After reading all the feedback, combine and edit those two essays to final version Each feedback are included in essay files at bottom Not just simply combine, but read the feedbacks

and edit before combine it. I need one final paper to submit. read the rubrics. there are instructions. 5-6 pages || double spaced ||APA format/n Survey Study Paper The development and data collection will be completed in groups, but each group member will run their own data analyses and write their own research paper based on the results. You will be asked to identify a question related to a psychological disorder or related concern (can be the same or different from the other two projects) and design a short survey study (i.e., using self-report questionnaires only) in Qualtrics that will be administered to other students in class. The final paper will follow a standard research paper format, following APA guidelines: introduction, method, results, discussion. You will write a paper (5-10 pages plus references) that includes the following sections: 1) introduction of disorder/problem and relevant background information (citing at least three peer- reviewed articles), 2) the goal/aim of your study and study hypothesis, 3) method section (participants, measures, procedure, and data analysis plan), 4) results, and 5) discussion (must include commentary on how your results inform this area of research, clinical implications, and limitations/weaknesses of your study). The sections of this paper should follow APA formatting. On the next page, you will find the rubric that will be used to grade your papers. If you have questions about how these aspects of the paper will be graded, or are unsure of how to complete this assignment, Deadlines: Survey Study Paper Rubric Note: To facilitate paper grading and interpretation, this paper will be graded out of 100 points. You will notice in the syllabus that this paper is 20 points of your overall class grade. Therefore, you will receive a percentage of the 20 points based on your grade. Ex: If you get 80/100, we will calculate 20 possible points X 0.80 = 16/20 points. Criteria Introduction Proposed Methods Results Details The introduction should include: The method section must include: ● ● ● Brief summary of your disorder/problem Description of prior research that you reviewed to inform your study (e.g., what do we know already, and how will your study give us new information?) Your study aim(s) and hypotheses This section must cite a minimum of 3 peer- reviewed journal articles ● Participants section: Who did you recruit for your study? (Ex: How many participants? How were they identified?) Measures section: How did you measure your independent and dependent variables? Each questionnaire should be described, including information on what construct(s) it measures, how many items, how each item is rated by the participant, etc. You must have the original citation for the measure included. Procedure section: Describe what participants did in the study. How did they complete the survey? What program did you use? Approximately how long did it take each person to complete it? Did they receive compensation? Data analysis plan: Specify what your independent and dependent variables are. These must correspond to your hypotheses. Ex: if you are comparing groups, will you use a t-test or ANOVA? If you are looking at your independent variable continuously, are you using correlations, or regression? Report on what you found. You should have (a) demographic information on your sample, (b) descriptive information on your main measures (ex: what was the mean and SD for each measure?), (c) Points Earned Points Possible 20 20 20 Discussion Spelling, Grammar, APA Style Total Points Comments: primary output (ex: ANOVA results, t-test results). You may include a table or figure, but you are not required to. The discussion section must include: (a) a summary of what you found in plain English (no stats included here), (b) commentary on whether your hypothesis was supported or not, (c) interpretation of your findings (ex: if it was supported, what does that mean? If it was not supported, why not?), (d) limitations/weaknesses and future directions Be sure you've proofread your document! For this paper, please be sure your in-text citations and reference list are in APA style. 20 20 100/n Name Student number Course name November 11, 2023 Depression among college students: The transition between high school and college Depression among college students, especially during the critical transition from high school to college, is a significant concern in contemporary society. This transitional phase often brings forth a myriad of challenges, including academic pressures, social adjustments, and newfound responsibilities, which can contribute to the development or exacerbation of depressive symptoms. To address this pressing issue, our study delves into understanding the risk factors, coping methods, and prevalence of depression among college students making the crucial transition from high school to college. Prior research has shed light on the various stressors faced by college students during this transitional period. Studies such as Kroshus, Hawrilenko, and Browning (2021) have explored the relationship between stress, self-compassion, and well-being during the transition to college, providing valuable insights into the emotional experiences of students. Additionally, Hicks and Heastie (2008) have examined the stressors, both physical and psychological, affecting first-year on- campus college students, offering a comprehensive view of the challenges faced by transitioning students. Negovan and Bagana (2011) have contributed to the understanding of vulnerability to depression among high school and university students, highlighting the importance of self-esteem in mental health outcomes. Building upon the existing body of knowledge, our study aims to investigate the prevalence of depression among transitioning college students and identify the associated risk factors and coping strategies. By doing so, we seek to contribute new information that can inform interventions, support systems, and policies tailored to mitigate the impact of depression during this critical life phase. Participants for this study were recruited from the Psychology 333 course at the University of Illinois at Chicago (UIC). All participants were juniors and seniors enrolled in this specific course. This targeted approach ensured a homogenous sample, providing valuable insights into the experiences of students in the later stages of their college education. To assess the prevalence of depression and explore the transition experiences of juniors and seniors, participants completed an online survey administered through the Qualtrics platform. Participants rated their experiences on a scale ranging from 0(Not at all) to 4(Almost always true) and yes or no questions. Additionally, a custom-designed questionnaire gathered demographic information, including graduation status, commuting status, mode of transportation, as well as Likert scale items related to their transition experiences and depressive symptoms. Participants, all juniors and seniors enrolled in the Psychology 333 course, were invited to complete the online survey through the Qualtrics platform. They were provided with a brief introduction explaining the purpose of the study and ensuring confidentiality and voluntary participation. After obtaining informed consent, participants proceeded to answer the demographic questions followed by the Likert scale items related to their transition experiences and depressive symptoms. The survey took approximately 10 minutes to complete. Citation Kroshus, E., Hawrilenko, M., & Browning, A. (2021). Stress, self- compassion, and well-being during the transition to college. Social Science & Medicine, 269, 113514. https://doi.org/10.1016/j.socscimed.2020.113514 Hicks, T., & Heastie, S. (2008). High school to college transition: a profile of the stressors, physical and psychological health issues that affect the first-year on-campus college student. Journal of cultural diversity, 15(3), 143–147. - Negovan, V., & Bagana, E. (2011). A comparison of relationship between self esteem and vulnerability to depression among high school and freshmen university students. Procedia - Social and Behavioral Sciences, 30, 1324- 1330. https://doi.org/10.1016/j.sbspro.2011.10.257 Feedback 1. I want you to describe depression (symptoms, functionality, and it's impact on every day life). Give a bit more context for your readers. Additionally, I want you to introduce your second variable - transitional stages/risk factors/coping strategies. What do these things have to do with depression? Describe them a bit more. 2. Great job on stating your aim! I also want you to state a hypothesis - Are you looking at specific coping methods/risk factors? Or overall count numbers of each. If you're looking at count numbers of each, your hypothesis would look something like this: "It is hypothesized that [LOWER/HIGHER] coping skills will be associated with [LOWER/HIGHER] levels of depression among students transitioning from high school to college," You would do the same for risk factors. 3. Your three articles are nicely summer up in terms of their aims, but it does not talk about the results. For each article, I want you to briefly (1-2 sentences) describe what they found. This will help build towards your justification. 4. Describe your participant demographics when you have the information (e.g., how many students participated and other demographic info such as age). 5. What kind of scale was used? I think in your case it was a 5 point likert scale. Additionally, if your depression scale is a published/validated scale, be sure to cite it in-text and in the references section. 6. Your reference list is not in APA format. Please refer to the slides I posted under the resources tab to properly structure your reference list. 7. With your in-text citations, your paranthetical year citation goes at the end of the sentence. So, for example, it would be "Kroshus, Hawrilenk, and Browning have explired the relationship between stress, self-compassion, and well-being during the transition to college, providing valuable insights into the emotional experiences of students (2021)."/n Name Student number Course name November 15, 2023 The survey aimed to gather valuable insights into college students' well-being, academic experiences, and coping strategies, particularly focusing on mental health indicators. The sample comprised 19 participants, and the analysis covered various demographic factors, academic perceptions, and mental health indicators. Demographic Information: Results and Discussion The majority of participants were seniors (89.5%), while 10.5% were juniors. The participants were fairly evenly distributed in terms of transportation mode, with 68.4% using public transportation and 31.6% relying on personal vehicles. Table 1 Demographic Information of Participants Variable Gender Male Female Graduation Level Junior Senior Mode of Transportation Personal Vehicle Public Transportation Number 10 9 2 17 6 13 Percentage 52.6 47.4 10.5 89.5 31.6 68.4 Academic Perceptions: Participants were asked to rate their agreement with statements related to academic experiences on a scale of 1 to 5. On average, participants moderately agreed that their grades had improved from high school to college (Mean = 3.42), felt comfortable in their new learning environment (Mean = 4.32), and worried less about grades in college compared to high school (Mean = 2.47). Interestingly, the mean score for feeling less stressed in college than in high school was relatively low (Mean = 2.58), suggesting a varied experience among participants. Table 2 Academic Perceptions of Participants VARIABLE Grades improved from high school to college Comfort with a new learning environment Feel less stress in college than in high school Mental Health Indicators: MEAN 3.42 Depressive Symptoms: 4.32 1.21 SD 1.346 0.582 1.264 MIN 1 3 0 Responses to questions related to mental health revealed diverse experiences among participants. The average score for overall quality of life in the past week was relatively positive (Mean = 2.05), with participants leaning towards "Pretty good, most things are going very well" (52.6%). Most participants reported having a strong support system (73.7%), while a smaller percentage felt isolated (26.3%). Notably, 15.8% of participants indicated that someone in their immediate family had passed away recently. MAX er 5 5 5 The survey included questions assessing depressive symptoms over the past week. Participants reported a range of experiences, from feeling sad or depressed to changes in sleep patterns and energy levels. For instance, 31.6% of participants reported feeling sad or depressed "Often true" (5-6 days), while 47.4% reported not feeling interested in their usual activities "Not at all" (0 days). Additionally, 52.6% reported that they did not feel guilty at all (0 days). Coping Mechanisms: Regarding coping mechanisms for depression, the majority of participants engaged in physical activity when feeling depressed (63.2%), while a considerable proportion had been to therapy (36.8%). Meditation was less commonly used, with only 10.5% of participants indicating its inclusion in their coping strategies. Notably, 68.4% of participants went outside when feeling depressed, suggesting an inclination toward outdoor activities as a means of coping. Discussion: The findings reveal a complex interplay of academic experiences and mental health among college students. The positive perceptions of overall quality of life and the existence of a strong support system among most participants are promising. However, the diversity in responses concerning depressive symptoms emphasizes the need for personalized approaches to mental health support on college campuses. The low average score for feeling less stressed in college than in high school warrants further exploration, as it may indicate additional stressors or challenges certain individuals face. The prevalence of coping mechanisms such as physical activity and engaging with the outdoors highlights the importance of promoting holistic well-being and the potential benefits of outdoor activities in managing mental health. Limitations of this study include the small sample size and potential self-reporting bias. Future research could employ a larger and more diverse sample to enhance the generalizability of findings. Additionally, qualitative data could provide richer insights into the nuanced experiences of college students. In conclusion, the survey results shed light on the multifaceted nature of college students' lives, encompassing academic, mental health, and coping dimensions. Understanding these dynamics is crucial for institutions to tailor support services that address the unique needs of their student populations, fostering a positive and conducive environment for academic and personal growth. Feedback 1. Be consistent about how you're reporting information. So for example, your first sentence in the demographic information section, make sure both % are either in parantheses or not. 2. Along with the means in academic perceptions, also include standard deviations in-text. 3. If you're going to have tables in your paper, make sure you're referencing them in-text. Point your readers to look at the tables. For example, in acadmic perceptions, you could say "Participants were asked to rate their agreement with statements related to academic experiences on a scale of 1 to 5, as seen in Table 2." 4. I just want to double check - did you guys do any inferential analyses? For example, a pearson correlation, regression, ANOVA, or a t-test? If you did, you need to incorporate that write up into your results. If you didn't (and you've talked to Dr. Hsueh about this), then ignore this comment. If you would like to talk more about this, definitely email me!! (hghaly2@uic.edu). 5. Nice job on your disucssion section! I also want you to connect it back to the larger literature :) So, the sources you had in your introduction, connect it back to them and state whether or not they relate to each other.