Question

Methods

Participants

Participants (N = 8,997) were undergraduate students at 20 2- and 4-year college and university campuses in Minnesota who completed the 2015 College Student Health Survey.¹⁷ Data were collected online between February 16, 2015 and March 27, 2015. Most (68%) participants were female. Participants identified as White (81.6%), Asian (8.6%), Black or African American (6.1%), American Indian or Alaska Native (2.1%), Native Hawaiian or other Pacific Islander (0.4%), other races (1.9%), and prefer not to answer (2.9%). Percentages did not add to 100% because respondents could indicate more than one race. The median age of the sample was 21 years old (range =18–74). Most (73%) of the sample was enrolled in 4-year colleges and universities. Almost half (47%) were first-generation college students (ie, neither parent had a 4-year college degree). The sample included participants who identified as heterosexual (89%), bisexual (4%), g** or lesbian (2%), or other (4%). The study was approved by the institutional review board (IRB) of the university that sent the survey (Study # 0012S75881). Other schools signed an agreement with that university or sought approval from their own IRB. All study procedures were carried out in accordance with the latest version of the Declaration of Helsinki. Students provided consent on the online survey.

Measures

Factors perceived to affect academic performance

Factors that were perceived to affect college academic performance were assessed by a measure that presented students with a list of 20 factors, including stress.¹⁷Students rated each factor in terms of whether they had experienced it and, if so, whether or not it had affected their academic performance during the past 12 months (1 = I do not have this issue/not applicable; 2 = I have this issue, my academics have not been affected; 3 = I have this issue, my academics have been affected). The similar question on the NCHA survey assessed how academics were affected (eg, scored lower on a test or project) in separate responses, graded for severity of the academic impairment, whereas this survey had a single response option for academics being affected by the factor.

Stress

Stress was measured on a 10-point scale on which students rated their average level of stress over the past 30 days (1 = Not stressed at all to 10 = Very stressed). The construct validity of scores on this measure was supported by the finding that students who scored higher on this measure also reported more days with poor mental health (including stress, depression, and problems with emotions) in the past month (r = .49, p < .001).

Coping self-efficacy

Coping self-efficacy was measured on a 10-point scale on which students rated their ability to manage their stress over the past 30 days (1 = Ineffective to 10 = Very effective). The construct validity of scores on this measure was supported by a negative correlation between coping self-efficacy and stress (r = −.47, p < .001).

Resilience

The Brief Resilience Scale (BRS)¹⁸ is a 6-item measure of resilience, defined as the ability to “bounce back or recover from stress” (p. 194). Students rated each item (eg, “It does not take me a long time to recover from a stressful event”) on a 5-point scale (1 = Strongly Disagree to 5 = Strongly Agree). Higher scores indicate greater resilience. Smith et al reported a test-retest reliability coefficient of .69 in a sample of undergraduate students over a one-month period and Cronbach’s alphas ranging from .84 to .87. In the current sample, α was .88.

Social support

Students rated the supportiveness of their family, friends, college/university faculty, and college/university staff on four separate items. Each item was rated on a 10-point scale (1 = Very unsupportive to 10 = Very supportive). To create an overall measure of social support, scores on these four items were averaged (α = .84).

Academic performance

Participants reported their cumulative grade point average (GPA) to two decimal places (M = 3.35, SD = 0.49). The correlation between self-reported college GPA and data from student records was r = .90 in a meta-analysis.¹⁹

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^{Q. Research Methods}

Discuss the methods the researchers used for: selecting study participants and collecting and analysing data.

What were the strengths and weaknesses of the methods used?

Answer 1

Based on given data sampling method used is Quota sampling. Its a type of non probability sampling method.In this method specified type of people (Population)only select as sample .In this research college student related to year2015 related to particular university only selected.Sampling population is devided into subgroups or strata,that are similar in some way that is important to the response.

Strengths and advantages of quota sampling: *This method is useful when there is limited time for sampling. *No need of sampling frame. *It is useful when research budget is very tight. *Useful method when probability sampling techniques are not possible.   

Weaknesses and disadvantages of quota sampling: *Sample selection is not random. *There is potential for selection bias,which can result in a sample that is unrepresentative of the population.

Based on given data Rating scales used as data collection method. Rating scale method is a systematic evaluation of an individual with respect to performance and experience. Rating scales is defined as closed ended survey questionnaire that to represent feedback.

Advantages and strengths of rating scales: *Easy to administration and scoring. *Rating scale is standard device for recording quantitative and qualitative judgemets about about observe performance. *The measure specified outcomes or objective of education demands to be signified.

Disadvantages and weaknesses of Rating scales * There is chance of missing potential data. *Participants doesn't show much interest

Data analysis is the process of systematically applying statistical techniques .Based on data quantitative data analysis method used .Quantitative data analysis doen by using mean and standard deviation. In this data mean and standard deviation was used.

Advantage:it collect much narrow and some times superficial dataset.

Disadvantages : It is very hard to analysis.Generally lack objectivity.affected by researchers view.