RESEARCH PARTICIPANT CONSENT
FORM
As a part of my participation in an
introductory psychology course at Hanover College, I hereby agree to serve as a
research participant for this study. I
have entered into this agreement with the understanding that:
A) I may withdraw my participation at any time with no penalty.
B) the ethical and educational aspects of this research project have
been carefully considered.
C) my participation will require approximately 1 hour
D) the purpose and procedure
of the study will be explained to me
E) the results, when available, will be reported to me upon my
request
I) my data will be kept with an identification number instead of my
name to preserve my confidentiality
G) I may choose to leave blank any questions that
I am uncomfortable answering.
I hereby authorize Hanover College
faculty and students to use the information from my participation in this
experiment for research and teaching purposes.
It is understood that my name and identity will not go beyond the
original experimenter’s records, and will be held confidential unless I
authorize its use.
Name (print)
_______________________________________________
Signature
_______________________________________
Date
__________________________________
RESEARCH PARTICIPANT CONSENT
FORM
As a part of my participation in an
introductory psychology course at Hanover College, I hereby agree to serve as a
research participant for this study. I
have entered into this agreement with the understanding that:
A) I may withdraw my participation at any time with no penalty.
B) the ethical and educational aspects of this research project have
been carefully considered.
C) my participation will require approximately 1 hour
D) the purpose and procedure
of the study will be explained to me
E) the results, when available, will be reported to me upon my
request
I) my data will be kept with an identification number instead of my
name to preserve my confidentiality
G) I may choose to leave blank any questions
that I am uncomfortable answering.
I hereby authorize Hanover College
faculty and students to use the information from my participation in this
experiment for research and teaching purposes.
It is understood that my name and identity will not go beyond the
original experimenter’s records, and will be held confidential unless I
authorize its use.
Name (print)
_______________________________________________
Signature
_______________________________________
Date
__________________________________
Subject Number: _________
CSW
INSTRUCTIONS: Please respond to each of the following
statements by circling your answer using the scale from "1 = Strongly
disagree" to "7 = Strongly agree.”
If you haven't experienced the situation described in a particular
statement, please answer how you think you would feel if that situation
occurred.
|
|
|
Strongly Disagree |
Disagree |
Disagree Somewhat |
Neutral |
Agree Somewhat |
Agree |
Strongly Agree |
|
1 |
It
is important to me to be well thought of by others. |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
|
2 |
I
feel worthwhile when I perform better than others on a task or skill. |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
|
3 |
Whether
or not I am a good student is unrelated to my overall opinion of myself. |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
|
4 |
I
don’t care if other people have a negative opinion about me. |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
|
5 |
My
self-esteem is unaffected by winning or losing a competitive task. |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
|
6 |
My
self-esteem gets a boost when I get a good grade on an exam or paper. |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
|
7 |
I
can’t respect myself if others don’t respect me. |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
|
8 |
When
I do worse than my peers on some skill or a task, I feel bad about myself. |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
|
9 |
My
self-esteem drops if I receive poor grades. |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
|
10 |
When
other people have a good opinion of me, I have a good opinion about myself. |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
|
11 |
Knowing
that I am better than others on a task raises my self-esteem. |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
|
12 |
My
opinion about myself isn’t tied to how well I do in school. |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
|
13 |
I
don’t care what other people think of me. |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
|
14 |
How
well I perform on tasks relative to my peers has no bearing on my
self-esteem. |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
|
15 |
Doing
well in school gives me a sense of self-respect. |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
|
16 |
Being
criticized by others really takes a toll on my self-respect. |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
|
|
|
Strongly Disagree |
Disagree |
Disagree Somewhat |
Neutral |
Agree Somewhat |
Agree |
Strongly Agree |
|
17 |
Doing
better than others gives me a sense of self-respect. |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
|
18 |
I
feel better about myself when I know I’m doing well academically. |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
|
19 |
What
others think of me has no effect on what I think about myself. |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
|
20 |
My
self-worth is affected by how well I do when I am competing with others. |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
|
21 |
My
self-esteem is influenced by my academic performance. |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
|
22 |
When
I perform worse than others on various tasks, my sense of self-worth goes
down. |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
|
23 |
How
well I perform academically is related to my sense of self-worth. |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
|
24 |
What
I think about myself is unrelated to how other people view me. |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
|
25 |
My
self-worth is influenced by how well I do on competitive tasks. |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
|
26 |
I
feel bad about myself whenever my academic performance is lacking. |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
|
27 |
My
self-esteem depends on the opinions others hold of me. |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
Course
Attitudes
The questions below concern your thoughts and
experiences with the Psychology 111 (Basic Principles/Introductory Psychology)
class you are currently enrolled in.
Please consider your attitudes toward learning and performance in your
introductory psychology class and indicate the extent to which you believe each
item to be true for you. Use the scale below:
1-------------2-------------3-------------4-------------5-------------6-------------7
Not at
all Somewhat Very Much
1.
_____ I want to learn as much as
possible.
2.
_____ The best way to succeed in
Psychology 111 is to get a good grade.
3.
_____ Understanding psychology is
important to me.
4.
_____ My goal in my introductory
psychology class is to learn as much as I can about psychology.
5.
_____ It is most important for me to
get a good grade in Psychology 111.
6.
_____ I want others to think I am
smart.
7.
_____ I want to do as little work as
possible.
8.
_____ It is important for me to do well
compared to others taking Psychology 111.
9.
_____ My goal in my introductory
psychology class is to get a good grade.
10.
_____ The best way to succeed in Psychology 111 is to learn a lot.
11.
_____ It is important for me to do
better than other students.
12.
_____ I like my classes best when tests
are easy.
13.
_____ I want to feel involved in the
process of learning.
14.
_____ I think what I will learn in
Psychology 111 will be useful for me to know.
15.
_____ I like it best when something I
learn makes me want to find out more.
Please
consider your interest in your introductory psychology class and indicate the
extent of your agreement with each of the statements below. Use the scale
provided.
1- Disagree strongly
2- Disagree
3- Disagree somewhat
4- Neutral
5- Agree somewhat
6- Agree
7- Agree strongly
1.
_____ I think what we are learning in
psychology is boring.
2.
_____ I am satisfied with my
performance so far in Psychology 111.
3.
_____ I enjoy the lectures because they
really make me think.
4.
_____ I am enjoying my Psychology 111
class very much.
5.
_____ I don’t like the lectures very
much.
6.
_____ I am doing poorly in my
introductory psychology class.
7.
_____ I really like my psychology
professor.
8.
_____ I enjoy the psychology lectures
for their own sake.
9.
_____ I am worried about my grade in
Psychology 111.
10.
_____ I think I am doing very well in
Psychology 111.
11.
_____ The lectures in Psychology 111
really seem to drag on forever.
Rosenberg
Inventory
Please
respond to the following statements using the scale below:
1- Disagree strongly
2- Disagree
3- Disagree somewhat
4- Neutral
5- Agree somewhat
6- Agree
7- Agree strongly
_____ 1. I am able to do things as well as most
people.
_____ 2. I take a positive attitude toward myself.
_____ 3. I feel that I am a person of worth, at least
on an equal basis with others.
_____ 4. I feel that I have a number of good
qualities.
_____ 5. All in all, I am inclined to think I am a
failure.
_____ 6. I feel that I do not have much to be proud
of.
_____ 7. On the whole, I am satisfied with myself.
_____ 8. I wish I could have more respect for myself.
_____ 9. I feel useless at times.
_____
10. At times I feel I am no good at all.
Biographical Information
Please
answer each of the following questions by either checking the blank that goes
with you answer or writing your answer in the space provided. All your answers are strictly confidential
and all data will be stored with a subject number, not your name.
SEX:
Female___ Male___
S.A.T.:
Verbal _____ & Math ______
AND/OR Combined _______
(and/or)
ACT: ______
YEAR IN SCHOOL:
Freshman _____ Sophomore
_____ Junior _____ Senior _____
COLLEGE G.P.A.: _______ OR, if a Freshman, HIGH SCHOOL G.P.A.
_______
(Please
provide GPA’s on a 4.0 scale.)
If you are a freshman, please indicate the
typical number of students in a typical course at your high school: ______
What is your major, or what major(s) are you
currently considering:
________________________________________________________________________
Study Information
Thank you very much for your participation in this study. The researchers conducting the study are
interested in how self-esteem influences student goals in the classroom. Past research suggests that students may
have one of three goals when entering a particular course: a “mastery” goal to learn as much as they
can; a “performance” goal to get the best grade they can, or a “work avoidance”
goal to do as little as possible to achieve some minimum standard. Mastery goals have been linked to strong
internal interest in a course which, in turn, has been related to excelling in
the overall discipline (e.g., doing well in psychology as a major). Performance goals have been linked to good
grades in the course at hand (e.g., just intro psych). Word avoidance goals, as you might imagine,
have been linked with both a lack of interest and poor grades.
In addition to measuring the relationships described
above, this survey measured the contingencies on which self-esteem is
based. Research suggests that whether
self-esteem is high or low is important, but the source from which
self-esteem is derived may be even more critical. In particular, we measured the extent to which self-esteem is
based on school competency, competition, and/or the opinions of other
people. We are interested in whether
individual differences in what self-esteem is based on will be correlated with
the three different types of learning goals.
In particular, we suspect that basing self-esteem strongly on school
competency will be related to a strong endorsement of performance goals.
Of course, as with all research, we are aware that
you may have answered the questions in this survey in any number of ways for
any number of reasons. For example,
people who are interested in psychology as a major may have responded
differently than people who are not.
Because of individual variation, it is important that you realize we are
not interested in any one person’s responses. Instead, we will be looking at
the correlations between different variables across the entire, large sample.
Thank you again for your participation. This
sheet is yours to take home. If you
have any questions at all, you may ask the researcher now or contact the
primary investigator: Connie Wolfe (wolfec@hanover.edu;
866-7318; Goodrich 155).
If
you are interested in achievement goals, you might want to read the following
article:
Harackiewicz, Barron, Carter, Lehto, & Elliot
(1997). Predictors & consequences
of achievement goals in the college classroom:
Maintaining interest and making the grade. Journal of Personality and Social Psychology, 73,
1284-1295.
If
you are interested in contingencies of self-esteem, you might want to read the
following article:
Crocker & Wolfe (2001). Contingencies of self-worth. Psychological Review, 108, 593-623.
Please read and, if you
wish, sign the form on the next page.
Informed Consent Addendum
The primary researcher for this project (Connie Wolfe) would like your
permission to obtain your final grade in the Introductory Psychology
class you are currently enrolled in. If
you agree, we will include you in the following procedure: At the end of the semester, we will submit a
list of names and assigned subject numbers to your instructor. The instructor will fill in final course
grades for the listed students and then remove the list of names. As such, the researcher will only
receive a list of subject numbers and grades.
In the case of Connie’s students, a fellow faculty member will complete
this process for her to ensure your absolute confidentiality. The grades will
then be put together with the data you have provided in this survey packet
(again, this survey data will also be stored with your subject number and not
your name).
Thus, all information provided will be strictly confidential. All data will be stored with your subject
number, not your name. This sheet
will be removed immediately once you have handed in your packet and stored
separately from the rest of the survey packet. Your participation in this
study, and your consent or lack of consent on this form, in no way, has any
bearing on your grade in the Psychology class. Your instructor will only be
informed of your decision to allow the researcher to obtain your grade AFTER
the final grades have been submitted to the registrar’s office.
I have read the above and I AGREE to
grant the researcher access to my final grade in my Fall 2001 Introductory
Psychology course.
Signature
___________________________________________
Name
(print) _________________________________________
Subject
Number (filled in by researcher) ___________