Psychology R&T Case I
Blending Research & Teaching in the Classroom
Students Researching Students’ Quality of Life
Dr. Jacqui Akhurst, York Saint John University College
Abstract
This case study describes a project involving first year students in a research project
as part of their Individual Differences module requirements. The purpose of the
project is to develop their research skills as well as an appreciation for how research is
conducted in the discipline.
Background
This project involved students collecting data from themselves and other students,
using four short inventories and a biographical questionnaire, in order to research
topics related to students’ Quality of Life (QoL). Since the students were not
specialists in psychology, it was important that they gained experience in undertaking
a simple project following their first semester modules. This project provided students
with the opportunity to collect ‘live’ data, contribute to a developing database, select
data for analysis, and write up findings. The topics available for selection by students
were linked to the research interests of the lecturer making the project mutually
beneficial.
The module aims were as follows:
 An introduction to key constructs in Psychology, particularly those associated with
individual differences. In the personality section linked to the project, the
constructs relate to trait theories and associated inventories as well as to socialcognitive explanations of behaviour.
 To provide opportunities to analyse specific research in Psychology and to carry
out a small-scale empirical study.
 To encourage effective communication of knowledge and insights in Psychology
using appropriate technical language.
Preparation and Support
This project spanned an eight-week period, beginning with the coverage of
personality-related course material. A departmental technician provided assistance
with questionnaire design, the development and maintenance of a database, data
entry, and tutoring on some portions of the project. This support was critical to the
success of the project.
How it Worked
Introduction: The following background was presented to introduce students to the
study.
“In the past decade, there have been growing concerns about the increase in
student numbers at universities yet a reduction in funding per student, leading
to impacts on the quality and nature of the student experience. There have
Higher Education Academy Psychology Network, R & T Case I, page 1
been relatively few studies of the variables that may be contributing to current
students’ experiences in the UK. The purpose of this study is to gather data on
students’ lives and their responses to measures of their personality, general
adjustment, levels of stress and work engagement. From the data collected,
five hypotheses will be generated. Hypotheses will be listed and all will be
asked to select one of the hypotheses to research.”
Week 1 - 2: Each student completed a biographical questionnaire and four short
inventories, and then collected the same data from three students from other
disciplines. Instructions regarding ethical collection and management of data, letters
for participants and permission slips from respondents were included.
Week 3: The lecturer divided the class (25 students) into groups of five. The lecturer
and technician led the groups through the scoring of inventories and provided
feedback to the students on their inventories. Then the lecturer facilitated a
discussion on providing responsible feedback to the other students who had completed
surveys for them. The students then provided copies of the inventories (excluding
names) to the technician and she entered them into the database.
Week 4 - 8: The lecturer developed five hypotheses, from which the students chose
one to explore. Students selected which of the hypotheses they intended to study by
reading journal and online articles provided for them. Once they selected their
hypotheses, the technician provided students with access to the database and they
selected appropriate subsets to include in their studies. They then proceeded with the
data analyses, calculating correlations between the appropriate sets of data. Finally,
they wrote up their studies in the form of twelve page (3000 word) papers conforming
to BPS journal requirements. Their papers accounted for 60% of their final grades.
Reflection and Advice to Others
The opportunity to work with students in groups of five was beneficial, both in terms
of modelling responsible management and handling of data, and the opportunity to
talk about sensitive feedback to participants. We collected too much data, making the
management of the parts of the research rather unwieldy. Also, although each student
was supposed to work individually on their project, there was actually a lot of
collaboration, possibly due to a lack of student confidence. If this project is repeated
in the future, some time may be spent during the small groups to discuss hypothesis
development and to help students gain more confidence in working independently.
Next Steps
This topic may be extended to include the psychology ‘specialist’ students next year.
The data may be collected to build a comprehensive database over the course of a
couple of years and may be compared with other data collected internationally.
I would be willing to send copies of the materials to other psychology lecturers on
request and opportunities to collaborate are welcome.
References
Audin, K., Davy, J. & Barkham, M. (2003). University Quality of Life and
Learning (UNIQoLL): An Approach to Student Well-being, Satisfaction and Institutional
Change. Journal of Further and Higher Education, 27, 365 -382.
Higher Education Academy Psychology Network, R & T Case I, page 2
www.ingentaconnect.com/content/routledg/cjfh).
Bewick, B. M., Bradley, M., & Barkham, M. (2004). Student perceptions of the
University of Leeds experience: University Quality of Life and Learning (UNIQoLL)
Project – Report 1. Retrieved from
http://www.uniqoll.leeds.ac.uk/pdfs/uniqoll_report_1_June_2004.pdf
Schaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanove, M., and Bakker, A. B.
(2002). Burnout and engagement in university students. Journal of Cross-Cultural
Psychology, 33, 5, 464-481. (See www.fss.uu.nl/sop/Schaufeli/185.pdf )
Sinclair, A., Barkham, M., Evans, C., Connell, J., Audin, K. (2005). Rationale
and development of a general population well-being measure: Psychometric status of
the GP-CORE in a student sample. British Journal of Guidance and Counselling, 33, 2,
153-173.
Tinklin, T., Riddell, S., & Wilson, A. (2005). Support for students with mental
health difficulties in higher education: the students’ perspective. British Journal of
Guidance and Counselling, 33, 4,495-512.
Name:
Email:
Phone:
Institution:
Address:
Population:
Module:
Conducted:
Edited By:
Dr Jacqui Akhurst, Principal Lecturer
J.Akhurst@yorksj.ac.uk
01904 716744
York St John University
Lord Mayers Walk, York YO31 7EX
Psychology Undergraduate Level 1 – Joint Honours
Individual Differences
May 2006
Caprice Lantz, Academic Coordinator, HE Academy Psychology Network
Department of Psychology, University of York
First Floor, Information Centre
Market Square
York YO10 5NH
+44 (0) 01904 433138
c.lantz@psych.york.ac.uk
http://www.psychology.heacademy.ac.uk/
Higher Education Academy Psychology Network, R & T Case I, page 3