenting (e.g., Cuellar et al., 2015). Extensive research established the
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relationship between perceived neighbourhood characteristics and delinquent

behaviour (e.g., Chung & Steinberg, 2018; Hamber, 2010; Van der Merwe &
Dawes, 2010) and neighbourhood characteristics and parenting styles (e.g.,
Gracia et al., 2012). The missing link is to understand the relationships between
perceived neighbourhood characteristics, parenting styles and perceived
children’s pro- and anti-social behaviour. This missing link will be addressed in
this research project.
Students in this research project will learn about the concepts of perceived
neighbourhood characteristics, parenting styles, and children’s prosocial
behaviour. More specifically, you will explore the relationships between
neighbourhood characteristics, the three parenting styles of authoritarian,
authoritative, and permissive parenting, and perceived children’s pro- and anti-
social behaviour. These relationships will be studied using a cross-sectional
online survey, which will be hosted on the research platform Qualtrics.
References Chung, H. L., & Steinberg, L. (2006). Relations between neighborhood factors,
parenting behaviors, peer deviance, and delinquency among serious
juvenile offenders. Developmental psychology, 42(2), 319.
Eisenberg, N., Fabes, R. A., & Spinrad, T. L. (2006). Prosocial development. In
N. Eisenberg (Ed.), Handbook of child psychology: Vol 3, Social,
emotional, and personality development (6th ed., pp. 646-718). Wiley.
Eisenberg, N., Eggum-Wilkens, N. D., & Spinrad, T. L. (2015). The development
of prosocial behavior. In D. A. Schroeder & W. G. Graziano (Eds.), The
Oxford handbook of prosocial behavior (pp. 114–136). Oxford University
Press.
Gracia, E., Fuentes, M. C., Garcia, F., & Lila, M. (2012). Perceived neighborhood
violence, parenting styles, and developmental outcomes among Spanish
adolescents. Journal of Community Psychology, 40(8), 1004-1021.
Hamber, B. (2010). “Have no doubt it is fear in the land” and explorations of the
continuing cycles of violence in South Africa. Southern African Journal
of Child and Adolescent Mental Health, 12(1), 5-18.
https://doi.org/10.1080/16826108.2000.9632364
La Vita, W. (2020). The relationship between parenting style and prosocial
behavior of preadolescents in a South African context. Unpublished MA
dissertation, University of Stellenbosch.
Newton, E. K., Laible, D., Carlo, G., Steele, J. S., & McGinley, M. (2014). Do
sensitive parents foster children, or vice versa? Bidirectional influences
between children’s prosocial behaviour and parental sensitivity.
Developmental Psychology, 50(6), 1808.
Paulus, M. (2018). The multidimensional nature of early prosocial behavior: A
motivational perspective. Current Opinion in Psychology, 20, 111-116.
67
Penner, L. A., Dovidio, J. F., Piliavin, J. A., & Schroeder, D. A. (2005). Prosocial
behavior: Multilevel perspectives. Annual Review of Psychology, 56, 365-
392.
Sinrad, T. L. & Gal, D. E. (2018). Fostering prosocial behaviour and empathy in
young children. Current Opinion in Psychology, 20, 40-44.
Smetana, J. G. (2017). Current research on parenting styles, dimensions, and
beliefs. Current Opinion in Psychology, 15, 19-25.
Van der Merwe, A., & Dawes, A. (2010). Prosocial and antisocial tendencies in
children exposed to community violence. Southern African Journal of
Child and Adolescent Mental Health, 12(1), 19-37.
https://doi.org/10.1080/16826108.2000.9632365
Wong, T. K., Konishi, C., & Kong, X. (2021). Parenting and prosocial behaviors:
A meta‐analysis. Social Development, 30(2), 343-373.
Contact person
Prof Ilse Ferns fernsi@unisa.ac.za 012 4298210
Due dates Due dates for the assignments and the portfolio will be made available to you on
the landing page of myModules for this module.
assignment is the research report (i.e., portfolio), which counts 80% toward your
assignments, you will not qualify to submit your research report for examination.
(ASSESSMENT
NUMBER 17)
ASSIGNMENT Summarize the psychological concepts of parental styles and prosocial behaviour
(ASSESSMENT of children by providing an overview of the core aspects discussed and researched
NUMBER 18) in the literature. Furthermore, outline the factors that affect parental styles and
prosocial behaviour of children and provide evidence. This essay should not
exceed five (5) pages.
THIRD For your third assignment, you will be required to write a research proposal to
ASSIGNMENT study the interplay between parenting styles, children’s prosocial behaviour, and
(ASSESSMENT perceived neighbourhood characteristics. Introduce the concepts of parenting
NUMBER 19)
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styles, children’s prosocial behaviour, and perceived neighbourhood

characteristics and provide an overview of the core aspects of these concepts as
discussed in the literature. Outline and synthesize previous research on parenting
styles, children’s prosocial behaviour, and perceived neighbourhood
characteristics. Derive at least one research hypothesis from your literature
review that addresses the interplay between parenting styles, children’s prosocial
behaviour, and perceived neighbourhood characteristics and outline in detail how
you will study it. The proposal should not exceed ten (10) pages (excluding the
front page, table of contents, and references).
FOURTH Write the research report (i.e., portfolio) in which you describe the study, provide
ASSIGNMENT the results, and discuss the findings and their implications. The research report
(ASSESSMENT should not exceed twenty (20) pages (excluding the front page, table of contents,
NUMBER 20)
THE STUDY
Research Instrument Perceived neighbourhood characteristics will be assessed using the 20-item
neighbourhood disorder observation scale (Marco et al., 2015). The scale assesses
the three dimensions of physical disorder (e.g., “Empty bottles or cans on the
street”), social disorder (e.g., Selling drugs”), and physical decay (e.g., “Run-
down buildings). The observations measuring these three dimensions will be
reported by participants using a 5-point answer format ranging from 1 (no
presence in my neighbourhood) to 5 (highly present in my neighbourhood).
Parental styles will be assessed using the 62-item parental practices measure
developed and validated by Robinson et al. (1995). This scale measures three
parental practices: Authoritative (e.g., Gives praise when child is good”),
Authoritarian (e.g., Spanks when child is disobedient”), and Permissive (e.g.,
States punishment to child and does not actually do them”). The answer format
will apply a 5-point Likert scale ranging from 1 (never) to 5 (always).
Perceived pro-and anti-social behaviour of middle-aged children (6-12 years)
will be assessed using the Behavioural Problem Index (Peterson & Zill,1986; see
for item information: Guttmannova et al., 2008). Parents will be presented with
28items describing child behaviour and asked whether their child exhibited the
behaviour in the last three month using a 3-point ordinal scale (often, sometimes,
and not true). Items will be grouped into sub-scales as proposed by Barbarin
(1999) and applied within the South African context by van der Merwe and
Dawes (1998).
Demographic information about the child and parents will be assessed, such as
age, ethnicity, gender, and socioeconomic status.
References Barbarin, O. A. (1999). Social risks and psychological adjustment: A comparison

of African American and South African children. Child Development,
70(6), 1348-1359. Marco, M., Gracia, E., Tomás, J. M., & López-Quílez,
69
A. (2015). Assessing neighborhood disorder: Validation of a three-factor
observational scale. The European Journal of Psychology Applied to
Legal Context, 7(2), 81-89.
Guttmannova, K., Szanyi, J. M., & Cali, P. W. (2008). Internalizing and
externalizing behavior problem scores: Cross-ethnic and longitudinal
measurement invariance of the Behavior Problem Index. Educational and
Psychological Measurement, 68(4), 676-694.
Robinson, C. C., Mandleco, B., Olsen, S. F., & Hart, C. H. (1995). Authoritative,
authoritarian, and permissive parenting practices: Development of a new
measure. Psychological Reports, 77(3), 819-830.
van der Merwe, A., & Dawes, A. (2000). Prosocial and antisocial tendencies in
Data Collection Identify and approach at least 10 potential research participants (i.e., parents with
a child in middle childhood – that is between 6 and 12 years of age) and provide
them with the link to the survey and your identification code (your student
number). You can proceed with your FOURTH ASSIGNMENT as soon as at
least 10 participants completed the study using your identification code and you
have been provided with the results relevant to your hypothesis. The data
collection will open in mid-May and close in mid-June 2024. It is, therefore,
recommended to start with the data collection as soon as possible.

study will not be provided with the results of the study and, thus, will not
be able to finalise their fourth assignment.
Note 2: Any form of data fabrication will result in disciplinary actions as you
violate the Good Research and Plagiarism Declaration.
FIRST ASSIGNMENT (Assessment number 17)
How to prepare for Read the provided article/paper carefully. Always ask yourself, what is the
your FIRST dependent variable, what are the independent variables, and what other variables
ASSIGNMENT? (i.e., covariates, mediators, or moderators) have been considered. Further, ask
yourself what theoretical arguments are made, which research method(s) have
been applied to address the research problem(s), what are the findings, how are
they interpreted, and which limitations and conclusions are discussed and
proposed.
How to complete your Please go to MyModule and select the assignment. Please notice that you have
FIRST several weeks to complete this assignment. Do not submit the assignment until
ASSIGNMENT?
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you have answered all questions. Once you submitted the assignment, you cannot
make any changes anymore. Also, submit the assignment before the due date.
Assessment criteria
Your first assignment is a Multiple-Choice-Questionnaire (MCQ) which will be
for the FIRST marked automatically. After the assignment is closed, students will receive
ASSIGNMENT
feedback on the correct answers with explanations.
SECOND ASSIGNMENT (Assessment number 18)
How to prepare for Read papers listed under resources and identified by yourself. Again, always ask
your SECOND yourself while reading the papers the following questions: what theoretical
ASSIGNMENT? arguments are made, what empirical evidence is reported, and how are the
findings interpreted?
How to complete the When completing this assignment, answer the following questions (and
SECOND
ASSIGNMENT?
What are the main parenting practices (styles), and why is it important to study
them?
What differentiates the different parenting practices (styles), and how do they
affect the prosocial behaviour of children?
What are the main factors that affect parental styles?
Why would it be important to study in the South African context the relationship
between parental styles and prosocial behaviour in children? Please provide at
least three reasons.

SECOND
research project number, assignment number, your surname and student number)
ASSIGNMENT
Content
existing literature. Ask yourself, what do the arguments/studies have in common,
and where do they differ?
References
List the references alphabetically that you used in your Literature Review. Ensure
that all in-text references are included in your references at the end of the
document and that you apply APA standards when you reference (see Tutorial
Letter 103 under References).
71
Resources Barbarin, O. A. (1999). Social risks and psychological adjustment: A comparison
70(6), 1348-1359.
Marco, M., Gracia, E., Tomás, J. M., & López-Quílez, A. (2015). Assessing
neighborhood disorder: Validation of a three-factor observational scale.
The European Journal of Psychology Applied to Legal Context, 7(2), 81-
89.
Chung, H. L., & Steinberg, L. (2006). Relations between neighborhood factors,
Press.
https://doi.org/10.1080/16826108.2000.9632364
392.
measure. Psychological reports, 77(3), 819-830.
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https://doi.org/10.1080/16826108.2000.9632365
Assessment criteria Answers to each question receive a maximum score of 20% (in total, 80% for the
for the SECOND four questions). The score depends on the logic, correctness, and accuracy of your
ASSIGNMENT arguments/information (10%), the quality of provided evidence (5%), and
academic writing skills (5%).
references and references at the end of the document (10%), and the signed non-
plagiarism declaration (5%) receive a maximum score of 20%.
THIRD ASSIGNMENT (Assessment number 19)
How to prepare for

your THIRD
ASSIGNMENT?
How to complete the In your third assignment, you are expected to write a research proposal to explore
THIRD the relationships between neighbourhood characteristics, the main parenting
ASSIGNMENT? styles (e.g., authoritarian, authoritative, permissive), and perceived children’s
pro- and anti-social behaviour. Based on the feedback you received for your
second assignment, continue to improve upon writing your literature review on
neighbourhood characteristics, parenting styles (e.g., authoritarian, authoritative,
permissive), and perceived children’s pro- and anti-social behaviour. Based on
the improved literature review, state a research hypothesis that indicates the
relationship between being exposed to bullshit/lying and judgment. Outline the
methodological approach to test the hypothesis in this research project.

THIRD
ASSIGNMENT
study the relationship between parenting styles, prosocial behaviour in early
childhood and neighbourhood characteristics? When framing the research
73
problem, consider the various concerns on which your research problem touches
and its effects on other outcomes (e.g., parenting styles, prosocial behaviour,
neighbourhood). Proper framing helps set the readers’ expectations for what the
research report will and will not include. Thus, outline what your study will
address. Introduce the psychological constructs (i.e., prosocial behaviour and
prosocial parental styles). The introduction is usually one paragraph. See also
Tutorial Letter 103 under Introduction.
parental styles and prosocial behaviour in children), (2) how previous research
conceptualised the psychological constructs (i.e., parental styles, prosocial
behaviour) related to the research problem, (3) how previous research
theoretically framed the relationship between the psychological constructs (i.e.,
parental styles and perceived neighbourhood characteristics) and the behaviour
you aim to explain (i.e., prosocial behaviour), (4) are the findings of previous
research addressing the relationship between the independent and dependent
variables consistent or inconsistent, and (5) given the psychological theories and
empirical findings, what could one hypothesise about the relationship(s) between
the independent and the dependent variables. See also Tutorial Letter 103 under
Literature Review.
Hypotheses State the hypothesis you propose testing. Remember, a research hypothesis
characterising this relationship. Or, to put it differently, a research hypothesis is
a tentative answer to the research question concerning the relationship
sampling approach).
Procedure
Outline how the study will be conducted, including how potential participants will
be approached.
Measurements
Ethical
Outline the ethical considerations that are considered relevant by APA and which
Considerations
you consider relevant.
References Alphabetically list the references you used in your assignment (see Tutorial Letter
103 under References). Ensure that all in-text references are included.
Plagiarism
Attach the signed Good Research and Plagiarism Declaration.
Declaration
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sufficient.
Barbarin, O. A. (1999). Social risks and psychological adjustment: A comparison
70(6), 1348-1359.
Marco, M., Gracia, E., Tomás, J. M., & López-Quílez, A. (2015). Assessing
neighborhood disorder: Validation of a three-factor observational scale.
The European Journal of Psychology Applied to Legal Context, 7(2), 81-
89.
Chung, H. L., & Steinberg, L. (2006). Relations between neighborhood factors,
Press.
https://doi.org/10.1080/16826108.2000.9632364
75
392.
measure. Psychological reports, 77(3), 819-830.
https://doi.org/10.1080/16826108.2000.9632365
Assessment criteria
The Title is concise and includes all relevant information (5%).
for the THIRD
ASSIGNMENT The Introduction frames the research problem appropriately (10%). The
Literature Review (Total: 50%) is well structured, comprehensive, and logically
argued (10%); the relevant concepts are appropriately defined (20%), and all
relevant studies are considered and presented by synthesising the relevant
information (15%). The hypothesis is logically derived from the literature review
and accurately stated (5%).
participants (5%), procedure (5%), and measurements (5%) (Total: 15%). Ethical
considerations are appropriately outlined (5%). In-text referencing and references
follow APA standards (15%).
actions against you as you violated the Good Research and Plagiarism
Declaration.
Data Collection
Data Collection Collect data. Identify and approach at least ten (10) research participants (adults
18 years and older) and provide them with the link to the survey. You will be
provided with the link after you submit your first assignment. When asked to
provide the researcher’s identification number, ask your participants to enter
soon as possible.
to finalise Assignment 4.
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regression analysis); Step 4: interpretation of SPSS outputs; and Step 5: reporting
of statistical results following APA standards.

How to prepare for

Consider the feedback you receive for Assignments 2 and 3.
your FOURTH
ASSIGNMENT? Attend the online seminars which demonstrate the various steps of the data analysis
process using SPSS and select the SPSS outputs relevant to your research report.
How to complete the Use the structure below to write the research report. Start as early as possible to
FOURTH
write your research report.
ASSIGNMENT?
Structure of the
FOURTH
ASSIGNMENT
Module/ research
project information
page
Title The title of the research report indicates what the research project is about. The title
should be clear and concise. See also Tutorial Letter 103 under Title.
Abstract The abstract should be accurate, non-evaluative, coherent, and reliable,
comprehensive, and concise, and brief (the abstract must not be longer than 300
Abstract.
Literature Review
77
to the concepts,
– the outlining of the differences between the current research and earlier research if
some aspects of this study have been reported on previously,
Participants.
Sample Size and Participant Characteristics. Report the sample size of the pooled
data, and major demographic characteristics of the participants (e.g., age, sex,
ethnicity, socioeconomic status).
monitoring.
ones. In reporting your statistical and data analyses, adhere to the organisational
Preliminary Analysis. Report the means, standard deviations, and intercorrelations
of the variables relevant to your research report. Report this information in an APA
table format and summarise the results in-text.
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hypothesis. Indicate whether your results support or reject the hypothesis.
Discussion
The Discussion Section in your research report serves to provide an evaluation and
interpretation of your results and to discuss their contribution in relation to previous
research. The following structure is recommended:
for all hypotheses.
Similarity of Results. Discuss similarities and differences between reported results
and the work of others.
Generalisability. Discuss the generalisability (external validity) of the findings,
Limitations. Discuss the limitations of your research project and outline how these
limitations could be addressed in future research.
Contribution(s). Discuss the core contribution(s) your research made and justify
why readers should attend to the findings.
References
List the references alphabetically that you used in your research report. Ensure that
all in-text references are included and that you report all references using APA
standards (see Tutorial Letter 103 under References).
Plagiarism
Attach the signed Good Research and Plagiarism Declaration.
Declaration
Assessment criteria The Title is concise and includes all relevant information (total: 5%). The
for the FOURTH Introduction/ Literature Review (Total: 25%) frames the research problem
ASSIGNMENT appropriately, is well structured, comprehensive, and logically argued (5%); the
(Research Report) relevant concepts are appropriately defined, and the theories explaining their
79
presented by synthesising the relevant information (10%). The hypothesis is
outlined (5%), and external validity is addressed (5%), limitations are outlined
(5%), core contribution(s) of the research are outlined (5%), and implications for
future research, programs, or policy are appropriately discussed (5%).

actions against you as you violated the Good Research and Plagiarism
Declaration.
Note 2: Your fourth assignment contributes 80% to your final mark for this module.
For further information, consult Tutorial letter 101.
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RESEARCH PROJECT 6:
GENDER-BASED VIOLENCE
Research Area
Gender-based violence (GBV)
Project Title
Perceptions of gender-based violence in South Africa
Number of
Students
Project Gender-based violence is one of the most common forms of violence both globally
description and in South Africa, with deleterious consequences for women (Enaifoghe et al.,
2021; Finchilescu & Dugard, 2021; Gevers et al., 2013). In 2020, 51.1% of the South
African population was female, who had the highest unemployment and poverty rates,
with black African women being most vulnerable with an unemployment rate of over
30% (StatsSA, 2022). South Africa is characterised by high crime levels, with crime
being understood to be a “symptom of social and economic inequalities” (Kandala,
2018, p. 340). Globally, 35% of women have experienced sexual and/or physical
intimate partner violence or non-partner sexual violence (Dlamini, 2021).
Approximately twenty-two per cent (22%) of South African women have experienced
a form of violence from their intimate partner, and 50% have experienced a form of
violence by a friend or acquaintance (StatsSA, 2022).
Gender-based violence is a societal concern that is said to be more prevalent in
developing countries (Muluneh et al., 2020), and is often associated with gendered
power dynamics that contribute to gender inequality. Gendered power dynamics and
gender-based violence are often maintained by individual, social and cultural contexts
(Fulu et al., 2018; Houston, 2014; Jamieson et al., 2018). According to literature,
violence against women is associated with the expression of toxic masculinity, and as
a means to gain respect from and control over women (Jamieson et al., 2018; Mathews
et al., 2015; Namy et al., 2017). In patriarchal societies, men are viewed as superior
to women and children (Fulu et al., 2017).
Despite the efforts of many governments to curtail the high rate of violence against
women (and children), it still remains one of the foremost human rights violations
globally, and particularly in South Africa (Enaifoghe, 2021; Moreroa & Rapanyane,
2021). Gendered power dynamics, patriarchy and gender inequality, misogyny,
violence in societies, substance abuse and a problematic justice system with a lack of
resources are indicated as some of the causes of GBV (Enaifoghe, 2021; Gevers et al.,
2013; Iyanda et al., 2021; Moreroa & Rapanyane, 2021).
In this project, you will explore the perceptions of gender-based violence, its
attributed causes and consequences, amongst adult South Africans. This study will be
done through a qualitative cross-sectional survey, which will be hosted on the research
platform Qualtrics. The chosen methodology for data analysis is thematic analysis, as
outlined by Braun and Clarke (2006; 2023).
81
References Braun V., & Clarke, V. (2006). Using thematic analysis in Psychology. Qualitative
Research in Psychology, 3(2), 77-101.
Braun, V., & Clarke, V. (2023). Toward good practice in thematic analysis: Avoiding
common problems and be(com)ing a knowing researcher. International
Journal of Transgender Health, 24(1), 1-6.
Dlamini, N. J. (2021). Gender-Based Violence, Twin Pandemic to COVID-19.
Critical Sociology, 47(4-5), 583-590.
https://doi.org/10.1177/0896920520975465
Enaifoghe, A., Dlelana, M., Abosede, D. A., & Dlamini, N. P. (2021). The
prevalence of gender-based violence against women in South Africa: A call
for action. African Journal of Gender, Society and Development, 10(1), 117-
146. https://doi.org/10.31920/2634-3622/2021/v10n1a6
Enaifoghe, A. O. (2019). Gender based violence and the global gendered viewpoint
approaches to building a peaceful South Africa. Journal of Social and
Development Sciences, 10(2), 15-25.
https://doi.org/10.22610/jsds.v10i2(S).2905
Finchilescu, G., & Dugard, J. (2021). Experiences of gender-based violence at a South
African university: Prevalence and effect on rape myth acceptance. Journal of
Interpersonal Violence, 36(5-6), NP2749–NP2772.
https://doi.org/10.1177/0886260518769352
Fulu, Emma, Miedema, S., Roselli, T., McCook, S., Chan, K. L., Haardörfer, R.,
Jewkes, R., Fulu, E., Jewkes, R., Warner, X., Miedema, S., Roselli, T., Lang,
J., Naved, R. T., Huque, H., Farah, S., Shuvra, M. M. R., Erken, A., Xiangxian,
W., … Johnson, S. (2017). Pathways between childhood trauma, intimate
partner violence, and harsh parenting: findings from the UN Multi-country
Study on Men and Violence in Asia and the Pacific. The Lancet Global Health,
5(5), e512–e522. https://doi.org/10.1016/S2214-109X(17)30103-1
Gevers, A., Jama-Shai, N., Sikweyiya, Y. (2013). Gender-based violence and the need
for evidence-based primary prevention in South Africa. African Safety
Promotion Journal, 11(2), 14-20.
Houston, C. (2014). How Feminist theory became criminal law - domestic violence.
Michigan Journal of Gender & Law, 21(2), 217–272.
https://repository.law.umich.edu/mjgl/vol21/iss2/1%0AThis
Iyanda, A. E., Boakye, K. A., Olowofeso, O. H., Lu, Y., & Giles, J. S. (2021).
Determinants of gender-based violence and its physiological effects among
women in 12 African countries. Journal of Interpersonal Violence, 26(21-22),
11800-11823. https://doi.org/10.1177/0886260519888536
Jamieson, L., Mathews, S., & Röhrs, S. (2018). Stopping family violence: Integrated
approaches to address violence against women and children. In: Hall K,
Richter L, Mokomane Z & Lake L (eds). South African Child Gauge 2018.
Cape Town: Children’s Institute, University of Cape Town.
Kandala, L. (2018). Perspectives on crime theories and juvenile’s recidivism based on
socio -economic variables in South Africa. Forensic Research & Criminology
International Journal, 6(5), 339-345. doi: 10.15406/frcij.2018.06.00226
Mathews, S., Jewkes, R., & Abrahams, N. (2015). “So now I’m the man”: Intimate
partner femicide and its interconnections with expressions of masculinities in
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South Africa. British Journal of Criminology, 55(1), 107–124.

https://doi.org/10.1093/bjc/azu076
Moreroa, M. C., & Rapanyane, M. B. (2021). A growing outcry of gender-based
violence and gender inequality in South Africa: An Afrocentric perspective.
African Journal of Gender, Society and Development, 10(2), 7-24.
https://doi.org/10.31920/2634-3622/2021/v10n2a1
Muluneh, M. D., Stulz, V., Francis, L., & Agho, K. (2020). Gender based violence
against women in Sub-Saharan Africa: A systematic review and meta-analysis
of cross-sectional studies. International Journal of Environmental Research
and Public Health, 17(3), 1-21. https://doi.org/10.3390/ijerph17030903
Namy, S., Carlson, C., O’Hara, K., Nakuti, J., Bukuluki, P., Lwanyaaga, J., Namakula,
S., Nanyunja, B., Wainberg, M. L., Naker, D., & Michau, L. (2017). Towards
a feminist understanding of intersecting violence against women and children
in the family. Social Science and Medicine, 184, 40–48.
https://doi.org/10.1016/j.socscimed.2017.04.042
Statistics South Africa (StatsSA). (2022). Governance, public safety, and justice
survey GPSJS 2020/21.
Contact person
Dr Nikki Themistocleous themin@unisa.ac.za 012-429-8277
Due dates Due dates for the assignments and the research report will be made available to you
on the landing page of myModules.
ASSIGNMENTS
In this research project, you will be requested to submit three (3) formative
IMPORTANT When you submit your assignments within this research project, ensure that you
NOTE submit your assignments under the correct assessment number (including the unique
number). They are reported in red for each assignment.
ASSIGNMENT of multiple-choice questions related to the paper. The first assignment serves to test
(ASSESSMENT
your skills to comprehend scientifically written information.
NUMBER 21)
SECOND You will be required to write a literature review for your second assignment. Your
ASSIGNMENT literature review should summarise the following themes: 1) defining gender-based
(ASSESSMENT
violence according to legislation and literature, and discuss the prevalence of GBV
NUMBER 22)
83
globally and locally, 2) experiences and effects of GBV on individuals and families,
3) stereotypes and perceptions of GBV, and (4) what are proposed solutions. Your
literature review must be a maximum of eight (5) pages (excluding the front page,
THIRD For your third assignment, you will be required to write a research proposal on the
ASSIGNMENT topic: Exploring perceptions of gender-based violence in South Africa. Your
(ASSESSMENT proposal will introduce the topic of GBV as discussed in the literature, describe
NUMBER 23) your research problem and research question, and provide an outline of your
research design and methodology. The proposal should not exceed ten (10) pages
(excluding the front page, table of contents, and references).
FOURTH The final assessment is your research report. Your research report should describe
ASSIGNMENT the study, provide the findings, and discuss the findings and their implications in
(ASSESSMENT relation to the literature you have reviewed. The research report must not exceed
NUMBER 24) twenty (20) pages (excluding the front page, table of contents, references, and
appendices).
The Study
Research procedure This research project will apply a qualitative research approach. Participants will be
requested to answer in writing the following four questions: (1) If asked by
somebody, how would you define gender-based violence?; (2) What do you
consider the five most important causes for gender-based violence in South Africa?;
(3) What do you consider the five most important consequences, gender-based
violence has on the victims?; and (4) What do you consider the five most important
consequences, gender-based violence has on the South African society?
The written answers to these questions will be analysed using thematic analysis.
References Braun, V., & Clarke, V. (2006). Using thematic analysis in Psychology. Qualitative
Braun, V., & Clarke, V. (2023). Toward good practice in thematic analysis:
Avoiding common problems and be(com)ing a knowing researcher.
International Journal of Transgender Health, 24(1), 1-6.
older than 18 years) and provide them with the link to the qualitative cross-sectional
survey and your identification code (your student number). The data collection will
open in mid-May and close in mid-June 2024. It is, therefore, recommended to start
with the data collection as soon as possible.


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Further information is provided below about how to prepare and complete the assignments in this research
project. You will also be presented with information concerning the assessment criteria.
How do you prepare Read the provided academic paper carefully. Always ask yourself, what is the
for your FIRST dependent variable, what are the independent variables, and what other variables
ASSIGNMENT? (i.e., covariates, mediators or moderators) have been considered. Further, ask
are interpreted, and which limitations and conclusions are discussed and proposed.
How do you Please go to MyModule and select the assignment. Please take note that you have
complete the FIRST several weeks to complete this assignment. Do not submit the assignment until you
ASSIGNMENT? have answered all questions. Once you submit the assignment, you will not be able
to make any changes. Also, submit the assignment before the due date/time.
Assessment criteria Assignment 1 is a multiple-choice questionnaire (MCQ), which will be marked

for the FIRST automatically. After the assignment is closed, students will receive feedback on
ASSIGNMENT
How do you prepare Read the papers listed as resources and identify additional academic papers. Again,
for your SECOND while reading the papers, always ask yourself the following questions: What
ASSIGNMENT? theoretical arguments are made, what empirical evidence is reported, and how are
the findings interpreted?
How do you When completing this assignment, answer the following questions (and
complete the
SECOND
ASSIGNMENT? How is GBV defined and conceptualised in legislation and scientific literature?
What is the prevalence of GBV globally, and locally?
What are the experiences of those who have been exposed to GBV; and what are
the various effects of GBV on individuals and families?
What are some of the stereotypes and perceptions of GBV?
What are the proposed solutions to prevent or mitigate GBV?

SECOND
ASSIGNMENT
Content
85
existing literature. You are welcome to use sub-headings in the literature review.
Ask yourself what the arguments/studies have in common, and where they differ.
Remember to provide evidence (in-text references) for your arguments and
conclusions.
References
included and that you apply APA 7th edition standards when you report your
references (both in text and in the reference list).
Resources
Abrahams, N., Jewkes, R., & Mathews, S. (2010). Guns and gender-based violence
in South Africa. The South African Medical Journal, 100(9), 586-588. doi:
10.7196/samj.3904. PMID: 20822647
Banda, Z. J. (2020). A survey on gender-based violence – The paradox of trust
between women and men in South Africa: A missiological scrutiny. HTS
Teologiese Studies/Theological Studies, 76(1), a5797.
https://doi.org/10.4102/hts.v76i1.5797
Caarten, A. B., van Heugten, L., & Merkle, O. (2022). The intersection of
corruption and gender-based violence: Examining the gendered
experiences of sextortion during migration to South Africa. African
Journal of Reproductive Health, 26(6), 45-54. DOI:
10.29063/ajrh2022/v26i6.6
https://doi.org/10.1177/0896920520975465
prevalence of gender-based violence against women in South Africa: A
call for action. African Journal of Gender, Society and Development,
10(1), 117-146. https://doi.org/10.31920/2634-3622/2021/v10n1a6
Enaifoghe, A. O. (2019). Gender based violence and the global gendered
viewpoint approaches to building a peaceful South Africa. Journal of
Social and Development Sciences, 10(2), 15-25.
Ferree, M. M. (2010). Filling the Glass: Gender Perspectives on Families. Journal
of Marriage and Family, 72(3), 420–439.
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Finchilescu, G., & Dugard, J. (2021). Experiences of gender-based violence at a

South African university: Prevalence and effect on rape myth acceptance.
Journal of Interpersonal Violence, 36(5-6), NP2749–NP2772.
https://doi.org/10.1177/0886260518769352
Jewkes, R., Fulu, E., Jewkes, R., Warner, X., Miedema, S., Roselli, T.,
Lang, J., Naved, R. T., Huque, H., Farah, S., Shuvra, M. M. R., Erken, A.,
Xiangxian, W., … Johnson, S. (2017). Pathways between childhood
trauma, intimate partner violence, and harsh parenting: findings from the
UN Multi-country Study on Men and Violence in Asia and the Pacific. The
Lancet Global Health, 5(5), e512–e522. https://doi.org/10.1016/S2214-
109X(17)30103-1
Galántai, J., Ligeti, A. S., Wirth, J. (2019). Children exposed to violence: Child
custody and its effects on children in intimate partner violence related cases
in Hungary. Journal of Family Violence, 34, 399-409.
https://doi.org/10.1007/s10896-019-00066-y
Gass, J. D., Stein, D. J., Williams, D. R., & Seedat, S. (2011). Gender differences
in risk for intimate partner violence among South African adults. Journal
of Interpersonal Violence, 26(14), 2764-2789. doi:
10.1177/0886260510390960
Gevers, A., Jama-Shai, N., Sikweyiya, Y. (2013). Gender-based violence and the
need for evidence-based primary prevention in South Africa. African Safety
Hardesty, J. L., & Ogolsky, B. G. (2020). Socioecological perspective on intimate
partner violence research: A decade in review. Journal of Marriage and
Family, 82, 454–477. doi:10.1111/jomf.12652
Institute for Security Studies. (2020). Gender-based violence during lockdown:
looking for answers. https://issafrica.org/iss-today/gender-based-violence-
during-lockdown-looking-for-answers
women in 12 African countries. Journal of Interpersonal Violence, 26(21-
22), 11800-11823. https://doi.org/10.1177/0886260519888536
Jamieson, L., Mathews, S., & Röhrs, S. (2018) Stopping family violence:
Integrated approaches to address violence against women and children. In:
Hall K, Richter L, Mokomane Z & Lake L (eds). South African Child
Gauge 2018. Cape Town: Children’s Institute, University of Cape Town.
Luyaluka, K. L. (2016). An essay on naturalized epistemology of African
indigenous knowledge. Journal of Black Studies, 47(6), 497-523. DOI:
10.1177/0021934716646043
partner femicide and its interconnections with expressions of masculinities
87
in South Africa. British Journal of Criminology, 55(1), 107–124.
Meyiwa, T., Williamson, C., Maseti, T., & Ntabanyane, G-M. (2017). A 20-year
review of policy landscape for gender-based violence in South Africa.
Gender & Behaviour, 15(2), 8607-8617.
https://hdl.handle.net/10520/EJC-ae4f6d24c
violence and gender inequality in South Africa: An Afrocentric
perspective. African Journal of Gender, Society and Development, 10(2),
7-24. https://doi.org/10.31920/2634-3622/2021/v10n2a1
Mosavel, M., Ahmed, R., & Simon, C. (2011). Perceptions of gender-based
violence among South African youth: implications for health promotion
interventions. Health Promotion International, 27(3), 323-330.
doi:10.1093/heapro/dar041
Muluneh, M. D., Stulz, V., Francis, L., & Agho, K. (2020). Gender based violence
against women in Sub-Saharan Africa: A systematic review and meta-
analysis of cross-sectional studies. International Journal of Environmental
Research and Public Health, 17(3), 1-21.
https://doi.org/10.3390/ijerph17030903
Olalere, F. E. (2022, 28 May). Gender-based violence: An exploration of its forms,
concepts and causes in South Africa. Kuala Lumpur 19th International
Communication, Education, Language and Social Sciences (Conference
paper).
South Africa (1998). Domestic Violence Act 116 of 1998.
https://justice.gov.za/legislation/acts/1998-116.pdf
Thobejane, T. (2019). Effects of gender-based violence towards young females:
The case of Vhufuli Village in Thohoyandou, Limpopo Province – South
Africa. Journal of Reviews on Global Economics, 8, 53-62.
DOI:10.6000/1929-7092.2019.08.06
Van Nikerk, T. J., & Boonzaier, F. (2015). Respectability, chivalry and 'Fixing'
Women: Men's narratives of intimate partner violence in Cape Town. Oñati
Socio-legal Series, 5(6, 1471-1489. https://ssrn.com/abstract=2700202
Assessment criteria
Marks to the assignment will be allocated as follows:
for the SECOND
ASSIGNMENT Answers to each question receive a maximum score of 20% (in total, 80% for the
four questions). The score depends on the logic, correctness, and accuracy of your
arguments/information (10%), the quality of evidence provided (5%), and
Presentation (i.e., following the structure correctly) (5%), correct in-text references
and a reference list at the end of the document (10%), and the signed declaration
(5%) receive a maximum score of 20%.
How do you prepare

for your THIRD
ASSIGNMENT?
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How do you In your third assignment, you are expected to write a research proposal to study
complete the THIRD the perceptions of GBV. Based on the feedback you received for your second
ASSIGNMENT? assignment, continue to improve upon writing your literature review. Your
research will be guided by qualitative research approach. You will collect data
using a qualitative cross-sectional survey, that will be provided to you. You will
analyse the data using thematic analysis.

THIRD
ASSIGNMENT
Title The title indicates what your research project is about. The title should be clear and
concise, and clearly describe your research focus. See also Tutorial Letter 103
under Title.
study gender-based violence? When framing the research problem, consider the
various concerns on which your research problem touches. This must be based on
academic literature and not personal opinion. Proper framing helps set the readers’
expectations for what the research report will and will not include. Thus, outline
what your study will address. The introduction is usually one paragraph. See also
Tutorial Letter 103 under Introduction.
Literature Review The literature review covers (1) what is known about the research problem and
area of interest (2) how previous research conceptualised the phenomenon under
scrutiny (3) how previous research theoretically framed gender based violence (4)
are the findings of previous research consistent or inconsistent. and (5) given the
empirical findings, what are the open questions? See also Tutorial Letter 103 under
Literature Review.
Research Method Outline the research design with which you will explore your research question.
Define what research design will be applied.
sampling approach).
Procedure Outline how the study will be conducted, including how potential participants will
be approached.
Analysis Describe the methods and procedures of data analysis and the goal for which they
will be used. Explain the process of analysis.
89
Ethical Outline the ethical considerations that are considered relevant by APA and which
Considerations
References List the references you used in your Literature Review alphabetically (see Tutorial
Letter 103 under References). Ensure that all in-text references are included.
Plagiarism
Declaration
sufficient. You must expand on your second assignment and include additional
scientific papers.
Abrahams, N., Jewkes, R., & Mathews, S. (2010). Guns and gender-based violence
in South Africa. The South African Medical Journal, 100(9), 586-588. doi:
10.7196/samj.3904. PMID: 20822647
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology.
Qualitative Research in Psychology, 3(2), 77–101.
https://doi.org/10.1191/1478088706qp063oa
Braun, V., & Clarke, V. (2020). Can I use TA? Should I use TA? Should I not use
TA? Comparing reflexive thematic analysis and other pattern-based
qualitative analytic approaches. Counseling & Psychotherapy Research,
21(1), 37-47. https://doi.org/10.1002/capr.12360
Caarten, A. B., van Heugten, L., & Merkle, O. (2022). The intersection of
corruption and gender-based violence: Examining the gendered
experiences of sextortion during migration to South Africa. African
Journal of Reproductive Health, 26(6), 45-54. DOI:
10.29063/ajrh2022/v26i6.6
https://doi.org/10.1177/0896920520975465
prevalence of gender-based violence against women in South Africa: A
call for action. African Journal of Gender, Society and Development,
10(1), 117-146. https://doi.org/10.31920/2634-3622/2021/v10n1a6
Enaifoghe, A. O. (2019). Gender based violence and the global gendered
viewpoint approaches to building a peaceful South Africa. Journal of
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Ferree, M. M. (2010). Filling the Glass: Gender Perspectives on Families. Journal
of Marriage and Family, 72(3), 420–439.
Finchilescu, G., & Dugard, J. (2021). Experiences of gender-based violence at a
South African university: Prevalence and effect on rape myth acceptance.
Journal of Interpersonal Violence, 36(5-6), NP2749–NP2772.
https://doi.org/10.1177/0886260518769352
Jewkes, R., Fulu, E., Jewkes, R., Warner, X., Miedema, S., Roselli, T.,
Lang, J., Naved, R. T., Huque, H., Farah, S., Shuvra, M. M. R., Erken, A.,
Xiangxian, W., … Johnson, S. (2017). Pathways between childhood
trauma, intimate partner violence, and harsh parenting: findings from the
UN Multi-country Study on Men and Violence in Asia and the Pacific. The
Lancet Global Health, 5(5), e512–e522. https://doi.org/10.1016/S2214-
109X(17)30103-1
Galántai, J., Ligeti, A. S., Wirth, J. (2019). Children exposed to violence: Child
custody and its effects on children in intimate partner violence related cases
in Hungary. Journal of Family Violence, 34, 399-409.
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Gass, J. D., Stein, D. J., Williams, D. R., & Seedat, S. (2011). Gender differences
in risk for intimate partner violence among South African adults. Journal
of Interpersonal Violence, 26(14), 2764-2789. doi:
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Gevers, A., Jama-Shai, N., Sikweyiya, Y. (2013). Gender-based violence and the
need for evidence-based primary prevention in South Africa. African Safety
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partner violence research: A decade in review. Journal of Marriage and
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22), 11800-11823. https://doi.org/10.1177/0886260519888536
Jamieson, L., Mathews, S., & Röhrs, S. (2018) Stopping family violence:
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indigenous knowledge. Journal of Black Studies, 47(6), 497-523. DOI:
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partner femicide and its interconnections with expressions of masculinities
in South Africa. British Journal of Criminology, 55(1), 107–124.
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violence and gender inequality in South Africa: An Afrocentric
perspective. African Journal of Gender, Society and Development, 10(2),
7-24. https://doi.org/10.31920/2634-3622/2021/v10n2a1
Mosavel, M., Ahmed, R., & Simon, C. (2011). Perceptions of gender-based
violence among South African youth: implications for health promotion
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Olalere, F. E. (2022, 28 May). Gender-based violence: An exploration of its forms,
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Socio-legal Series, 5(6, 1471-1489. https://ssrn.com/abstract=2700202
Assessment criteria The Title of the Research Proposal is concise and includes all relevant information
for the THIRD
(5%).
ASSIGNMENT
The Introduction frames the research problem appropriately (10%). The Literature
Review (Total: 50%) is well structured, comprehensive and logically argued
(10%); the relevant concepts are appropriately defined (10%), the theories
explaining their relationships are well presented (10%), and all relevant studies are
considered and presented by synthesizing the relevant information (15%). The
research questions are logically derived from the literature review and accurately
stated (5%).
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participants (10%), procedure (5%) and data analysis (5%) (Total: 20%). Ethical

Data Collection and Data Analysis
Data Collection Identify and approach at least ten (10) research participants (adults 18 years and
older) and provide them with the link to the survey. You will be provided with
the link after you submit your first assignment. When asked to provide the
researcher’s identification number, ask your participants to enter YOUR student
number. The data collection will open in mid-May and close in mid-June 2024. It
is therefore recommended to start with the data collection as soon as possible.
The data collected by all students of this research project will be pooled and you
will then be allocated a certain sub-data set to analyse. You will be provided with
a sub-data set of the collected data and analyse the responses thematically. Follow
the thematic analysis procedure outlined by Braun and Clarke (2006, 2023).

Note 3: In June/July 2024, various online seminars will be offered to demonstrate
the various steps of the data analysis process using Braun and Clarke’s (2006)
thematic analysis: Step 1: Become familiar with the data, Step 2: Generate initial
codes, Step 3: Search for and generate themes, Step 4: Review themes, Step 5:
Define themes, Step 6: Write-up (Braun & Clarke, 2006).

How to prepare for

your Fourth
Assignment? Attend the online seminars which demonstrate the various steps of the data analysis
process using thematic analysis.
Revise and update your literature review and improve on the areas that were
indicated in your third assignment.6
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How to complete Use the structure below to write the research report. Start writing your research
the Fourth
Assignment?
Structure of the
Fourth Assignment
Module/ research
project information
page
Abstract
The abstract should be accurate, non-evaluative, coherent and reliable,
Abstract.
Literature Review
Introduction. Introduce the study and frame and/or clearly articulate the research
problem and the importance of addressing the problem. Also include the purpose of
the study (inclusive of the overarching research question, main aim, objectives
and research questions)
to the concepts,
– an overview of previous research addressing the area under scrutiny,
– review, critique, and synthesise the applicable literature to identify key issues/
debates/theoretical frameworks in the relevant literature to clarify barriers,
knowledge gaps, or practical needs,
– state the purpose(s)/goal(s)/aim(s) of the study.
Research Methods Indicate what research paradigm/philosophical worldview, approach and design
was applied to explore/address your research question. The following structure is
recommended:
Research Paradigm - which research paradigm did your study follow and justify
why it was considered appropriate.
Research Approach - which research approach did your study follow and justify
Research Design- which research design did your study adopt and justify why it
was considered appropriate.
Study Context/Area - describe the study settings and/or location(s) where data
were collected as well as dates of data collection.
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Inclusion and Exclusion Criteria - Report on inclusion and exclusion criteria,

including any restrictions based on demographic characteristics.
Trustworthiness/ Rigour – mention what methods were used to ensure the
trustworthiness or rigour of the study and briefly explain how this was carried out.
Participants
Sampling Procedures - Describe procedures used for selecting participants,
including sampling method/technique. Describe agreements and payments made to
participants if any. Describe institutional review board agreements, ethical
standards met, and safety monitoring.
Procedure. Describe in detail the tool and procedure followed to collect data. Write
as detailed as possible such that anybody reading the procedure can replicate the
study.
Data Analysis Describe the methods and procedures of data analysis and justify
why they were used and how they assisted you to realise the study aim(s) and
objectives. Explain the process of analysis.
Results Describe the research findings (e.g., themes, categories, narratives) as well as the
meaning and understandings that you (the researcher) derived from the data analysis
in relation to the goal(s) of the study. Findings often include quotes, evidence,
extracts or excerpts demonstrating the data analysis process and reaching findings
(e.g., thick, evocative descriptions, field notes, and text excerpts). The following
Findings Subsections
Describe research findings (e.g., themes, categories, narratives) and the meaning
and understandings you have derived from the data analysis.
Demonstrate the analytic process of reaching your findings (e.g., quotes, excerpts
of data).
Present research findings in a way that is compatible with the study design.
Present synthesising illustrations (e.g., diagrams, tables, models), if useful in
organising and conveying findings.
interpretation of your results and discusses their contribution in relation to previous
Interpretation of the meaning of findings. Provide a statement concerning your
findings including an interpretation.
Similarity of Results. Identify similarities and differences from prior theories and
research findings. Describe the contributions the findings make (e.g., elaborating
on, challenging, or supporting prior research or theory) and how findings can be
best utilised.
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Limitations. Discuss the limitations of your research project. Within this sub-
section, describe the limits of the scope of transferability (e.g., issues readers should
consider when using findings across contexts).
Strengths. Discuss the strengths of the project.
Study Contribution. Discuss your research’s core contribution(s) and justify why
Implications. Convey to readers how your findings might be used and their
implications. In this process, you might outline emerging research questions,
theoretical insights, new understandings, or methodological designs that advantage
the conceptualization, implementation, review, or reporting of future studies. In
addition, policy implications, clinical practice, and advocacy can be communicated
to assist readers in implementing your findings.
Recommendations for Future Research. Make recommendations regarding the
areas that you found in your study to warrant further investigation.
References
List the references that you used in your research report alphabetically. Ensure that
Plagiarism
Declaration
Assignment appropriately, is well structured, comprehensive, and logically argued (5%); the
presented by synthesizing the relevant information (10%). The research questions
information about participants (10%), and procedure (5%).
The Data Analysis and Results (Total: 15%) are correctly reported.
differences between reported results and previous research are competently outlined
(10%), limitations are outlined (10%), and implications for future research,
programs, or policy are appropriately discussed (5%).
Note 1: Any form of plagiarism will be reported, which results in disciplinary action
against you as this violates the Good Research and Plagiarism Declaration.
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RESEARCH PROJECT 7
SELF-REGULATED LEARNING, GRIT, AND ACADEMIC ACHIEVEMENT
Research Area
Educational Psychology
Project Title The relationship between self-regulated learning, grit, and academic
achievement
Number of
Students
Project Description Traditional models of teaching and learning position the teacher as an expert and
conveyor of knowledge, relegating students to the role of novice, passive recipients
of information (de Beer, 2019, p. 109). Such instructionist approaches are based
on the “listen to the teacher-memorize-and-regurgitate” model, where learning
mostly involves the ability to remember information (Guglielmino, 2008, p. 3),
thus failing to facilitate deep learning (de Beer, 2019). The fact that the information
age has bombarded us with more knowledge than we can ever retain calls into
question the appropriateness of such models for adequately preparing future
students for the world of work (Fischer & Sugimoto, 2006). Research shows that
higher education does not prepare students for the competencies needed in the 21st
century (Nelson Laird et al., 2014). As already noted by Knowles (1975, p. 15)
“(I)t is no longer realistic to define the purpose of education as transmitting what
is known”. Today’s society requires developing skills that surpass those
traditionally taught in schools and universities (Scott, 2015). Academic institutions
now emphasise moving beyond mere surface approaches, where rote learning is
predominant, to focusing on developing lifelong learning skills in which students
self-regulate and demonstrate grit.
The concept of self-regulated learning (SRL) has been around since the 1960s. SRL
has been recognised as imperative for improving student academic functioning
(Schunk & Zimmerman, 2008). SRL is “the degree to which students are
metacognitively, motivationally, and behaviourally active participants in their own
learning processes” (Zimmerman, 2013, p. 137). SRL students demonstrate control
over personal, behavioural, and environmental factors to achieve their academic
goals (Shi & Witte, 2018). Thus, SRL focuses on student control, metacognition
activation and intrinsic motivation's role in the learning process (Loyens et al.,
2008). As a deep approach to learning, students who employ SRL strategies
produce better grades and are adept at retaining, integrating and transferring
knowledge to new situations (Nelson Laird et al., 2014).
De Beer (2019, p. 109), however, noted the similarities between the Malaysian and
South African educational contexts, where educators are positioned as “knowledge
expert(s)” responsible for transmitting knowledge to students, who are positioned
as “knowledge receivers”. Nasri (2017) maintained that such a positioning results
in educators’ acceptance of one-way knowledge transmission models of teaching
and learning. More importantly, Mokhele’s (2006) study of seven government
schools in the Pretoria region showed that teaching strategies that are authoritarian
in nature encourage student dependence on the teacher rather than producing
independent learners who exercise control over their own learning. Teachers’
reluctance to relinquish these authoritarian approaches negatively impacts
students’ autonomy and motivation in the learning process (de Beer, 2019).
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GRIT, a relatively recent concept, can be defined as “trait-level perseverance and

passion for long-term goals” (Duckworth et al., 2007, p. 166) and refers to the
fervent pursuit of challenges, sustained effort and interest even in the face of
adversity, failure and lack of progress. Grit consists of two separate dimensions,
namely ‘consistency of interest’ and ‘perseverance of effort’ (Duckworth & Quin,
2009). Individuals with grit display consistent interest (CI) in their (long-term)
goals and consistently work towards these goals (PE) (Datu et al., 2015). It,
therefore, involves the student’s management of various processes such as “goal
setting, activation of relevant prior knowledge, progress monitoring, engagement
and regulation of learning strategies, and reflection” (Wolters & Hussain, 2015, p.
295). Grit has been conceived as a stable personality trait and unified construct that
impacts an individual’s attitudes and behaviours in various performance domains
and predicts several academic outcomes (such as academic engagement and
achievement) (Credé et al., 2016). However, most research focusing on grit has
been conducted in Western countries such as the USA, necessitating consideration
of the relevance of these findings for non-Western countries (Datu et al., 2016).
For example, some research has found that only the perseverance of effort
dimension, but not the consistency of interest dimension, predicted psychological
outcomes (such as academic engagement) in collectivist cultures, calling into
question the predictive power of the two grit dimensions (Datu et al., 2016).
Self-regulated students are self-starters and display exceptional effort and
persistence in their learning pursuits (Zimmerman, 1990), and, thus, are
characterised as gritty (Light & Nencka, 2019). Much research has linked SRL to
academic outcomes (i.e., higher grades). Likewise, research has corroborated the
importance of grit for educational achievement (Strayhorn, 2013). Some
international research has examined the relationship between SRL, grit and
academic achievement. Wolters and Hussain (2014), for example, found that grit
consistently predicted several indicators of SRL and that perseverance of effort
predicted academic achievement before accounting for SRL but not after. SRL may
therefore function as a mediator between grit and academic outcomes (Martin, et
al., 2022). Other research has found that self-regulation, as compared to grit, was
a better predictor of student grades (Muenks et al., 2017). However, Martin et al.
(2022) noted that the theoretical associations between SRL, grit and academic
achievement are not well-established or adequately researched yet. The authors
note that addressing this research gap will illuminate why some students persevere
and achieve better grades, even in the face of academic adversity, whilst others do
not. This project, therefore, seeks to determine the effect of SRL and grit on
academic achievement.
In this research project, we will explore the relationship between SRL, Grit and
academic performance within the context of South Africa. This relationship will
be studied using a cross-sectional online survey, which will be hosted on the
research platform Qualtrics.
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Contact person
Mr Sean hagensn@unisa.ac.za 012-429 8236
Hagen
ASSIGNMENTS In this research project, you will be required to submit three (3) formative
NOTE submit your assignments under the correct assessment number (including the
(ASSESSMENT
NUMBER 25)
ASSIGNMENT Summarize the psychological concepts of SRL, grit, and their association with each
(ASSESSMENT other and with academic achievement by providing an overview of the core aspects
NUMBER 26) discussed in the literature and indicate why it is important to study these concepts
(specifically in the South African context). Consider (and report on) the
dimensions of SRL discussed in the literature, as well as those that are assessed by
the Self-Regulation of Learning Self-Report Scale. Also, consider the dimensions
of grit as reported in the literature and those that comprise the Short Grit Scale
(Grit-S). Outline the implications of SRL and grit for student academic
achievement.
This essay should be at most five (5) pages (without the front page, table of
ASSIGNMENT Introduce the concepts of SRL, grit and academic achievement and provide an
(ASSESSMENT
overview of the core aspects as discussed in the literature. Outline and synthesize
NUMBER 27) previous research on SRL and grit and the implications of these for academic
achievement. Incorporate the feedback received on your second assignment to
improve your literature review. Derive at least one research hypothesis from your
literature review that addresses the relationship between SRL, grit and academic
achievement. This essay should not exceed ten (10) pages (without the front page,
FOURTH Write the research report in which you describe the study, provide the results, and
ASSIGNMENT discuss the findings and their implications. The research report must not exceed
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(ASSESSMENT twenty (20) pages (excluding the front page, table of contents, references, and
NUMBER 28) appendix).
The Study
Research SRL (independent variable) will be measured using the 46 item Self-Regulation of
Instruments Learning Self-Report Scale (SRL-SRS) by Toering et al. (2012). The scale is
comprised of six subscales, namely planning, self-monitoring, evaluation,
reflection, effort, and self-efficacy. Planning, Self-monitoring, Effort, and Self-
efficacy items are measured using a four-point rating scale ranging from 1 (almost
never) to 4 (almost always). Items measuring Reflection are rated on a five-point
scale ranging from 1 (strongly agree) to 5 (strongly disagree). Example items
include ‘I carefully plan my course of action to solve a problem’ (Planning
subscale) and ‘I reappraise my experiences so I can learn from them (Reflection
subscale).
Grit (independent variable) will be assessed by the 8-item Short Grit Scale (Grit-
S) developed by Duckworth and Quinn (2009). The scale is comprised of two
subscales, namely ‘Consistency of interest’ (CI) and ‘Perseverance of effort’ (PE)
which are assessed on a 5-point scale ranging from ‘Very much like me’ to ‘Not
like me at all’. Example items include ‘New ideas and projects sometimes distract
me from previous ones’ and ‘Setbacks don’t discourage me’.
Academic achievement (dependent variable) will be assessed using students’
average for their third-year psychology modules.
Demographics will include questions concerning age, gender, ethnicity and socio-
economic status.
Data Collection Identify and approach at least ten potential research participants (i.e., students older
than 18 years) and provide them with the link to the cross-sectional survey and
your identification code (your student number). You can proceed with your
FOURTH ASSIGNMENT as soon as at least 10 participants completed the survey
using your identification code, and you have been provided with the results
in mid-June 2024. It is, therefore, recommended that you start with the data
collection as soon as possible.

101
Additional information about how to prepare and complete the assignments in this research project is
provided below. You will also be presented with information concerning the assessment criteria.
How do you Read the provided paper carefully. Always ask yourself, what is the dependent
prepare for your variable, what are the independent variables, and what other variables (i.e.,
FIRST covariates, mediators, or moderators) have been considered. Furthermore, ask
ASSIGNMENT? yourself, what theoretical arguments are made, which research method(s) have
are interpreted, and which limitations and conclusions are discussed and proposed.
How do you Please go to MyModules and select the assignment. Please take note that you have
complete the several weeks to complete this assignment. Do not submit the assignment until you
FIRST have answered all questions. Once you submit the assignment, you will not be able
ASSIGNMENT?
to make any changes. Also, make sure to submit the assignment before the due
date/time.

for the FIRST automatically. After the assignment is closed, students will receive feedback on the
ASSIGNMENT
correct answers with explanations.
How do you Read the papers listed under Resources. Again, always ask yourself the following
prepare for your questions while reading the papers: What theoretical arguments are made, what
SECOND
empirical evidence is reported, and how are the findings interpreted?
ASSIGNMENT?
How do you When completing this assignment, address the following
complete the
questions/considerations (and provide evidence from the literature):
SECOND
ASSIGNMENT? What are the psychological concepts of SRL and grit? Define and describe SRL
and grit in general. Also, consider the specific dimensions measured by the scales
used to assess SRL and grit and define and describe these.
Why is it important to study each of these concepts and the relationships between
them? Provide a rationale for studying these concepts and for how they relate to
academic achievement.
What are the relationships between SRL, grit, and academic achievement? How
does previous research conceptualise the relationships between these concepts? Do
grit and SRL predict academic achievement? Are there any contradictory findings
in the literature?
Consider the South African context and provide a justification for studying how
SRL and grit affect academic achievement in this context.
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Resources
The following resources are prescribed:
Arslan, S., Akin, A., & Çitemel, N. (2013). The Predictive role of grit on
metacognition in Turkish university students. Studia Psychologica, 55(2), 311
– 320. http://dx.doi.org/10.21909/sp.2013.04.645
Ayllón-Salas, P., Fernández-Martín, F. D., & Arco-Tirado, J. L. (2023). Grit as a
predictor of self-regulated learning in students at risk of social exclusion.
Current Psychology. https://doi.org/10.1007/s12144-023-05418-y
Blalock, D. V., Young, K. C., & Kleiman, E. M. (2015). Stability amidst turmoil:
Grit buffers the effects of negative life events on suicidal ideation. Psychiatry
Research, 228(2015), 781 – 784. https://0-doi-
org.oasis.unisa.ac.za/10.1016/j.psychres.2015.04.041
Chang, W. (2014). Grit and academic performance: Is being grittier better?
[Doctoral thesis, University of Miami]. ProQuest Dissertations Publishing.
Credé, M., Tynan, M. C., & Harms, P. D. (2017). Much ado about grit: A meta-
analytic synthesis of the grit literature. Journal of Personality and Social
Psychology, 113(3), 492 – 511. http://dx.doi.org/10.1037/pspp0000102
de Beer, J. (2019). The importance of context for self-directed learning. In J.
Mentz, J. de Beer, & R. Bailey (Eds.), Self-Directed Learning for the 21st
Century: Implications for Higher Education (NWU Self-Directed Learning
Series Volume 1), 103–131. AOSIS.
https://doi.org/10.4102/aosis.2019.BK134.04
Datu, J. A. D., Valdez, J. P. M., & King, R. B. (2016). Perseverance counts but
consistency does not! Validating the Short Grit Scale in a collectivist setting.
Current Psychology, 35, 121-130. 10.1007/s12144-015-9374-2
DiNapoli, J. (2023). Distinguishing between grit, persistence, and perseverance
for learning mathematics with understanding. Education Sciences, 13(4), 402.
https://doi.org/10.3390/educsci13040402
Duckworth, A. L. (2013, April). Grit: The power of passion and perseverance
[Video]. TED Conferences.
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit:
Perseverance and passion for long-term goals. Journal of Personality and
Social Psychology, 92(6), 1087–1101. http://10.1037/0022-3514.92.6.1087
Duckworth, A. L, & Quinn, P. D. (2009). Development and validation of the Short
Grit Scale (GritS). Journal of Personality Assessment, 91, 166 - 174.
Fischer, G., & Sugimoto, M. (2006). Supporting self-directed learners and learning
communities with sociotechnical environments. Research and Practice in
Technology Enhanced Learning, 01(01), 31 – 64.
https://doi.org/10.1142/S1793206806000020
Guglielmino, L. M. (2008). Why self-directed learning? International Journal of
Self-Directed Learning, 5(1), 1–14.
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Jiang, W., Xin, T., Ye, J., & Jiang. J. (2023). What drives daily perseverance and
passion? Grit, conscientiousness, and goal pursuit experiences. Personality
and Social Psychology Bulletin, 49(5), 727 - 743.
http://10.1177/01461672221076970
Lee, S., & Sohn, Y. W. (2017). Effects of grit on academic achievement and
career-related attitudes of college students in Korea. Social Behavior and
Personality: An International Journal, 45(10), 1629 - 1642.
https://doi.org/10.2224/sbp.6400
Light, A., & Nencka, P. (2019). Predicting educational attainment: Does grit
compensate for low levels of cognitive ability. Learning and Individual
Differences 70(2019), 142 – 154. https://doi.org/10.1016/j.lindif.2019.02.002
Loyens, S. M. M., Magda, J., & Rikers, R. M. J. P. (2008). Self-directed learning
in problem-based learning and its relationships with self-regulated learning.
Educational Psychology Review 20(1), 411 –4 27.
https://doi.org/10.1007/s10648-008-9082-7
Martin, H., Craigwell, R., & Ramjarrie, K. (2022). Grit, motivational belief, self-
regulated learning (SRL), and academic achievement of civil engineering
students. European Journal of Engineering Education, 47(4), 535 - 557.
https://doi.org/10.1080/03043797.2021.2021861
Mokhele, P. R. (2006). The teacher–learner relationship in the management of
discipline in public high schools. Africa Education Review 3(1–2), 148 – 159.
https://doi.org/10.1080/18146620608540448
Muenks, K., Wigfield, A., Yang, J. S., & O’Neal, C. R. (2017). How true is grit?
Assessing its relations to high school and college students’ personality
characteristics, self-regulation, engagement and achievement. Journal of
Educational Psychology, 109(5), 599 – 620.
http://dx.doi.org/10.1037/edu0000153
Nasri, N. M. (2017). Self-directed learning through the eyes of teacher educators.
Kasetsart Journal of Social Sciences, 40(2019), 164 – 171.
https://doi.org/10.1016/j.kjss.2017.08.006
Nelson Laird, T. F., Seifert, T. A., Pascarella, E. T., Mayhew, M. J., & Blaich, C.
F. (2014). Deeply affecting first-year students’ thinking: Deep approaches to
learning and three dimensions of cognitive development. The Journal of
Higher Education, 85(3), 402 – 432.
https://doi.org/10.1080/00221546.2014.11777333
Panadero, E. (2017). A review of self-regulated learning: Six models and four
directions for research. Frontiers in Psychology, 8, 1 – 28.
https://doi.org/10.3389/fpsyg.2017.00422
Paterson, C. (1993). An experimental study of self-regulated learning in biology
with special reference to instructional control, locus of control, and academic
performance. [Master’s dissertation, University of Cape Town].
http://hdl.handle.net/11427/15996
Schunk, D. H., & Zimmerman, B. J. (Eds.). (2008). Motivation and self-regulated
learning: Theory, research, and applications. Lawrence Erlbaum Associates
Publishers.
Scott, C. L. (2015, December). The futures of learning 3: What kind of pedagogies
for the 21st century? UNESCO Education Research and Foresight, Paris.
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[ERF Working Papers Series, No. 15].

https://unesdoc.unesco.org/ark:/48223/pf0000243126
Shi, H., & Witte, M. M. (2018). Self-directed language learning, Asian cultural
influences, and the teacher’s role. In F. G. Giuseffi (ed.), Emerging self-
directed learning strategies in the digital age, 109 – 140. IGI Global.
http://dx.doi.org/10.4018/978-1-5225-3465-5.ch006
Strayhorn, T. (2014). What role does grit pay in academic success of black male
collegians at predominantly white institutions? Journal of African American
Studies, 18(1), 1 – 10. https://doi.org/10.1007/s12111-012-9243-0
Tang, X., Wang, MT., Guo, J., & Salmela-Aro, K. (2019). Building grit: The
longitudinal pathways between mindset, commitment, grit, and academic
outcomes. Journal of Youth and Adolescence, 48, 850 – 863.
https://doi.org/10.1007/s10964-019-00998-0
Urban, B., & Richard, P. (2015). Perseverance among university students as an
indicator of entrepreneurial intent. South African Journal of Higher
Education, 29(5), 263 – 278. http://dx.doi.org/10.20853/29-5-528
Wang, L. (2021). The role of students’ self-regulated learning, grit, and resilience
in second language learning. Frontiers in Psychology, 12.
https://doi.org/10.3389/fpsyg.2021.800488
Weinstein, C. E., Acee, T. W., & Jung, JH (2011). Self-regulation and learning
strategies. New Directions for Teaching and Learning, 126. 45 – 53.
https://doi.org/10.1002/tl.443
Wolters, C. A., & Hussain, M. (2015). Investigating grit and its relations with
college students’ self-regulated learning and academic achievement.
Metacognition and learning, 10(3), 293 – 311.
https://doi.org/10.1007/s11409-014-9128-9
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An
overview. Educational Psychologist 25(1), 3 – 17.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview.
Theory into Practice, 41(2), 64 – 70.
https://doi.org/10.1207/s15430421tip4102_2
Zimmerman, B. J. (2013). From cognitive modelling to self-regulation: A social
cognitive career path. Educational Psychologist 48(3), 135–147.
https://doi.org/10. 1080/00461520.2013.794676
Structure of the
Module/Research project information page. (Module code: HRPYC81, research
SECOND
project number, assignment number, your surname and student number)
ASSIGNMENT
Content
existing literature. Ask yourself what the arguments/studies have in common, and
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where they differ. Remember to provide evidence (in-text references) for your
arguments and conclusions.
References
List the references that you used in your Literature Review alphabetically. Ensure
that all in-text references are included and that you apply APA 7 standards when
you report your references (see Tutorial Letter 103 under References).
Assessment criteria
Answers to each question receive a maximum score of 20% (in total, 80% for the
ASSIGNMENT arguments/information (10%), the quality of evidence provided (5%), and
prepare for your SRL, grit and how they influence academic achievement. Read the prescribed
THIRD resources and find additional resources about the relation between SRL, grit and
ASSIGNMENT? academic achievement. Based on the feedback you received for your second
assignment, improve upon writing your literature review.
Consult your undergraduate/honours research methodology textbooks and access
the recommended sources about research methodology indicated in Tutorial Letter
101. In specific, read up and study content related to correlation analysis and
regression analysis. There are also plenty of online resources (YouTube videos,
etc.) that you can access that explain correlation and regression analysis with
examples. This is part of developing your own self-regulated learning skills!
Structure of the Module/Research project information page. (Module code: HRPYC81, research
THIRD
ASSIGNMENT
concise and include the independent and dependent variables. See also Tutorial
Letter 103 under Title.
Introduction The Introduction usually frames the research problem. Why is it important to study
SRL, grit and their relations with academic achievement? When framing the
research problem, consider the various concerns on which your research problem
touches and its effects on other outcomes (e.g., education). Proper framing helps
set the readers’ expectations for what the research report will and will not include.
Thus, outline what your study will address. Introduce the psychological constructs
(i.e., the independent and dependent variables). The introduction is usually one
paragraph. Also, see Tutorial Letter 103 under Introduction.
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Literature Review The literature review covers (1) what is known about the research problem, (2) how
previous research conceptualised the psychological constructs related to the
research problem, (3) how previous research theoretically framed the relationship
between the psychological constructs and the behaviour you aim to explain (i.e.,
attitudes toward gender equality), (4) are the findings of previous research
addressing the relationship between the independent and dependent variables
consistent or inconsistent, and (5) given the psychological theories and empirical
findings, what could one hypothesise about the relationship(s) between the
independent and dependent variables. See also Tutorial Letter 103 under Literature
Review.
characterising this relationship. Or, to put it differently, a research hypothesis is
a tentative answer to the research question.
Note: This research project seeks to determine whether and how SRL and grit
contribute to academic achievement. Based on your review of the literature, you
arrived at particular conclusions about the relationships between SRL, grit and
academic performance. Because of these conclusions, you have certain
expectations about the relationships between the variables. For example, your
expectation may be that both SRL and grit contribute to academic performance, or
that SRL contributes to academic performance, but that grit does not. Or perhaps
you suspect that neither SRL nor grit affects academic performance. Express your
expectations as hypotheses to be tested in your analysis. For example, based on
your expectations, you may hypothesise that both SRL and grit correlate positively
with academic performance, or that SRL correlates positively but grit negatively
with academic performance. You can also express your hypotheses in terms of the
SRL and grit subscales. For example, you may want to hypothesise that both grit
dimensions, CI and PE, correlate with academic performance but that the
correlation between CI and academic performance is positive, whereas PE
correlates negatively with academic performance.
Research Method
The Research Method includes information about the activities that must be
executed to address the research problem and answer the research questions/test
the stated hypothesis. The following structure is recommended:
Research design
Define and describe the research design employed to address the research problem.
Participants
Describe the participants you intend to approach. Describe the sampling technique
used to select the sample and indicate the sample size and participant
demographics.
Procedure
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Indicate precisely the procedure followed in order to execute the research. This
includes a description of how potential participants will be approached and how
you will measure the variables in this study (what kind of instruments will be used
to measure the variables?).
Measurements
Describe the measurements (scales) used to assess SRL, grit and academic
achievement (indicate what they measure, the nature of the items in each scale,
what high or low scores indicate and the psychometric properties of the measuring
instruments).
Data analysis
Regarding the analysis of the data, the association between SRL, grit and academic
achievement will be investigated using correlation and regression analysis.
Considerations you consider relevant in the context of this study. Do NOT simply provide a
theoretical discussion about various ethical imperatives, but indicate HOW you
upheld these imperatives in the current research.
Letter 103 under References). Ensure that all in-text references are included and
that you use APA 7 referencing conventions.
Plagiarism
Declaration
for the THIRD
(5%).
ASSIGNMENT
Review (Total: 50%) is well structured, comprehensive and logically argued
(10%); the relevant concepts are appropriately defined (10%), the theories
explaining their relationships are well presented (10%), and all relevant studies are
considered and presented by synthesizing the relevant information (15%). The
research questions are logically derived from the literature review and accurately
stated (5%).
follow APA 7 standards (10%).
Data Collection
Data Collection Collect data. Identify and approach at least ten research participants (students 18
years and older who have completed their undergraduate degree in psychology)
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and provide them with the link to the survey. You will be provided with the link
after you submit your first assignment. When asked to provide the researcher’s
identification number, ask your participants to enter YOUR student number. The
data collection will open in mid-May and close in mid-June 2024. It is therefore
regression analysis); Step 4: interpretation of SPSS outputs; and Step 5: reporting
of statistical results following APA 7 standards.

How to prepare for

Consider the feedback you receive for the second and third assignments.
your Fourth
Assignment? Attend the online seminars that demonstrate the various steps of the data analysis
Structure of the
Write your research report considering the following structure:
Fourth Assignment
Module/ research
Research report for PROJECT <<Indicate the project number>>
project information
page
title should be clear and concise. Also see Tutorial Letter 103 under Title.
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Abstract.
Literature Review
Problem Statement. State the importance of the problem, including theoretical or
practical implications.
Review of relevant scholarship. Provide a succinct review of relevant
scholarship, including:
– the review, critique, and synthesise the applicable literature to identify key
issues/ debates/theoretical frameworks in the relevant literature to clarify
barriers, knowledge gaps, or practical needs,
– statement of the purpose(s)/goal(s)/aim(s) of the study,
– description of the approach to the inquiry if it illuminates the objectives and
research rationale (e.g., descriptive, interpretive, feminist, psychoanalytic, post-
positivist, critical, postmodern, constructivist, or pragmatic approaches),
– the research question/hypotheses and how you addressed the research questions
or (tested) the hypotheses.
Research Method Indicate what research method was applied to explore/address your research
question/test your hypothesis. The following structure is recommended:
Research design. Report the research design used in this project.
Participants. Inclusion and exclusion criteria. Report inclusion and exclusion

criteria, including any restrictions based on demographic characteristics.

– sampling technique employed to select participants,
– percentage of the sample that participated,
– whether self-selection into the study occurred (either by individuals or by units,
such as schools or clinics,
– describe settings and locations where data were collected as well as dates of
safety monitoring.
Measurements. Report all measures (scales) used to assess the constructs,
including the nature of the items and answer format, what high/low scores
represent and reliability coefficients for the scales/subscales.
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Data Analysis. Describe the methods and procedures of data analysis and the goal
for which they will be used. Explain the process of analysis.
Results
Report the data in sufficient detail to justify your conclusions. Mention all relevant
ones. In reporting your statistical and data analyses, adhere to the organisational

of the variables relevant to your research report. Report this information in a table
format and summarise the results in-text.
for all hypotheses.
– sources of potential bias and threats to internal and statistical validity,
– imprecision of measurement protocols,
– overall number of tests or overlap among tests,
– adequacy of sample sizes and sampling validity.
Generalisability. Discuss the generalizability (external validity) of the findings,
– target population (sampling validity),
– other contextual issues (setting, measurement, time; ecological validity).
section, describe the limits of the scope of transferability (e.g., issues readers
should consider when using findings across different contexts). Outline how these
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Contributions of the research. Discuss your research’s core contribution(s) and
justify why readers should attend to the findings.
References List the references that you used in your research report alphabetically. Ensure that
all in-text references are included and that you report all references using APA 7
Plagiarism
Declaration
Assessment criteria The Title is concise and includes all relevant information (5%). The Introduction/
for the Fourth Literature Review (Total: 25%) frames the research problem appropriately, is well
Assignment structured, comprehensive and logically argued (5%); the relevant concepts are
(Research Report) appropriately defined, the theories explaining their relationships are well presented
(5%), and all relevant studies are considered and presented by synthesising the
relevant information (10%). The hypotheses are logically derived from the
literature review and accurately stated (5%).
In-text referencing and references (Total: 5%) follow APA 7 standards.

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RESEARCH PROJECT 8
WORK-RELATED STRESS
Research Area
Organizational Psychology
Project Title
Work-related Stress within the working from home context
Number of Students
Project Description Work stress can be experienced in all sectors. For instance, work stress is common
in the banking sector (Ajayi, 2018), in the healthcare sector (e.g., the death of a
patient is emotionally challenging), and in the educational sector (e.g., pressure to
achieve good exam results). Work stress has negative effects on individuals’
physical (e.g., high blood pressure and stroke) and mental health (e.g., substance
abuse and anxiety) (Ajayi, 2018). Work stress negatively affects not only
individuals but also their families and organizations. For instance, research has
shown that employees’ experiences of work-related stress can spill over to their
family domain (Hu et al., 2021). Likewise, work stress decreases organizational
performance and productivity (Delport, 2020). In South Africa, work-related stress
costs South African companies a staggering R40 billion annually (Delport, 2020).
Psychological research on work and occupational stress focuses on the causes of
work-related stress and the psychological effects on individuals and organizations.
Depending on the work sectors, causes of work-related stress include long working
hours, job insecurity, effort-reward imbalances, high job demands, low job
demands, bullying, and low support from colleagues and supervisors, which have
been demonstrated to increase mental and depressive disorders (Rugulies et al.,
2023; Tytherleigh et al., 2005).
The COVID-19 pandemic necessitated the adoption of new life and work
arrangements, such as the widespread implementation of work-from-home
practices. In sectors deemed as non-essential, numerous employees found
themselves compelled by their employers and organizations to transition to remote
work. Nearly three years later, it is evident that its implementation has been
significantly reshaping the fundamental principles of the workplace. Employees
across diverse domains are now articulating their preferences for a continued work-
from-home approach. Working from home – for some, a blessing, and for others, a
burden?
Working from home not only facilitates equal participation for parents of small
children in the world of work but also extends this opportunity to adults responsible
for depending on parents. Beyond this, it allows employees to physically organize
their work and living spaces independently of their employer or organization, often
referred to as new mobility. While these aspects of remote work appear to offer
numerous advantages, it prompts critical questions about potential trade-offs (e.g.,
Darouei & Pluut, 2021; Shepherd-Banigan et al., 2016). Do these blessings arrive
unaccompanied by burden, and if not, what might be the implications? Examining
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the possible trade-offs is essential, particularly in understanding their connection to
work-related stress.
This research project aims to delve into the psychological patterns characterizing
the experiences of work-related stress among employees working from home. A
qualitative approach will be employed to address this inquiry, involving in-depth
interviews with ten individuals engaged in remote work. The objective is to identify,
analyze, and interpret shared patterns of meaning, commonly referred to as themes,
that offer fresh insights into the stress experiences of these employees. The chosen
methodology for this investigation is thematic analysis, as outlined by Braun and
Clarke (2006; 2023). The ultimate output of this research will be a research report
detailing the nuanced experiences of working-from-home employees, shedding
light on how they navigate and perceive work-related stress.
References Ajayi, S. (2018) Effect of Stress on Employee Performance and Job Satisfaction: A
Case Study of Nigerian Banking Industry (April 11, 2018). Available at
SSRN:
https://ssrn.com/abstract=3160620 or http://dx.doi.org/10.2139/ssrn.31606
20
Braun, V., & Clarke, V. (2006). Using thematic analysis in Psychology. Qualitative
Avoiding common problems and be (com) ing a knowing researcher.
Hayes, S. W., Priestley, J. L., Ishmakhametov, N., & Ray, H. E. (2020). “I’m not
Working from Home, I’m Living at Work”: Perceived Stress and Work-
Related Burnout before and during COVID-19.
Hu, S., Jiang, L., Probst, T.M., & Liu, M. (2021). The relationship between
qualitative job insecurity and subjective well-being in Chinese employees:
The role of work-family conflict and work centrality. Economic and
Industrial Democracy, 42(2), 203–
225.https://doi.org/10.1177/0143831X18759793
Rugulies, R., Aust, B., Greiner, B. A., Arensman, E., Kawakami, N., LaMontagne,
A. D., & Madsen, I. E. (2023). Work-related causes of mental health
conditions and interventions for their improvement in workplaces. The
Lancet, 402(10410), 1368-1381.
Shepherd-Banigan, M., Bell, J. F., Basu, A., Booth-LaForce, C., & Harris, J. R.
(2016). Workplace stress and working from home influence depressive
symptoms among employed women with young children. International
Journal of Behavioral Medicine, 23, 102-111.
Tytherleigh, M. Y., Webb, C., Cooper, C.L., & Ricketts, C. (2005). Occupational
stress in UK higher education institutions: A comparative study of all staff
categories. Higher Education Research & Development, 14(1), 41–61.
Contact person
Dr Fana simelfz@unisa.ac.za 012-429 4438
Simelane
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on the landing page of myModules for this module.
ASSIGNMENTS In this research project, you will be required to submit three (3) formative
(ASSESSMENT
NUMBER 29)
ASSIGNMENT Summarize the psychological concept of work stress by providing an overview of
(ASSESSMENT the core aspects discussed in the literature. Furthermore, you will be required to
NUMBER 30) outline the factors that increase work stress, psychological phenomena affected by
work stress (e.g., mental health), and the implications of work stress for the
individual and the organizations by providing evidence from previous research.
Lastly, outline why it is important to explore work-related stress among employees
who are working from home.
ASSIGNMENT Introduce the concept of work stress and provide an overview of the core aspects of
(ASSESSMENT this concept as discussed in the literature. Outline and synthesize previous research
NUMBER 31) on work stress, working from home, and its effect on mental health. Provide detailed
information about the proposed study. The proposal should not exceed ten (10)
pages (excluding the front page, table of contents, and references).
NUMBER 32)
appendix).
The Study
Research Procedure To explore the experiences of work-related stress among employees working from
home, you will interview ten (10) adults (older than 18 years).
115
All interviews will be based on an interview guide, which includes interview
questions, interview arrangements (e.g., locations), and ethical issues that must be
adhered to during the interviews.
The interview guide for the interviews will be developed in consultation sessions
with the supervisor of this research project.
All interviews need to be recorded and transcribed (the use of transcription
technology from audio to text is strongly recommended).
The interviews will be analyzed using thematic analysis.
older than 18) who do work from home. The data collection should be completed
in mid-June 2024. It is, therefore, recommended to start with the data collection as
soon as possible.
Note 1. The supervisor of this research project will offer consultation sessions to
discuss the interview guide of this research project. Relevant announcements will
be made on the Research Project Discussion Forum.
Note 2: Students who fail to recruit and interview at least 10 participants will be
unable to finalise their fourth assignment.
prepare for your
variable, what are the independent variables, and what other variables (i.e.,
FIRST covariates, mediators, or moderators) have been considered. Furthermore, ask
ASSIGNMENT? yourself what theoretical arguments are made, which research method(s) have been
applied to address the research problem(s), what the findings are, how they are
interpreted, and which limitations and conclusions are discussed and proposed.
How do you Please go to MyModules and select the assignment. Please take note that you have
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date/time.
Assessment criteria
Assignment 1 is a multiple-choice questionnaire (MCQ), which will be marked
ASSIGNMENT
How do you Read the papers listed as resources and identify additional papers. Again, always
prepare for your ask yourself the following questions while reading the papers: What theoretical
SECOND arguments are made, what empirical evidence is reported, and how are the findings
ASSIGNMENT?
interpreted?
How do you When completing this assignment, answer the following questions (and provide
complete the
evidence from the literature):
SECOND
ASSIGNMENT? What is the psychological concept of work stress, and why is it important to study
it?
What differentiates work stress from other stressors?
What are the psychological factors that influence work stress, and what are the
psychological factors that are influenced by work stress?
important to study the work stress of remote working employees. Provide a
justification.
SECOND
ASSIGNMENT
Content
existing literature. Ask yourself what the arguments/studies have in common, and
References
that all in-text references are included and that you apply APA standards when you
report your references (see Tutorial Letter 103 under References).
117
Resources
Ajayi, S. (2018). Effect of Stress on Employee Performance and Job Satisfaction:
A Case Study of Nigerian Banking Industry (April 11, 2018). Available at
SSRN: https://ssrn.com/abstract=3160620 or
http://dx.doi.org/10.2139/ssrn.3160620
Darouei, M., & Pluut, H. (2021). Work from home today for a better tomorrow!
How working from home influences work‐family conflict and employees'
start of the next workday. Stress and health, 37(5), 986-999.
225.https://doi.org/10.1177/0143831X18759793
Lancet, 402(10410), 1368-1381.
Sahni, J. (2020). Impact of COVID-19 on employee behavior: Stress and coping
mechanism during WFH (Work From Home) among service industry
employees. International Journal of Operations Management, 1(1), 35-48.
Assessment criteria
Answers to each question receive a maximum score of 20% (in total, 80% for the
ASSIGNMENT arguments/information (10%), the quality of evidence provided (5%), and academic
writing skills (5%).
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How do you
prepare for your
THIRD
ASSIGNMENT?
How do you In your third assignment, you are expected to write a research proposal to explore
complete the the psychological patterns (i.e., themes) characterizing the experiences of work-
THIRD related stress among employees working from home. Based on the feedback you
ASSIGNMENT? received for your second assignment, continue to improve upon writing your
literature review on the work-related stress of remote-working employees.
THIRD
ASSIGNMENT
the work stress of remote-working employees? When framing the research problem,
consider the various concerns on which your research problem touches and its
effects on other outcomes (e.g., mental health). Proper framing helps set the readers’
expectations for what the research report will and will not include. Thus, outline
what your study will address. Introduce the psychological constructs. The
introduction is usually one paragraph. See also Tutorial Letter 103 under
Introduction.
work-related stress and work-related stress of working from home employees), (2)
how previous research conceptualised the psychological construct (i.e., work-
related stress) related to the research problem, (3) how previous research
theoretically framed the relationship between the psychological construct (i.e.,
work-related stress) and the experiences and explanations of work-related stress, (4)
are the findings of previous research consistent or inconsistent, and (5) given the
psychological theories and empirical findings, what are open questions. See also
Participants Describe the participants or data sources you plan to analyse (i.e., sample size,
119
Procedure Outline the process of data collection, including how potential participants will be
approached. It may not be useful to outline all the questions that will be asked in an
interview (i.e., interview guide), especially in the case of unstructured or semi-
structured interviews.
Analysis Describe the methods and procedures of data analysis and the goal for which they
will be used. Explain the process of analysis.
Considerations
Plagiarism
Declaration
Resources
Ajayi, S. (2018). Effect of Stress on Employee Performance and Job Satisfaction:
A Case Study of Nigerian Banking Industry (April 11, 2018). Available at
SSRN: https://ssrn.com/abstract=3160620 or
http://dx.doi.org/10.2139/ssrn.3160620
Darouei, M., & Pluut, H. (2021). Work from home today for a better tomorrow!
How working from home influences work‐family conflict and employees'
start of the next workday. Stress and health, 37(5), 986-999.
225.https://doi.org/10.1177/0143831X18759793
Lancet, 402(10410), 1368-1381.
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Sahni, J. (2020). Impact of COVID-19 on employee behavior: Stress and coping

mechanism during WFH (Work From Home) among service industry
employees. International Journal of Operations Management, 1(1), 35–48.
for the THIRD
(5%).
ASSIGNMENT
Review (Total: 50%) is well structured, comprehensive and logically argued (10%);
the relevant concepts are appropriately defined (10%), the theories explaining their
Data Collection
After the interview guide has been agreed upon with the supervisor of this research
project, make arrangements to meet the interviewees following the
recommendations developed in the interview guide.
Conduct the interviews, which must be recorded using an electronic device.
Apply transcription software to transcribe audio to text.
Follow the thematic analysis procedure outlined by Braun and Clarke (2006, 2023).
unable to finalise their research report (last assignment).
Note 3: The thematic analysis training will be announced. Therefore, students must
read the announcements in this research project.
121
How to prepare for

your Fourth
Assignment? Attend the online seminars which demonstrate the various steps of Thematic
Analysis.
the Fourth
Assignment?
Structure of the
Fourth Assignment
Module/ research
Research report for PROJECT <<Indicate the project number>>
project information
page
Abstract.
Literature Review
to the concepts,
independent and dependent variables
knowledge gaps, or practical needs;
– state the purpose(s)/goal(s)/aim(s) of the study,
– describe the approach to inquiry if it illuminates the objectives and research
rationale (e.g., descriptive, interpretive, feminist, psychoanalytic, post-positivist,
critical, postmodern, constructivist, or pragmatic approaches).
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Research Method Indicate what research design was applied to explore/address your research
question. The following structure is recommended:
Participants.
o sampling method if a systematic sampling plan was implemented,
institutional review board agreements, ethical standards met, and safety monitoring.
Data Analysis Describe the methods and procedures of data analysis and the goal
for which they will be used. Explain the process of analysis.
meaning and understandings that the researcher derived from the data analysis in
relation to the goal(s) of the study. Findings often include quotes, evidence, or
excerpts demonstrating the data analysis process and reaching findings (e.g., thick,
evocative descriptions, field notes, and text excerpts). The following structure is
recommended:
of data).
Present synthesizing illustrations (e.g., diagrams, tables, models), if useful in
Discussion
The Discussion section in your research report provides an evaluation and
findings, including an interpretation.
123
on, challenging, or supporting prior research or theory) and how the findings can be
best utilized.
consider when using findings across different contexts)
Implication(s) of the research. Discuss your research’s core contribution(s) and
justify why readers should attend to the findings.
Plagiarism
Declaration
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RESEARCH PROJECT 9:
KNOWLEDGE AND PERCEPTIONS OF DEMENTIA
Research Area
Neuropsychology/Cognitive Neuroscience
Project Title
Knowledge and Perceptions of Dementia amongst South Africans
Number of Students
Project Description Dementia is a growing global health concern. According to the World Health
Organisation [WHO] (2023), currently, more than 55 million people globally have
dementia, and there are roughly 10 million new cases each year. Due to its
debilitating effect, dementia is currently the seventh leading cause of death, and it
is also one of the major causes of disability and dependency among the elderly
globally. Due to its ripple effect, dementia’s global costs are estimated at 1.3 trillion
United States (US) dollars, mostly attributed to care and supervision (WHO, 2023).
The world has witnessed a staggering improvement in healthcare advancement in
recent years, significantly increasing global life expectancy (Adebisi & Salawu,
2023). Despite such improvement, low-to-middle-income countries, South Africa
included, are still plagued by many healthcare challenges, such as inadequate
infrastructure, limited access to health care and a shortage of healthcare workers
(Adebisi & Salawu, 2023).
The ageing population growth that is projected for sub-Saharan Africa presents
added challenges (Aboderin & Beard, 2015; Bigna & Noubiap, 2019). That is,
increased ageing is associated with a plethora of challenges, but of note, it is age-
related diseases such as dementia (Bigna &Noubiap, 2019). The observed rise in
dementia is a cause for concern as it puts an additional strain on already
overstretched healthcare resources.
There is a poor understanding and knowledge of dementia amongst the general
population globally. However, knowledge and understanding about dementia are
even lower in low-to-middle-income countries such as South Africa (Khonje et al.,
2015). Similarly, one study found that in cases where knowledge about dementia
was present, the disease's cause, treatment and prevention knowledge was still low
(Adamson, 2001).
Unfortunately, knowledge and perceptions of dementia in Africa and South Africa
are complicated by multiculturalism and traditional beliefs (Adebisi & Salawu,
2023). The latter has far-reaching consequences on individuals with dementia as
their gradual memory loss, behavioural disturbances, wandering, garbled speech,
and hallucinations are often misinterpreted as witchcraft (leading to witchcraft-
related violence), the work of the evil spirit or punishment from the ancestors (Pillay
& Pillay, 2023). In South Africa, among the ethnic groups which believe that those
who display dementia symptoms are because of witchcraft have been found to
mistreat such individuals by shouting, beating, manhandling and, in some cases,
even burning them alive (Khonje et al., 2015). It was also found that even the public
125
- when they come across someone with dementia being abused - does not report
such incidences as they also believe that the odd behaviour in dementia is associated
with witchcraft practices (Khonje et al., 2015).
Based on the above background, it is quite clear that lack of knowledge, traditional
beliefs, inadequate awareness, attitudes and misconceptions about dementia
negatively affect health-seeking behaviour, caregivers' ability to provide the
necessary care, poor management and understanding of the conditions in Sub-
Saharan Africa, in particular South Africa (Adebisi & Salawu, 2023; Khonje et al.,
2015). Due to the challenges experienced by individuals with dementia in the
background provided, we can, therefore, concur with Khonje et al. (2015), who
called for more dementia research, specifically in South Africa. because lack of
knowledge has a negative ripple effect amongst those who suffer from dementia.
This research project explores knowledge and perceptions of dementia among South
Africans. A qualitative research approach will be employed. Ten (10) individual
face-to-face semi-structured interviews will be used for data collection. The main
aim is to bring forth, analyse, and interpret shared meanings in the form of patterns
or themes to offer insights into the knowledge and perceptions of dementia among
South Africans. The chosen methodology for this investigation is thematic analysis,
as outlined by Braun and Clarke (2006; 2023). The ultimate outcome of this
research will be a research report detailing in a coherent, logical and non-repetitive
manner nuanced insight into the knowledge and perceptions of dementia among
South Africans.
References Aboderin, I. A. G., & Beard, J. R. (2015). Older people's health in sub-Saharan
Africa. Lancet (London, England), 385(9968), e9–e11.
https://doi.org/10.1016/S0140-6736(14)61602-0.
Adebisi, A. T., & Salawu, M. A. (2023). Misconception of dementia-related
disorders in Sub-Saharan Africa. Frontiers in neurology, 14, 1148076.
https://doi.org/10.3389/fneur.2023.1148076.
Bigna, J. J., & Noubiap, J. J. (2019). The rising burden of non-communicable
diseases in sub-Saharan Africa. The Lancet. Global health, 7(10), e1295–
e1296. https://doi.org/10.1016/S2214-109X(19)30370-5.
Khonje, V., Milligan, C., Yako, Y.Y., Mabelane, M., Borochowitz, K., & Jager, C.
(2015). Knowledge, Attitudes and Beliefs about Dementia in an Urban
Xhosa-Speaking Community in South Africa. Advances in Alzheimer's
Disease, 4(02), 21-36.
Mfene, X. P., & Pillay, B. J. (2023). Knowledge of dementia and dementia care in
a cross-sectional sample of individuals living in rural and urban areas in
KwaZulu-Natal, South Africa. South African Journal of Psychology, 53(2),
265-274. https://doi.org/10.1177/00812463221139651.
World Health Organisation. (2023). Dementia. https://www.who.int/news-
room/fact-sheets/detail/dementia.
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Contact person
Dr Daniel Letsoalo letsodl@unisa.ac.za N/A
(ASSESSMENT
NUMBER 33)
ASSIGNMENT Summarize relevant literature in line with the concept of dementia by providing an
(ASSESSMENT overview of the most relevant literature findings. In your literature review, also
NUMBER 34) indicate why it is important to investigate knowledge and perceptions of dementia,
especially in the South African context.
THIRD For your third assignment, you will be required to write a research proposal in line
ASSIGNMENT with the title. Introduce the concept of dementia and provide an overview of the
(ASSESSMENT core aspects of this concept as discussed in the literature. Outline and synthesize
NUMBER 35)
previous research on knowledge, attitudes and perceptions of dementia from both
the Western and African perspectives. Provide detailed information about the
proposed study. The proposal should not exceed ten (10) pages (excluding the front
page and references).
NUMBER 36)
appendices).
The Study
127
Research Procedure To explore knowledge and perceptions of dementia amongst South Africans, you
will interview ten (10) adults (18 years and older).
All interviews will be based on a semi-structured interview guide, which includes
interview questions, interview arrangements (e.g., place), and ethical issues that
must be adhered to during the interviews.
The interview guide for the interviews will be developed in consultation sessions
with the supervisor of this research project.
All interviews need to be recorded and transcribed (the use of transcription
technology from audio to text is strongly recommended).
The interviews will be analyzed using thematic analysis.
Data Collection Identify and approach at least ten (10) potential research participants (i.e., only
individuals 18 years or older). The data collection should be completed by mid-
June 2024. It is, therefore, recommended that you start with the data collection as
soon as possible.
Note 1. The supervisor of this research project will offer consultation sessions to
discuss the interview guide of this research project. Relevant announcements will
be made on the Research Project Discussion Forum.
unable to finalise their fourth assignment.
Note 3: Any form of data fabrication will result in disciplinary action as this is not
only unacceptable but violates the Good Research and Plagiarism Declaration.
How do you Read the provided paper carefully. Always ask yourself, what is the overarching
prepare for your research question, research problem/problem statement, main aim, objectives and
FIRST research questions that mirror the objectives. Further, ask yourself, what theoretical
ASSIGNMENT? arguments are made or are being advanced, which research method(s) [research
paradigm/philosophical worldview, research approach, research design, data
collection tool, data analysis method, trustworthiness) have been applied to address
the research problem(s) and realise the study objectives and questions, what the
findings are, how they are interpreted, and which general and methodological
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limitations, strength, conclusions and future research recommendations are

discussed and proposed.
How do you
Please go to MyModule and select the assignment. Please take note that you have
ASSIGNMENT? have answered all questions. Once you submit the assignment, you cannot make
any changes. Also, make sure to submit the assignment before the due date/time.

ASSIGNMENT
SECOND arguments are made or are being advanced, what empirical evidence is reported,
ASSIGNMENT?
and how are the findings interpreted?
How do you When completing this assignment, consider the following questions (and
complete the
SECOND
ASSIGNMENT? What is dementia, and why is it important to study it?
How is dementia understood and/or conceptualised from a Western and African
perspective?
How are individuals who suffer from dementia treated, especially in South Africa?
What are the myths and/or misconceptions regarding dementia?
Structure of the
SECOND
ASSIGNMENT
Content
Use the questions listed above as a guide to structure your assignment. Do not just
list what researchers are saying to answer the questions but provide a synthesis of
the existing literature. Ask yourself what the arguments/studies have in common,
and where they differ. Remember to provide evidence (in-text references
alphabetically – and reference properly as per APA 7) for your arguments and
conclusions.
References
that all in-text references are included and that you apply APA 7 standards when
you report your references (see Tutorial Letter 103 under References).
129
Resources
Aboderin, I. A. G., & Beard, J. R. (2015). Older people's health in sub-Saharan
https://doi.org/10.1016/S0140-6736(14)61602-0.
e1296. https://doi.org/10.1016/S2214-109X(19)30370-5.
Xhosa-Speaking Community in South Africa.
265-274. https://doi.org/10.1177/00812463221139651.
Assessment criteria
Marks to the assignment will be allocated as follows:
for the SECOND
ASSIGNMENT Answers to each question receive a maximum score of 20% (in total, 80% for the
four questions). The score depends on the logic, correctness, and accuracy of your
arguments/information (10%), the quality of evidence provided (5%), and academic
How do you
prepare for your
THIRD
ASSIGNMENT?
How do you In your third assignment, you are expected to write a research proposal to explore
complete the knowledge and perceptions of dementia amongst South Africans. Based on the
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HRPYC81/102
THIRD feedback you received for your second assignment, continue to improve upon
ASSIGNMENT? writing your literature review.
Structure of the
THIRD
ASSIGNMENT
concise.
Introduction and The Introduction and Background usually introduce and provide background to the
Background study in general terms. In a funnel approach, this section sets the tone for the whole
study. Introduce the constructs and clearly articulate the research problem. That is,
why is it important to explore knowledge and perceptions of dementia among South
Africans? In effect, what is the problem, and why does such a problem warrant
investigation? Include the purpose of the study (inclusive of the overarching
research question, main aim, objectives and research questions) immediately
after this section before the literature review. Refer to Tutorial Letter 103 under
Introduction.
Literature Review The literature review covers (1) what is known about the research problem and area
of interest , (2) how previous research conceptualised the phenomenon under
scrutiny, (3) how previous research theoretically framed dementia, and (4) whether
the findings of previous research are consistent or inconsistent. and (5) given the
empirical findings, what are the open questions? See also Tutorial Letter 103 under
Literature Review.
Participants Describe the participants or data sources (i.e., sample size, demographics, sampling
approach/technique).
Procedure Outline the process of data collection, including how potential participants will be
approached. It may not be useful to outline all the questions that will be asked in an
interview (i.e., interview guide), especially in the case of unstructured or semi-
structured interviews.
Analysis Describe the methods and procedures of data analysis and justify why they are
considered appropriate for your study as opposed to other analysis methods. Explain
and clearly articulate the process of analysis.
Ethical
Outline the ethical considerations that are relevant or which you consider relevant.
Considerations
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Plagiarism
Declaration
Resources
Aboderin, I. A. G., & Beard, J. R. (2015). Older people's health in sub-Saharan
https://doi.org/10.1016/S0140-6736(14)61602-0.
e1296. https://doi.org/10.1016/S2214-109X(19)30370-5.
Xhosa-Speaking Community in South Africa.
265-274. https://doi.org/10.1177/00812463221139651.
for the THIRD
(5%).
ASSIGNMENT
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Data Collection After the interview guide has been agreed upon with the supervisor of this research
project, make arrangements to meet the interviewees following the
recommendations developed in the interview guide.
Conduct the interview(s), which must be taped using an electronic device with the
oral and/or written consent of the interviewees.
You can transcribe the audio to text manually or you may use qualitative
transcription software to transcribe audio to text (i.e., Atlas ti, Nvivo)
Follow the procedure of thematic analysis as outlined by Braun and Clarke (2006,
2023).
unable to finalise their research report (last assignment).
Note 3: The thematic analysis training will be announced. Therefore, students must
read the announcements in this research project.

How to prepare for

your Fourth
Assignment? Attend the online seminars which demonstrate the various steps of Thematic
Analysis.
How to complete Use the structure below to write the research report. Start as early as possible to
the Fourth
write your research report.
Assignment?
Structure of the
Fourth Assignment
Module/ research
project information
page
133
The abstract/executive summary should be accurate, comprehensive, concise and

Abstract brief (the abstract/executive summary must not be longer than 300 words). The
abstract must also include keywords. How to write a good abstract is outlined in
Tutorial Letter 103 under Abstract.
Literature Review
Introduction. Introduce the study and frame and/or clearly articulate the research
problem and the importance of addressing the problem. Also include the purpose of
the study (inclusive of the overarching research question, main aim, objectives
and research questions)
to the concepts,
– an overview of previous research addressing the area under scrutiny,
knowledge gaps, or practical needs,
– state the purpose(s)/goal(s)/aim(s) of the study.
Research Method Indicate what research paradigm/philosophical worldview, approach and design
was applied to explore/address your research question. The following structure is
recommended:
Research Paradigm - which research paradigm did your study follow and justify
Research Approach - which research approach did your study follow and justify
Research Design- which research design did your study adopt and justify why it
was considered appropriate.
Study Context/Area - describe the study settings and/or location(s) where data
were collected as well as dates of data collection.
Inclusion and Exclusion Criteria - Report on inclusion and exclusion criteria,
including any restrictions based on demographic characteristics.
Trustworthiness/ Rigour – mention what methods were used to ensure the
trustworthiness or rigour of the study and briefly explain how this was carried out.
Participants
1 Sampling Procedures - Describe procedures used for selecting participants,
including sampling method/technique. Describe agreements and payments made to
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participants if any. Describe institutional review board agreements, ethical

standards met, and safety monitoring.
Procedure. Describe in detail the tool and procedure followed to collect data. Write
as detailed as possible such that anybody reading the procedure can replicate the
study.
Data Analysis Describe the methods and procedures of data analysis and justify
why they were used and how they assisted you to realise the study aim(s) and
objectives. Explain the process of analysis.
meaning and understandings that you (the researcher) derived from the data analysis
in relation to the goal(s) of the study. Findings often include quotes, evidence,
extracts or excerpts demonstrating the data analysis process and reaching findings
(e.g., thick, evocative descriptions, field notes, and text excerpts). The following
of data).
Present synthesising illustrations (e.g., diagrams, tables, models), if useful in
Discussion
The Discussion section in your research report provides an evaluation and
findings including an interpretation.
on, challenging, or supporting prior research or theory) and how findings can be
best utilised.
consider when using findings across contexts).
Strengths. Discuss the strengths of the project.
Study Contribution. Discuss your research’s core contribution(s) and justify why
135
Recommendations for Future Research. Make recommendations regarding the
areas that you found in your study to warrant further investigation.
all in-text references are included and that you report all references using APA 7
Plagiarism
Declaration
136
HRPYC81/102
RESEARCH PROJECT 10
CORRUPTION FROM A SOCIAL NORM PERSPECTIVE
Research Area
Social Psychology
Project Title
Corruption from a social norm perspective
Number of Students
Project Description Corruption is considered the root cause of local and global inequality and instability
(Skenjana, et al., 2010; Wei et al., 2022; Zaloznaya, 2014). Societies like South
Africa with rampant corruption tend to have higher rates of poverty, higher rates of
unemployment, and more inefficient institutions (Zaloznaya, 2014). Corruption also
negatively impacts psychological well-being (Zyglidopoulos et al., 2017), lowers
trust in institutions (Rothstein & Eek, 2009), negatively affects justice perceptions
(Ramos & Mariconi, 2018), and increases tolerance toward illegal activity (Wang
et al., 2015). Thus, corruption destabilises societies.
Corruption is never victimless because it involves the intended use of public
office/resources for private gains at the expense (and sometimes to the detriment)
of the rightful and intended beneficiaries (e.g., Jain, 2001; Kobis, 2017; Langseth,
2000; Nye, 1967; Pearce et al., 2008). While its definition suggests that corruption
is an act that deviates from established social norms, one could also argue that, in
particular contexts, corruption might be normative in itself and, thus, a social norm
(Persson et al., 2013).
Social norms determine what can be seen as acceptable or appropriate behaviour in
a society. Thus, they influence behaviour's positive or negative evaluation (Abbink
et al., 2018; Cialdini et al., 1991, 1998). They signal not only the prevalence of
specific behaviour, that is, “what is commonly done by others”, but also ingroup
members’ approval or disapproval, that is “what is socially sanctioned” (Cialdini et
al., 1991, p. 202; Cialdini & Trost, 1998, p. 157).
Recent work on corruption suggests that corrupt activity is influenced explicitly by
descriptive norms (Köbis et al., 2015), which motivate the individual to think, “If
everyone is doing […] it, then it must be a sensible thing to do […]” (Cialdini et al.,
1991, p. 203). Therefore, norms are influential because if people observe everyone
else as corrupt in a similar situation, they have no incentive to act differently. On
the other hand, injunctive norms specify the ideal, which should always be done
irrespective of the situation. Injunctive norms, which are sometimes referred to as
prescriptive or moral norms (Cialdini et al., 1991; Reno et al., 1993), motivate
behaviour by promising rewards and punishment, and thus, influence people to act
by norms that are positively regarded to avoid social disapproval (Cialdini et al.,
1991; Kobis et al., 2015).
While a group’s descriptive and injunctive norms may be aligned in some instances,
a group’s descriptive norms may fail to live up to its injunctive norms in other
instances, leading to conflict at any given time. For example, a municipality may
137
have an objective (i.e., injunctive norm) to uplift the quality of life of all citizens in
its respective local areas, especially the poor. However, this injunctive norm would
conflict with the municipality’s descriptive norms if most of its council members
committed a considerable amount of corruption (Akpojivi, 2020). Thus, the poor
would remain poor while members of this municipality continue to enrich
themselves, and, as such, the municipality's injunctive and descriptive norms would
not be in alignment. In such cases, Cialdini and colleagues (1991) suggest that social
norms, that will influence how people behave, are those that are salient at that time;
that is, people will be influenced by those norms that are in their focus. This is called
normative focus (Cialdini et al., 1991).
In this research project, we are interested in understanding whether people perceive
corruption as a descriptive and/or injunctive norm (violation), which might help to
explain why some people engage in corruption while others actively fight it and
others remain silent. Indeed, Köbis and colleagues (2015) provided empirical
evidence that corruption perceived as a descriptive norm influences corrupt
behaviour. First, they showed that the perception that most others are corrupt (i.e.,
descriptive norms) is positively associated with corrupt behaviour (Köbis et al.,
2015), and secondly, that pro-corruption descriptive norms increase participants'
engagement in corrupt behaviour when compared to anti-corruption descriptive
norms (Köbis et al., 2015, Study 3). These results were supported by other findings
demonstrating that participants who were exposed to bribery as a descriptive norm
showed greater transgression tolerance than those who were not exposed to bribery
as a descriptive norm (Wang et al., 2015). Likewise, Zhao et al. (2019) found that
the perception of corruption as a descriptive norm influences bribery intention in
that the more people perceive others to engage in corruption, the more likely they
also intend to engage in bribery.
This research project will explore the relationships between the perception of
corruption as a social norm and corrupt intentions, moral disengagement,
generalised trust, and institutional trust. These relationships will be studied using a
cross-sectional online survey, which will be hosted on the research platform
Qualtrics.
References Abbink, K., Freidin, E., Gangadharan, L., & Moro, R. (2018). The effect of social
norms on bribe offers. Journal of Law, Economics and Organization, 34(3),
457-474. doi:https://doi.org/10.1093/jleo/ewy015
Cialdini, E., Kallgren, C. A., & Reno, R. R. (1991). A focus theory on the
normative: A theoretical refinement and reevaluation of the role of norms in
human behavior. In M. P. Zanna, Advances in experimental social
psychology (pp. 201-234). San Diego, CA: Academic Press.
Cialdini, R. B., & Trost, M. R. (1998). Social influence: Social norms, conformity,
and compliance. In D. T. Gilbert, S. T. Fiske, & G. Lindzey, The Handbook
of Social Psychology (4th ed., pp. 151-192). Boston: McGraw-Hill.
Jain, A. K. (2001). Corruption: A review. Journal of Economic Surveys, 15(1), 71-
121.
Köbis, N C; van Prooijen, J W; Righetti, F; Van Lange, P A;. (2017). The road to
bribery and corruption: Slippery slope or steep cliff? Psychological Science,
28 (3), 297-306 doi: doi: 10.1177/0956797616682026
Köbis, N. C., Iragorri-Carter, D., & Starke, C. (2018). A social psychological view
on the social norms of corruption. In I. Kubbe, & A. Engelbert (Eds.),
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Corruption and Norms: Why informal rules matter (pp. 31-52). Palgrave
Macmillan. doi:doi.org/10.1007/978-3-319-66254-1
Köbis, N. C., Troost, M., Brandt, C. O., & Soraperra, I. (2019). Social norms of
corruption in the field: social nudges on posters can help to reduce bribery.
Behavioural Public Policy, 1- 28. doi:doi.org/10.1017/bpp.2019.37
Köbis, N. C., van Prooijen, J.-W., Righetti, F., & Van Lange, P. A. (2015). "Who
doesn't?" - The impact of descriptive norms on corruption. Plos One,
10(6), doi:10.1371/journal.pone.0131830
Langseth, P. (2000). Integrated versus quantitative methods: lessons learned.
United Nations Office for Drug Control and Crime Prevention, Centre for
International Crime Prevention. Retrieved from
http://www.unodc.org/pdf/crime/gpacpublications/cicp7.pdf
Nye, J. S. (1976). Corruption and political developmnent: A cost benefit analysis.
The American Political Science Review, 61(2), 417-427.
Pearce, C. L., Manz, C. C., & Sims Jr, H. P. (2008). The roles of vertical and shared
leadership in the enactment of executive corruption: Implications for
research and practice. The Leadership Quarterly, 19(3), 353-359.
Persson , A., Rothstein, B., & Teorell, J. (2013). Why anticorruption reforms fail -
Systemic corruption as a collective action problem. Governance, 26(3), 449-
471.
Reno, R., Cialdini, R., & Kallgren, C. (1993). The transsituational influence of
social norms. Journal of Personality and Social Psychology, 64(1), 104-112
Ramos, M. R., & Mariconi, M. (2018). Corruption in Latin America: Stereotypes
of politicians and their implications for affect and perceived justice. Social
Psychological and Personality Science, 9(2), 111-122.
Rothstein, B., & Eek, D. (2009). Political corruption and social trust. Rationality
and Society, 21(1), 81-112.
Skenjana, N., Ngamlana, N., Mabhula, T., Mgwebi, G., Sokupa, T., & Kimemia, P.
(2010). Understanding the impact of corruption in service delivery on local
development. Cape Town: Good Governance Learning Network.
Wang, J., Xinyuan, F., Zhan, L., & Kou, Y. (2015). The impacts of moral
evaluations and descriptive norms on children's and adolescents’ tolerance
of transgression. Journal of Pacific Rim Psychology, 9(2), 86-96.
doi:10.1017/prp.2015.11
Wei, C., Dang, J., Liu, L., Li, C., Tan, X., & Gu, Z. (2023). Economic inequality
breeds corrupt behaviour. British Journal of Social Psychology, 62(2), 949-
971.
Zaloznaya, M. (2014). The social psychology of corruption: Why it does not exist
and why it should. Sociology Compass, 8(2), 147-202.
139
Zyglidopoulos, S., Hirsch, P., De Holan, P. M., & Phillips, N. (2017). Expanding
research on corporate corruption, management, and organizations. Journal
of Management Inquiry, 26(3), 247-253.
Contact person
Ms Nonhlanhla khuman@unisa.ac.za 0124334865.
Khumalo
(ASSESSMENT
NUMBER 37)
ASSIGNMENT Summarize the psychological concepts of descriptive and injunctive social norms,
(ASSESSMENT outline how they are applied in the study of corruption and provide an overview of
NUMBER 38) the core findings. Furthermore, discuss the psychological phenomena affected by
the perception of corruption as a social norm and the consequences that can result
for the individual and the group/society by providing evidence from previous
research. This essay should be at most five (5) pages (without the front page, content
page, and references).
ASSIGNMENT Introduce the psychological concept of descriptive and injunctive social norms and
(ASSESSMENT how they influence the study of corruption by providing an overview of the core
NUMBER 39) aspects discussed in the literature. Outline and synthesize previous research on
corruption as a norm and its influence on corrupt behaviour. Derive at least one
research hypothesis from your literature review that addresses the relationship
between social norms and corrupt behaviour. Provide detailed information about
the proposed study. The proposal should not exceed ten (10) pages (excluding the
front page, table of contents, and references).
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HRPYC81/102
NUMBER 40) appendix).
The Study
Research Descriptive norms on corruption will be assessed by asking participants to indicate

Instrument the perceived frequency of corrupt behaviours such as dishonesty, bribing, and
tempering public office/resources for private gains on a 100-point slider answer
scale ranging from 0 (nobody does it) to 100 (everybody does it). Higher scores
reflect a higher perceived prevalence of the respective behaviour.
Injunctive norms on corruption will be measured by asking the participants to
indicate the social appropriateness of corrupt behaviours such as dishonesty,
bribing, and tempering public office/resources for private gains on a 100-point
slider answer scale ranging from 0 (very socially inappropriate) to 100 (very
socially appropriate).
To assess corrupt intentions, participants will be presented with two scenarios which
will be presented in random order. The first scenario involves bribery, and the
second involves adhering to corrupt requests.
Scenario 1: “Imagine a situation where you are driving your car, and as you
approach a set of traffic lights, they turn red. However, you decide to drive past the
red light. After crossing, it turns out that there are traffic officers on the other side,
and they pull you over. One officer approaches your vehicle and informs you that
your offence carries an R1500 fine. Then, the officer leans closer to you and
presents you with an opportunity to pay R250 on the spot to avoid receiving a traffic
ticket.”
Scenario 2: “Imagine you are working as an HR officer in a government department
where a vacancy for an executive position must be filled. The interviewing process
has narrowed down the candidates to three applicants. Your responsibility is to
contact the referees of these applicants for verification. During this process, you
discover that one of the applicants falls short of the required experience, degree
qualification, and appropriate referees. Recognising this inconsistency, you bring it
to the attention of your manager. However, the manager insists that this candidate
must be hired and instructs you to take whatever actions are necessary to make it
happen.”
Participants will be asked after reading the respective scenario to indicate the
likelihood of engaging in the behaviour on a 5-point Likert scale ranging from 1
(extremely unlikely) to 5 (extremely likely) (see Bai et al., 2014, Kobis et al., 2015;
Zhao et al., 2016).
Participants will be further asked to indicate whether the average South African
would engage in this behaviour (using a 7-point Likert scale ranging from extremely
unlikely to extremely likely) and how common the behaviour is among South
Africans (using a 100-point slider answer scale ranging from nobody does it to
everybody does it).
141
Generalized trust will be measured using a three-item scale trust scale (Van Lange,
2015). The items on the scale are “I dare to put my fate in the hands of most other
people”, “I completely trust most other people”, and “When push comes to shove,
I do not trust most other people” (reversed item). Participants will respond to these
items on a 7-point Likert scale ranging from 1 (completely disagree) to 7
(completely agree).
Institutional trust will be measured with an adapted 5-item measure (Spadano et al.,
2020). Participants will respond to the following statements: “Generally speaking,
how much do you trust the: “police”, “legal system”, “government” “legal systems”,
and “religious institutions”. Items will be assessed on a 7-point Likert scale ranging
from 1 (not at all) to 7 (completely).
Moral disengagement will be measured using the 24-item version of the moral
disengagement scale (Detert et al., 2008). This scale includes eight dimensions:
moral justification, euphemistic labelling, advantageous comparison, displacement
of responsibility, diffusion of responsibility, distortion of consequences, attribution
of blame and dehumanization. The items will be rated on a 5-point Likert scale
ranging from 1 (strongly disagree) to 7(strongly agree).
References Bai, B. Y., Liu, X. X., & Kou, Y. (2014). Belief in a just world lowers perceived
intention of corruption: The mediating role of perceived punishment. PLoS
One, 9, e97075.
Detert, J. R., Trevino, L. K., & Sweitzer, V. L. (2008). Moral disengagement in
ethical decision making: A study of antecedents and outcomes. Journal of
Applied Psychology, 93, 374–391.
Köbis, N. C., van Prooijen, J.-W., Righetti, F., & Van Lange, P.A. M. (2015). “Who
doesn’t?”—The impact of descriptive norms on corruption. PloS One,
10(6), doi:10.1371/journal.pone.0131830
Spadaro, G., Gangl, K., Van Prooijen, J-W.,Van Lange P. A. M., Mosso, C. O.
(2020). Enhancing feelings of security: How institutional trust promotes
interpersonal trust. PloS One 15(9).
https://doi.org/10.1371/journal.pone.0237934
Van Lange, P. A. M. (2015). Generalized Trust. Current Directions. Psychological
Science, 24(1), 71–76. doi:10.1177/0963721414552473
Zhao, H., Zhang, H., & Xu, Y. (2019). Effects of perceived descriptive norms on
corrupt intention: The mediating role of moral disengagement. International
Journal of Psychology, 54(1), 93-101
FOURTH ASSIGNMENT as soon as at least 10 participants have completed the
study using your identification code and you have been provided with the results
relevant to your hypothesis. The data collection will open in mid-May and close in
mid-June 2024. It is, therefore, recommended to start with the data collection as
soon as possible.
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Note 1: Students who fail to recruit at least 10 participants to participate in the study
will not be provided with the study results and, thus, will not be able to finalise their
fourth assignment.
Note 2: Any form of data fabrication will result in disciplinary action as you
Further information about preparing and completing this research project's assignments is provided below.
You will also be presented with information concerning the assessment criteria.
prepare for your variable, what are the independent variables, and what other variables (i.e.,
FIRST covariates, mediators or moderators) have been considered. Further, ask yourself
ASSIGNMENT? what theoretical arguments are made, which research method(s) have been applied
to address the research problem(s), what the findings are, how they are interpreted,
and which limitations and conclusions are discussed and proposed.
How do you Please go to MyModule and select the assignment. Please take note that you have
date/time.

ASSIGNMENT
SECOND
arguments are made, what empirical evidence is reported, and how are the findings
ASSIGNMENT?
interpreted?
How do you When completing this assignment, answer the following questions (and provide
complete the
evidence from the literature):
SECOND
ASSIGNMENT?
143
What is corruption? Consider the context of South Africa and outline at least three
reasons why it is important to study corruption from a psychological perspective
within the South African context. Provide a justification.
Outline the reasoning to conceptualise corruption from a social norm perspective.
What is corruption from a descriptive and injunctive social norm perspective?
What are the psychological factors that influence corruption to be perceived as a
descriptive social norm, and what are the psychological factors that are influenced
by corruption as a descriptive social norm?
What are the psychological factors that influence corruption perceived as an
injunctive social norm violation, and what are the psychological factors that
influence corruption as an injunctive social norm violation?
SECOND
ASSIGNMENT
Content
existing literature. Ask yourself what the arguments/studies have in common and
References
Tutorial Letter 103 under References). Ensure that all in-text references are included
and that you apply APA standards when you report your references.
Resources
psychology (pp. 201-234). San Diego, CA: Academic Press
of Social Psychology (4th ed., pp. 151-192). Boston: McGraw-Hill
Eriksson, K., Strimling, P., & Coultas, J. C. (2015). Bidirectional associations
between descriptive and injunctive norms. Organizational Behavior and
Human Decision Processes, 127, 59-69.
http://dx.doi.org/10.1016/j.obhdp.2014.09.011
Leib, M., Köbis, N., Soraperra, I., Weisel, O., & Shalvi, S. (2021). Collaborative
dishonesty: A meta-analytic review. Psychological Bulletin, 147(12), 1241
doesn’t?”—The impact of descriptive norms on corruption. PLoS One,
10(6), doi:10.1371/journal.pone.0131830
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Köbis, N. C., van Prooijen, J. W., Righetti, F., & Van Lange, P. A. (2016).
Prospection in individual and interpersonal corruption dilemmas. Review of
General Psychology, 20(1), 71-85.
Behavioural Public Policy, 6(4), 597-624.
Journal of Psychology, 54(1), 93-101.
Assessment criteria Answers to each question receive a maximum score of 20% (in total, 80% for the
ASSIGNMENT arguments/information (10%), the quality of evidence provided (5%), and academic
How do you
prepare for your
THIRD
ASSIGNMENT?
complete the corruption as a social norm. Based on the feedback you received for your second
THIRD assignment, continue to improve upon writing your literature review. Based on the
ASSIGNMENT? improved literature review, state at least one research hypothesis that indicates the
relationship between corruption as a social norm and at least one corrupt behaviour.
Remember, the research hypothesis/ hypotheses must logically result from the
literature review.
THIRD
ASSIGNMENT
corruption as a social norm and unethical behaviour? When framing the research
problem, consider the various concerns on which your research problem touches
and its effects on other outcomes (e.g., public policy on transparency, interventions
145
aimed at reduction of corruption). Proper framing helps set the readers’ expectations
for what the research report will and will not include. Thus, outline what your study
will address. Introduce the psychological constructs (i.e., the independent and
dependent variables). The introduction is usually one paragraph. See also Tutorial
Letter 103 under Introduction.
Literature Review The literature review covers (1) what is known about the research problem (i.e., the
relationship between corruption as a social norm and certain (un)ethical behaviour),
(2) how previous research conceptualised the psychological construct (i.e., social
norms in the context of corruption) related to the research problem (i.e., corrupt
behaviour), (3) how previous research theoretically framed the relationship between
the psychological construct (i.e., corruption as a social norm) and the behaviour you
aim to explain (i.e., corrupt / unethical behaviour), (4) are the findings of previous
research addressing the relationship between the independent and dependent
variables consistent or inconsistent, and (5) given the psychological theories and
empirical findings, what could be one hypothesis (or more hypotheses) about the
relationship(s) between the independent and dependent variables. See also Tutorial
Letter 103 under Literature Review.
Hypotheses
characterising this relationship. Or, to put it differently, a research hypothesis is a
tentative answer to the research question concerning the relationship between
psychological phenomena.
Research Method Outline a research method that will test your hypothesis/ hypotheses. Define what
research design will be applied.
sampling approach).
Procedure Outline how the study will be conducted, including how potential participants will
be approached.
Measurements
Considerations
Plagiarism
Declaration
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HRPYC81/102
Resources These resources can be considered as starting points.

psychology (pp. 201-234). San Diego, CA: Academic Press
of Social Psychology (4th ed., pp. 151-192). Boston: McGraw-Hill
Eriksson, K., Strimling, P., & Coultas, J. C. (2015). Bidirectional associations
between descriptive and injunctive norms. Organizational Behavior and
Human Decision Processes, 127, 59-69.
http://dx.doi.org/10.1016/j.obhdp.2014.09.011
Leib, M., Köbis, N., Soraperra, I., Weisel, O., & Shalvi, S. (2021). Collaborative
dishonesty: A meta-analytic review. Psychological Bulletin, 147(12),
1241.Douglas, K. M., & Sutton, R. M. (2018). Why conspiracy theories
matter: A social psychological analysis. European Review of Social
Psychology, 29(1), 256-298.
Köbis, N C; van Prooijen, J W; Righetti, F; Van Lange, P A;. (2017). The road to
bribery and corruption: Slippery slope or steep cliff? Psychological Science,
28(3), 297-306. doi:DOI: 10.1177/0956797616682026
Köbis, N. C., Iragorri-Carter, D., & Starke, C. (2018). A social psychological view
on the social norms of corruption. In I. Kubbe, & A. Engelbert, Corruption
and Norms: Why informal rules matter (pp. 31-52). Palgrave Macmillan.
doi:doi.org/10.1007/978-3-319-66254-1
doesn’t?”—The impact of descriptive norms on corruption. PLoS One,
10(6), doi:10.1371/journal.pone.0131830
Köbis, N. C., van Prooijen, J. W., Righetti, F., & Van Lange, P. A. (2016).
Prospection in individual and interpersonal corruption dilemmas. Review of
General Psychology, 20(1), 71-85.
Behavioural Public Policy, 6(4), 597-624.
Journal of Psychology, 54(1), 93-101.
for the THIRD
(5%).
ASSIGNMENT
147
presented by synthesizing the relevant information (15%). The hypothesis/
hypotheses are logically derived from the literature review and accurately stated
(5%).
participants (10%), procedure (5%) and measurements (5%) (Total: 20%). Ethical
against you as you violated the Good Research and Plagiarism Declaration.
Data Collection
Data Collection Identify and approach at least ten research participants (adults 18 years and older)
and provide them with the link to the survey. You will be provided with the link
after you submit your first assignment. When asked to provide the researcher’s
identification number, ask your participants to enter YOUR student number. The
data collection will open in mid-May and close in mid-June 2024. It is therefore
Note 1: Students who fail to recruit at least 10 participants to participate in the study
will not be provided with the study results and, thus, will not be able to finalise your
research report (last assignment).
Note 2: Any form of data fabrication will result in disciplinary action as you
seminars will be offered to demonstrate the various steps of the data analysis process
using SPSS: Step 1: data cleaning, reliability analysis, and creating of variables;
Step 2: preliminary analysis (means, standard deviations, intercorrelations of
principal variables); Step 3: hypotheses testing (multiple regression analysis); Step
4: interpretation of SPSS outputs; and Step 5: reporting of statistical results
following APA standards.

How to prepare for

your Fourth
Assignment?? Attend the online seminars which demonstrate the various steps of the data analysis
the Fourth
Assignment?
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Structure of the
Fourth Assignment
Module/ research
project information
page
Abstract.
Literature Review
to the concepts,
– the outlining of the differences between the current research and earlier research if
some aspects of this study have been reported on previously,
– the hypotheses and how you addressed (tested) them.
Participants.
149
institutional review board agreements, ethical standards met, and safety monitoring.
results, regardless of whether your hypotheses were supported, including results that
run counter to expectation; include small effect sizes (or statistically nonsignificant
findings) when theory predicts large (or statistically significant) ones. In reporting
your statistical and data analyses, adhere to the organizational structure implied by
your hypotheses. The following structure is recommended:
of the variables relevant to your research report. Report this information in a table
format and summarise the results in-text.
for all hypotheses.
Similarity of Results. Discuss similarities and differences between reported results
and the work of others.
Limitations. Discuss the limitations of your research project and outline how these
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HRPYC81/102

Plagiarism
Declaration
for the Fourth
Introduction/ Literature Review (Total: 25%) frames the research problem
(5%), external validity is addressed (5%), limitations are outlined (5%), core
contribution(s) of the research are outlined (5%), and implications for future
against you as you violated the Good Research and Plagiarism Declaration.
151
RESEARCH PROJECT 11:
EMPLOYEE WELL-BEING
Research Area
Organizational Psychology
Project Title The Relationship Between Leadership Behaviour and Employee Well-
being
Number of Students
Project Description Employee well-being has gained widespread acknowledgement as an

important aspect of thriving organisations (Wilson et al., 2004; Zheng,
2015). Its significance lies in its profound implications for organisational
outcomes, such as employee productivity (Kousznik, et al., 2019).
Recognising employees as the most valuable assets within organisations,
there has been a growing realisation of the imperative to prioritise employee
well-being. This prioritisation is not only seen as a means to enhance
productivity but also as a commitment to improving each employee’s overall
quality of life (Tandon, 2019). Employee well-being is influenced by
biological (e.g., physical health, genetics, diet, sleep and age (Iliesetal,
2015), psychological (e.g., beliefs, mental health status, perception, and
addictions; Kundi et al., 2020), social (e.g., relationship, family, culture,
work, money and housing; Iliesetal, 2015) and organisation factors (e.g.,
work-related experiences, contents of the job role; Nangoy, et al., 2020).
Like work position (Binder, 2016), leadership style or leadership behaviour
also affects employee well-being (e.g., Arnold, 2017; Inceoglu et al., 2018;
Teetzen et al., 2022; Vincent-Höper et al., 2017).
Research has found that leadership behaviour and support of employee well-
being significantly impact employee performance (Handayani, et al., 2022).
More specifically, transactional leadership behaviours such as using
rewards in exchange for good performance and punishment in exchange for
bad or low performance (see Avolio & Bass, 1995; Avolio et al., 1999;
Alrowwad et al., 2020) were found to have a positive relationship to
employee performance (Frimayasa, et al., 2021). According to the
comprehensive analysis by Inceoglu et al. (2018), the role of these
transactional leadership behaviours is unclear regarding employee well-
being. It is, however, known that the relationship between transactional
leadership behaviours and employee well-being is mediated by social factors
such as organisational climate (Ali Khan et al., 2021). Leaders who engage
in transactional behaviours are known to prioritise employee performance
more than employee personal development (Northouse, 2019). These
leaders focus on task allocation and clarification, rewarding positive
performance, and punishing poor performance that falls below the minimum
leader's expectations.
This research project will explore the relationship between transactional
leadership behaviours, such as using rewards and punishment and employee
well-being. More specifically, we will explore how transactional leadership
behaviours relate to the dimensions of employee well-being, including
psychological, social, subjective and workplace well-being. These
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relationships will be studied using a cross-sectional online survey, which

will be hosted on the research platform Qualtrics.
References
Ali Khan, R. N., Masih, S., & Ali, W. (2021). Influence of transactional
leadership and trust in leader on employee well-being and mediating
role of organizational climate. International Journal of Business and
Economic Affairs, 6(1),13-23. https://doi.org/10.24088/ijbea-2021-
61002.
Alrowwad, A. A., Abualoush, S. H., & Masa’deh, R. E. (2020). Innovation
and intellectual capital as intermediary variables among
transformational leadership, transactional leadership, and
organizational performance. Journal of Management Development,
39(2), 196–222. https://doi.org/10.1108/JMD-02-2019-0062.
Arnold, K. A. (2017). Transformational leadership and employee
psychological well-being: A review and directions for future
research. Journal of Occupational Health Psychology, 22(3), 381-
393. http://dx.doi.org/10.1037/ocp0000062.
Avolio, B. J., & Bass, B. M. (1995). Individual consideration viewed at
multiple levels of analysis: A multi-level framework for examining
the diffusion of transformational leadership. The Leadership
Quarterly, 6(2), 199-218. https://doi.org/10.1016/1048-
9843(95)90035-7.
Avolio, B. J., Bass, B. M., & Jung, D. I. (1999). Re‐examining the
components of transformational and transactional leadership using
the Multifactor Leadership. Journal of Occupational and
Organizational Psychology, 72(4), 441-462.
https://doi.org/10.1348/096317999166789.
Bass, B. M. (1985). Leadership and performance beyond expectations. Free
Press.
Binder, M. (2016). “…Do it with joy! –Subjective well-being outcomes of
working in non-profit organizations. Journal of Economic
https://doi.org/10.1016/j.joep.2016.03.003.
Frimayasa, A., Windayanti, W., Fathiani, F., Rahmat, R., & Febrian, W. D.
(2021). Effect of reward and punishment on employee performance.
International Journal of Social and Management Studies, 2(3), 179-
186. https://doi.org/10.5555/ijosmas.v2i3.215.
Handayani, S., Suharnomo, S., & Rahardja, E. (2022). Transactional
Leadership, Well-Being Support, OCB-Altruism, and Employee
Performance: Testing Their Relationship. Review of Applied Socio-
Economic Research, 24(2),70-88.
https://doi.org/10.54609/reaser.v24i2.222.
Inceoglu, I., Thomas, G., Chu, C., Plans, D., & Gerbasi, A. (2018).
Leadership behavior and employee well-being: An integrated review
153
and a future research agenda. The Leadership Quarterly, 29(1), 179-
202. https://doi.org/10.1016/j.leaqua.2017.12.006.
Kundi, Y. M., Aboramadan, M., Elhamalawi, E. M., & Shahid, S. (2020).
Employee psychological well-being and job performance: exploring
mediating and moderating mechanisms. International Journal of
Organizational Analysis, 29(3), 736-754.
https://doi.org/10.1108/IJOA-05-2020-2204.
Nangoy, R., Mursitama, T., Setiadi, N., & Pradipto, Y. (2020). Creating
sustainable performance in the fourth industrial revolution era: The
effect of employee‘s work well-being on job performance.
Management Science Letters, 10(5),1037-1042.
https://doi.org/10.5267/j.msl.2019.11.006.
Tandon, R. (2019). Workplace wellness: A priority for organizations.
Business World. www.businessworld. in/article/Workplace-
Wellness-A-Priority-For-organisation/08-02-2019-167001/.
Teetzen, F., Bürkner, P. C., Gregersen, S., & Vincent-Höper, S. (2022). The
mediating effects of work characteristics on the relationship between
transformational leadership and employee well-being: a meta-
analytic investigation. International Journal of Environmental
Research and Public Health, 19(5), 3133.
https://doi.org/10.3390/ijerph19053133.
Vincent-Höper, S., Teetzen, F., Gregersen, S., & Nienhaus, A. (2017). 12.
Leadership and employee well-being. Research Handbook on Work
and Well-being (pp. 269- 292). Google books.
Wilson, M. G., Dejoy, D. M., Vandenberg, R. J., Richardson, H. A., &
Mcgrath, A. L. (2004). Work characteristics and employee health
and well‐being: Test of a model of healthy work organization.
Journal of Occupational and Organizational Psychology, 77(4),
565-588. https://doi.org/10.1348/0963179042596522.
Zheng, X., Zhu, W., Zhao, H., & Zhang, C. (2015). "Employee well‐being
in organizations: Theoretical model, scale development, and cross‐
cultural validation": Erratum. Journal of Organizational Behavior,
36(5), 645–647. https://doi.org/10.1002/job.2033.
Contact person
Ms. Thandazile Mathabela matheps@unisa.ac.za N/B
Due dates
Due dates for the assignments and the research report will be made available
to you on the landing page of myModules for this module.
assignments and one (1) summative assignment (i.e., Research Report).
The three formative assignments count 20% toward your final mark. The
summative assignment is the research report, which counts 80% toward your
final mark (see Tutorial Letter 101). If you fail to submit the three
formative assignments, you will not qualify to submit your research report
for examination.
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IMPORTANT NOTE When you submit your assignments within this research project, ensure that
you submit your assignments under the correct assessment number
(including the unique number). They are reported in red for each assignment.
FIRST For your first assignment, you will be required to read a paper and answer a
ASSIGNMENT range of multiple-choice questions related to the paper. The first assignment
(ASSESSMENT
serves to test your skills to comprehend scientifically written information.
NUMBER 41)
SECOND
You will be required to write a literature review for your second assignment.
ASSIGNMENT Summarise the psychological concept of employee well-being by providing
(ASSESSMENT an overview of the literature on the different models proposing employee
NUMBER 42) well-being as a multi-dimensional concept. Furthermore, by providing
evidence from previous research, you will be required to outline the factors
that influence and are influenced by employee well-being. This essay should
be at most five (5) pages (without the front page, table of contents, and
references).
ASSIGNMENT Introduce the concept of transactional leadership behaviours and provide an
(ASSESSMENT overview of the core aspects of this concept as discussed in the literature.
NUMBER 43) Outline and synthesize previous research on transactional leadership
behaviour and its effect on employee well-being. Derive at least one
research hypothesis from your literature review that addresses the
relationship between transactional leadership behaviours and the dimensions
of employee well-being. Provide detailed information about the proposed
study. The proposal should not exceed ten (10) pages (excluding the front
page, table of contents, and references).
FOURTH Write the research report in which you describe the study, provide the
ASSIGNMENT results, and discuss the findings and their implications. The research report
(ASSESSMENT must not exceed twenty (20) pages (excluding the front page, table of
NUMBER 44)
contents, references, and appendix).
The Study
Research Instrument Employee well-being will be assessed using the employee well‐being in
organisations scale (Khatri & Gupta, 2019). Participants will be presented
with a four-dimensional scale of 32 items. The psychological well-being
dimension will be measured by 10 items like, “I feel I am capable of
decision-making”. The social well-being dimension will be measured by 10
items like, “I am an important part of my team and organization”. The
workplace well-being dimension will be measured by 9 items like “My work
achievement often acts as a source of motivation”; while subjective well-
being will be measured by 3 items like “I feel good about myself”.
155
Participants will be asked to indicate their disagreement or agreement with
the statements (items) using a 5-point Likert scale ranging from 1 (strongly
disagree) to 5 (completely agree).
Transactional leadership behaviour will be assessed using the Multifactor
Leadership Questionnaire proposed by Avolio et al. (1999). Participants will
be presented with 12 items measuring three dimensions of transactional
leadership behaviour. The contingent reward dimension will be measured by
four items like “My leader ‘rewards my achievement”; the management-by-
exception-active (punishment) dimension will be measured by four items
like “My leader tracks my mistakes”; and the management-by-exception-
passive dimension will be measured by four items like, “My leader reacts to
problems, if chronic”. Participants will be asked to indicate their
disagreement or agreement with whether these statements describe their
leader using a 5-point Likert scale ranging from 1 (strongly disagree) to 5
(completely agree).
References Avolio, B. J., Bass, B. M., & Jung, D. I. (1999). Re‐examining the
components of transformational and transactional leadership using
the Multifactor Leadership. Journal of Occupational and
Organizational Psychology, 72(4), 441-462.
https://doi.org/10.1348/096317999166789.
Khatri, P., & Gupta, P. (2019). Development and validation of employee
wellbeing scale–a formative measurement model. International
Journal of Workplace Health Management, 12(5), 352-368.
https://doi.org/10.1108/IJWHM-12-2018-0161.
Data Collection Identify and approach at least 10 potential research participants working in
any organisation (i.e., individuals older than 18 years) and provide them with
the link to the cross-sectional survey and your identification code (your
student number). You can proceed with your FOURTH ASSIGNMENT as
soon as at least 10 participants have completed the study using your
identification code and you have been provided with the results relevant to
your hypothesis. The data collection will open in mid-May and close in mid-
June 2024. It is, therefore, recommended to start with the data collection as
soon as possible.
Note 1: Students who fail to recruit at least 10 participants working in any

organisation to participate in the study will not be provided with the study
results and, thus, will not be able to finalise their fourth assignment.
you violate the Good Research and Plagiarism Declaration.
ADDITIONAL INFORMATION ON HOW TO PREPARE AND COMPLETE

ASSIGNMENTS
Further information about preparing and completing this research project's assignments is provided
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HRPYC81/102
How do you prepare Read the provided paper carefully. Always ask yourself, what is the
for your FIRST dependent variable, what are the independent variables, and what other
ASSIGNMENT? variables (i.e., covariates, mediators or moderators) have been considered.
Further, ask yourself what theoretical arguments are made, which research
method(s) have been applied to address the research problem(s), what the
findings are, how they are interpreted, and which limitations and conclusions
are discussed and proposed.
How do you Please go to MyModule and select the assignment. Please take note that you
complete the FIRST have several weeks to complete this assignment. Do not submit the
ASSIGNMENT? assignment until you have answered all questions. Once you submit the
assignment, you will not be able to make any changes. Also, make sure to
submit the assignment before the due date/time.
Assessment criteria Assignment 1 is a multiple-choice questionnaire (MCQ), which will be

for the FIRST marked automatically. After the assignment is closed, students will receive
ASSIGNMENT
feedback on the correct answers with explanations.
How do you prepare Read the papers listed as resources and identify additional papers. Again,
for your SECOND always ask yourself the following questions while reading the papers: What
How do you When completing this assignment, answer the following questions (and
complete the
SECOND
ASSIGNMENT? What is the psychological concept of employee well-being, and why is it
What differentiates the four dimensions of employee well-being? More
specifically, what distinguishes psychological well-being from subjective,
social, and workplace well-being?
What are the factors that influence employee well-being, and what are the
organisational factors that are influenced by employee well-being?
Consider the context of South Africa and outline at least three reasons why it
is important to study employee wellbeing within the South African context.
Provide a justification.
157
ASSIGNMENT
number)
Content
what researchers are saying to answer the questions but provide a synthesis
of the existing literature. Ask yourself what the arguments/studies have in
common and where they differ. Remember to provide evidence (in-text
References
Resources
Roslender, R., Stevenson, J., & Kahn, H. (2006). Employee wellness as
intellectual capital: an accounting perspective. Journal of Human
Resource Costing & Accounting, 10(1), 48-64.
https://doi.org/10.1108/14013380610672676.
Tandon, R. (2019). Workplace wellness: A priority for organizations.
Business World. www.businessworld. in/article/Workplace-
Wellness-A-Priority-For-organisation/08-02-2019-167001/.
Vincent-Höper, S., Teetzen, F., Gregersen, S., & Nienhaus, A. (2017). 12.
Leadership and employee well-being. Research Handbook on Work
and Well-being (pp. 269- 292). Google books.
Wilson, M. G., Dejoy, D. M., Vandenberg, R. J., Richardson, H. A., &
McGrath, A. L. (2004). Work characteristics and employee health and
well‐being: Test of a model of healthy work organization. Journal of
Occupational and Organizational Psychology, 77(4), 565-588.
https://doi.org/10.1348/0963179042596522.
Zheng, X., Zhu, W., Zhao, H., & Zhang, C. (2015). "Employee well‐being in
organizations: Theoretical model, scale development, and cross‐
cultural validation": Erratum. Journal of Organizational Behavior,
36(5), 645–647. https://doi.org/10.1002/job.2033.
Assessment Answers to each question receive a maximum score of 20% (in total, 80%
criteria for the for the four questions). The score depends on the logic, correctness, and
SECOND accuracy of your arguments/information (10%), the quality of evidence
ASSIGNMENT
provided (5%), and academic writing skills (5%).
references and a reference list at the end of the document (10%), and the
signed declaration (5%) receive a maximum score of 20%.
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HRPYC81/102
How do you prepare

for your THIRD
ASSIGNMENT?
How do you complete In your third assignment, you are expected to write a research proposal to
the THIRD study employee wellbeing. Based on the feedback you received for your
ASSIGNMENT? second assignment, continue to improve upon writing your literature review
on employee wellbeing. Based on the improved literature review, state at
least one research hypothesis that indicates the relationship between
transactional leadership behaviours and employee wellbeing. Remember,
the research hypothesis/ hypotheses must logically result from the literature
review.

ASSIGNMENT
number)
Title The title indicates what your research project is about. The title should be
clear and concise and include the independent and dependent variables. See
also Tutorial Letter 103 under Title.
Introduction The Introduction usually frames the research problem. Why is it important
to study employee well-being and transactional leadership behaviours?
When framing the research problem, consider the various concerns on which
your research problem touches and its effects on other outcomes (e.g., job
satisfaction, employee performance, employee engagement). Proper
framing helps set the readers’ expectations for what the research report will
and will not include. Thus, outline what your study will address. Introduce
the psychological constructs (i.e., the independent and dependent variables).
The introduction is usually one paragraph. See also Tutorial Letter 103 under
Introduction.
Literature Review The literature review covers (1) what is known about the research problem
(i.e., the relationship between transactional leadership behaviour and well-
being), (2) how previous research conceptualised the psychological
construct (i.e., employee wellbeing) related to the research problem (i.e.,
transactional leadership behaviour), (3) how previous research theoretically
framed the relationship between the psychological construct (i.e., employee
wellbeing) and the behaviour you aim to explain (i.e., transactional
leadership behaviours), (4) are the findings of previous research addressing
the relationship between the independent and dependent variables consistent
or inconsistent, and (5) given the psychological theories and empirical
findings, what could be one hypothesis (or more hypotheses) about the
159
relationship(s) between the independent and dependent variables. See also
characterising this relationship. Or, to put it differently, a research
hypothesis is a tentative answer to the research question concerning the
relationship between psychological phenomena.
Research Method Outline a research method that will test your hypothesis/ hypotheses. Define
what research design will be applied.
Participants Describe the participants you would approach (i.e., sample size,
Procedure
Outline how the study will be conducted, including how potential
participants will be approached.
Measurements
Ethical Outline the ethical considerations that are considered relevant by APA and
Considerations
included.
Plagiarism
Declaration
Resources
Arnold, K. A. (2017). Transformational leadership and employee
psychological well-being: A review and directions for future
research. Journal of Occupational Health Psychology, 22(3), 381-
393. http://dx.doi.org/10.1037/ocp0000062.
Donaldson‐Feilder, E., Munir, F., & Lewis, R. (2013). Leadership and
employee well‐being. The Wiley‐Blackwell handbook of the
psychology of leadership, change, and organizational development,
155-173. https://doi.org/10.1002/9781118326404.ch8.
Frimayasa, A., Windayanti, W., Fathiani, F., Rahmat, R., & Febrian, W. D.
(2021). Effect of reward and punishment on employee performance.
International Journal of Social and Management Studies, 2(3), 179-
186. https://doi.org/10.5555/ijosmas.v2i3.215.
Handayani, S., Suharnomo, S., & Rahardja, E. (2022). Transactional
Leadership, Well-Being Support, OCB-Altruism, and Employee
Performance: Testing Their Relationship. Review of Applied Socio-
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HRPYC81/102
Economic Research, 24(2),70-88.

https://doi.org/10.54609/reaser.v24i2.222.
Inceoglu, I., Thomas, G., Chu, C., Plans, D., & Gerbasi, A. (2018).
Leadership behavior and employee well-being: An integrated review
and a future research agenda. The Leadership Quarterly, 29(1), 179-
202. https://doi.org/10.1016/j.leaqua.2017.12.006.
Kuoppala, J., Lamminpää, A., Liira, J., & Vainio, H. (2008). Leadership, job
well-being, and health effects—a systematic review and a meta-
analysis. Journal of Occupational and Environmental Medicine,
50(8), 904-915. https://www.jstor.org/stable/44997630.
Khatri, P., & Gupta, P. (2019). Development and validation of employee
wellbeing scale–a formative measurement model. International
Journal of Workplace Health Management, 12(5), 352-368.
https://doi.org/10.1108/IJWHM-12-2018-0161.
Assessment criteria The Title of the Research Proposal is concise and includes all relevant
for the THIRD
information (5%).
ASSIGNMENT
Literature Review (Total: 50%) is well structured, comprehensive and
logically argued (10%); the relevant concepts are appropriately defined
(10%), the theories explaining their relationships are well presented (10%),
and all relevant studies are considered and presented by synthesizing the
relevant information (15%). The hypothesis/ hypotheses are logically
derived from the literature review and accurately stated (5%).
participants (10%), procedure (5%) and measurements (5%) (Total: 20%).
Ethical considerations are appropriately outlined (5%). In-text referencing
and references follow APA standards (10%).
Note 1: Any form of plagiarism will be reported, which results in

disciplinary action against you as you violated the Good Research and
Plagiarism Declaration.
Data Collection
Data Collection Collect data. Identify and approach at least ten research participants (adults
18 years and older) and provide them with the link to the survey. You will
be provided with the link after you submit your first assignment. When
asked to provide the researcher’s identification number, ask your
participants to enter YOUR student number. The data collection will open
in mid-May and close in mid-June 2024. It is therefore recommended to
start with the data collection as soon as possible.
161
Note 1: Students who fail to recruit at least 10 participants to participate in
the study will not be provided with the study results and, thus, will not be
able to finalise your research report (last assignment).
you violate the Good Research and Plagiarism Declaration.
Note 3: The data collected by all research project students will be pooled
and statistically analysed. In June/July 2024, various evening (and weekend)
online seminars will be offered to demonstrate the various steps of the data
analysis process using SPSS: Step 1: data cleaning, reliability analysis, and
creating of variables; Step 2: preliminary analysis (means, standard
deviations, intercorrelations of principal variables); Step 3: hypotheses
testing (multiple regression analysis); Step 4: interpretation of SPSS outputs;
and Step 5: reporting of statistical results following APA standards.

How to prepare for

your Fourth
analysis process using SPSS and select the SPSS outputs relevant to your
research report.
How to complete the Use the structure below to write the research report. Start writing your
Fourth Assignment?
research report as early as possible.
Structure of the
Fourth Assignment
Module/ research
project information
page
Title The title of the research report indicates what the research project is about.
The title should be clear and concise. See also Tutorial Letter 103 under
Title.
comprehensive and concise, and brief (the abstract must not be longer than
300 words). How to write a good abstract is outlined in Tutorial Letter 103
under Abstract.
Introduction/ Revise the introduction and literature review following the feedback you
Literature Review
received on previous assignments. The following structure is recommended:
162
HRPYC81/102
Literature Review. Provide a succinct review of relevant scholarship,
including:
– the outlining of the differences between the current research and earlier
research if some aspects of this study have been reported on previously,
– stating the hypotheses and how you addressed (tested) the hypotheses.
Research Method Indicate what research method was applied to test your hypotheses. The
Participants.
Inclusion and Exclusion. Report inclusion and exclusion criteria, including
any restrictions based on demographic characteristics.
pooled data, and major demographic characteristics of the participants (e.g.,
age, sex, ethnicity, socioeconomic status).
Sampling Procedures. Describe procedures for selecting participants,
including:
o whether self-selection into the study occurred (either by individuals or by
units, such as schools or clinics)
o describe settings and locations where data were collected as well as dates of
safety monitoring.
Procedure. Describe in detail the research method used to collect data.
Write as detailed as possible, indicating how the study was conducted such
that anybody reading the procedure can replicate the study.
relevant results, regardless of whether your hypotheses were supported,
including results that run counter to expectation; include small effect sizes
(or statistically nonsignificant findings) when theory predicts large (or
statistically significant) ones. In reporting your statistical and data analyses,
163
adhere to the organizational structure implied by your hypotheses. The
Main Analysis. State the first hypothesis and outline which statistical test
you applied to test it. Report the results, including the minimally sufficient
set of statistics (e.g., dfs, test values) and the exact p values, including the
effect size (if applicable). Follow the same procedure with the other
hypotheses as with the first hypothesis. Indicate whether your results support
or reject the hypotheses.
Support of Original Hypotheses. Provide a statement of support or non-
support for all hypotheses.
o sources of potential bias and threats to internal and statistical
validity,
Generalizability. Discuss the generalizability (external validity) of the
findings, taking into account:
o other contextual issues (setting, measurement, time; ecological
validity).
Limitations. Discuss the limitations of your research project and outline
how these limitations could be addressed in future research.
Contribution(s). Discuss your research’s core contribution(s) and justify
why readers should attend to the findings.
References List the references that you used in your research report alphabetically.
Ensure that all in-text references are included and that you report all
references using APA standards (see Tutorial Letter 103 under References).
Plagiarism
Declaration
164
HRPYC81/102
Assessment criteria The Title is concise, and the abstract includes all relevant information (5%).
for the Fourth The Introduction/ Literature Review (Total: 25%) frames the research
Assignment (Research problem appropriately, is well structured, comprehensive and logically
Report)
argued (5%); the relevant concepts are appropriately defined; the theories
explaining their relationships are well presented (5%), and all relevant
studies are considered and presented by synthesizing the relevant
information (10%). The hypotheses are logically derived from the literature
The Discussion (Total: 30%) is logically and comprehensively structured,
the results are appropriately summarised and interpreted (5%), similarities
and differences between reported results and previous research are
competently outlined (5%), external validity is addressed (5%), limitations
are outlined (5%), core contribution(s) of the research are outlined (5%), and
implications for future research, programs, or policy are appropriately
discussed (5%).
Note 1: Any form of plagiarism will be reported, which results in
disciplinary action against you as you violated the Good Research and
Plagiarism Declaration.
End of Tutorial Letter 102
165

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HRPYC81/102/0/2024

Tutorial Letter 102/0/2024

READ ME FIRST .....................................................................................................................................3

RESEARCH PROJECT 3 “GENDER COLLECTIVE NARCISSISM” ............................................. 35

RESEARCH PROJECT 9 “KNOWLEDGE AND PERCEPTIONS OF DEMENTIA” ................... 124

References Eckblad, M., & Chapman, L. J. (1983). Magical ideation as an indicator of

Note 1: Students who fail to recruit at least 10 participants to participate in the

FIRST ASSIGNMENT (ASSESSMENT NUMBER: 1)

SECOND ASSIGNMENT (ASSESSMENT NUMBER 2)

Structure of the Module/Research project information page. (Module code: HRPYC81,

Spasovski, O., Demuthova, S., & Kuzmanovic, V. (2021). Anxiety, illusory

THIRD ASSIGNMENT (ASSESSMENT NUMBER 3)

How do you prepare for

Note 1: Any form of plagiarism will be reported, which results in disciplinary

Note 1: Students who fail to recruit at least 10 participants to participate in the

FOURTH ASSIGNMENT: THE RESEARCH REPORT

How to prepare for

Note 1: Any form of plagiarism will be reported, which results in disciplinary

Note 1: Students who fail to recruit at least 10 participants to participate in the

FIRST ASSIGNMENT (ASSESSMENT NUMBER 5)

SECOND ASSIGNMENT (ASSESSMENT NUMBER 6)

directions for future research. Review of General Psychology, 25(2),

THIRD ASSIGNMENT (ASSESSMENT NUMBER 7)

How do you prepare for

Note 1: Any form of plagiarism will be reported, which results in disciplinary

Note 1: Students who fail to recruit at least 10 participants to participate in the

FOURTH ASSIGNMENT: THE RESEARCH REPORT

How to prepare for

Note 1: Any form of plagiarism will be reported, which results in disciplinary

identification. Journal of Personality and Social Psychology, 95(1),

Collective narcissism will be assessed by the 5-item scale proposed by Golec

Gender ingroup satisfaction will be assessed by the four items Ingroup

agreement/disagreement using a 7-point Likert scale ranging from 1 (totally

Attitudes towards gender equality will be assessed using an adapted version of

Demographics will include questions concerning age, gender, and ethnicity.

Note 1: Students who fail to recruit at least 10 participants to participate in the

FIRST ASSIGNMENT (ASSESSMENT NUMBER 9)

Assessment criteria for Assignment 1 is a multiple-choice questionnaire (MCQ), which will be

SECOND ASSIGNMENT (ASSESSMENT NUMBER 10)

Structure of the Module/Research project information page. (Module code: HRPYC81,

Żemojtel‐Piotrowska, M., Piotrowski, J., Sedikides, C., Sawicki, A., Czarna,

THIRD ASSIGNMENT (ASSESSMENT NUMBER 11)

How do you prepare

Structure of the Module/Research project information page. (Module code: HRPYC81,

collective narcissism. Journal of Experimental Social Psychology,

Note 1: Any form of plagiarism will be reported, which results in disciplinary

Note 1: Students who fail to recruit at least 10 participants to participate in

FOURTH ASSIGNMENT: THE RESEARCH REPORT

How to prepare for

Describe institutional review board agreements, ethical standards met, and

Note 1: Any form of plagiarism will be reported, which results in disciplinary

Project Title Bullshitting is terrible, but lying is worse. Or isn’t it?

Number of Students Limited to 200 students

After reviewing the scenario, participants will be asked to respond to statements

Ignorance, Deceptive Intentions, Dishonesty, Ulterior Motives, Lack of Concern

Demographics will include questions concerning age, gender, and ethnicity.

Note 1: Students who fail to recruit at least 10 participants to participate in the

ADDITIONAL INFORMATION ON HOW TO PREPARE AND COMPLETE ASSIGNMENTS

FIRST ASSIGNMENT (ASSESSMENT NUMBER 13)

SECOND ASSIGNMENT (ASSESSMENT NUMBER 14)

How do you prepare

Structure of the Module/Research project information page. (Module code: HRPYC81,

THIRD ASSIGNMENT (ASSESSMENT NUMBER 15)

How do you prepare