- RSCH FPX 7860 Assessment 2 Research Concepts.
Research Concepts
Name
Capella University
RSCH FPX 7860 Survey of Research Methods
Prof. Name
Date
Research Concepts
| Study | Purpose of the Study | Problem Statement | Barriers / Implications | Ethical Conduct | Future Research Opportunities |
|---|---|---|---|---|---|
| Garriott et al. (2015) | To expand the literature on Lent’s (2004) model of well-being in predicting the academic and life satisfaction of college students. | First-generation students differ from their peers in terms of part-time enrollment, lower income, and academic preparation. | The sample lacked diversity, being predominantly white and overrepresented by women, which limited its generalizability. | IRB approved; participant consent obtained; gift card incentive provided. | Prioritize real support over perceived resources; conduct longitudinal studies; explore actual interventions. |
| Adams & McBrayer (2000) | To explore the experiences of students of color on a predominantly white campus. | Students of color, especially FGCS, struggle with connection and graduation. | Sample limited to volunteers, possibly more motivated than average; only one region studied. | IRB approval obtained; confidentiality ensured. | Expand to multiple regions; explore intersectionality (race, gender, SES); track students through college transition. |
| Deng & Yang (2021) | To assess outcomes of the FGCS of color in online courses. | FGCS faces financial, cultural, and social challenges in navigating college. | Limited sample period and study location. | IRB approval has been obtained; the survey will be distributed after the start of online classes. | Study how digital skills impact mental well-being; utilize big data to examine digital competency. |
| Duran et al. (2020) | To investigate how environmental factors influence student belonging, particularly for marginalized groups. | Institutions may fail to recognize and honor the cultural identities of some students, thereby harming their sense of belonging. | Data not nationally representative; cross-sectional design; limited Native American representation. | Applied critical and intersectional quantitative principles; adhered to IRB norms. | Use interviews, focus groups, and peer debriefing; expand research to other PWIs. |
| Ellis et al. (2019) | To show how affirmation influences identity, well-being, and positive college experiences for marginalized students. | Literature lacks affirming messages for marginalized identities. | Focused on one PWI; limited qualitative methods used. | IRB approval obtained; online survey administered; student consent acquired. | Conduct interviews and focus groups; enhance PWIs; and utilize peer debriefing to assess resonance with FGCS. |
References
- https://doi.org/10.1037/cou0000066
- http://library.capella.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarlyjournals%2Flived-experiences-first-generation-college%2Fdocview%2F23945397224%2Fse-2
- http://dx.doi.org/10.3390/socsci10060192
- http://dx.doi.org/10.1353/csd.2020.0014
- https://doi.org/10.1037/cdp0000198
Explore RSCH FPX 7860 Assessment 1 Literature Review Research Matrix for more information.