Final Research Paper
The purpose of this assignment is to draft and submit a comprehensive and complete APA research paper. Your final APA research paper is based on your original research topic proposal, annotated bibliography, and outline.
You will use
Erik Erikson’s Psychosocial Stages of DevelopmentLinks to an external site.
(see Chapters 1-3 in the Santrock text). Based on this theoretical lens, select one (1) stage of development. Based on that one stage of development, develop a research question and thesis statement.
Using the WCU Library, select a minimum of 3 to 4 peer-reviewed journal articles that will help you answer the research question while supporting your thesis statement.
Your final APA research paper must be a minimum of 4 to 6 pages (not including the required cover page, abstract, or reference page).
Your final APA research paper must include the following elements:
Properly Formatted
Heading LevelsLinks to an external site.
. Use the APA Publication Manual and review Table 2.3. Format for the Five Levels of Heading in APA Style & Figure 2.5 Format of Headings in a Sample Paper.
Properly Formatted
Title PageLinks to an external site.
. Use the APA Publication Manual and review Figure 2.2. Sample Student Title Page.
Properly Formatted
AbstractLinks to an external site.
. Use the APA Publication Manual and review 2.9. Abstract.
Properly Formatted
Reference PageLinks to an external site.
.
Properly Formatted
in-text CitationsLinks to an external site.
.
Beginning on page 3, write your introduction and thesis statement followed by your research question (be specific, focus on the age range within the selected stage).
For the body of your APA final research paper, discuss how your 3 to 4 peer-reviewed journal articles support your thesis statement and answer your research question.
Then, include your Personal Narrative (Level 1 Heading) and discuss why you selected that development stage.
Be sure to plan enough time for proofreading and editing. Use the APA 7th Edition writing style, mechanics, and format.
Visit the Writing Resources link under the Student Resources tab for additional help.
See the rubric for specific grading criteria.
Rubric
PSYC_290_OL – Signature Assignment Rubric
PSYC_290_OL – Signature Assignment Rubric
This criterion is linked to a Learning OutcomeContent
30 to >26.7 pts
Exceeding
Content is clear, thorough, and organized effectively. Main points well supported. Meets all the criteria of the written assignment.
26.7 to >20.7 pts
Meeting
20.7 to >14.7 pts
Approaching
Content is generally unclear, not thorough, and organized ineffectively. Main points not well supported. Meets only a few of the criteria of the written assignment.
14.7 to >0 pts
Not Meeting
Content is disconnected, unorganized, and does not meet the criteria of the written assignment.
30 pts
This criterion is linked to a Learning OutcomeWriting Style
30 to >26.7 ptsExceeding
Writing is professional with no spelling or grammatical errors and has been carefully proofread. Captures and maintains reader’s interest.
26.7 to >20.7 ptsMeeting
20.7 to >14.7 ptsApproaching
Writing does not consistently follow appropriate style of format with frequent spelling, punctuation and grammatical errors. Writing does not capture or maintain reader’s interest.
14.7 to >0 ptsNot Meeting
Writing does not follow appropriate style of format and has multiple spelling, punctuation and grammatical errors which make reading paper extremely difficult.
30 pts
This criterion is linked to a Learning OutcomeClarity and Coherence
25 to >22.25 pts
Exceeding
Writing flows smoothly from one idea to another. Writer has taken pains to assist the reader in following the logic of the ideas expressed.
22.25 to >17.25 pts
Meeting
Sentences are mostly structured to communicate ideas clearly. Transitions between paragraphs make the writer’s points easy to follow.
17.25 to >12.25 pts
Approaching
Sentence structure and word choice sometimes interferes with clarity of content and distracts the reader.
12.25 to >0 pts
Not Meeting
Poor sentence structure, sentences do not make sense to the reader, no clarity evident in the paper.
25 pts
This criterion is linked to a Learning OutcomeReferences with Body of the Paper
25 to >22.25 ptsExceeding
References included throughout paper in APA Style.
22.25 to >17.25 ptsMeeting
References included throughout paper but not all are in APA Style.
17.25 to >12.25 ptsApproaching
References included but unclear which references are direct quotes and which are paraphrased.
12.25 to >0 ptsNot Meeting
No references included in the body of the paper and writing indicates none were used.
25 pts
This criterion is linked to a Learning OutcomeCover Page & Reference Page
20 to >17.8 pts
Exceeding
Cover page and reference page are in APA Style with 3 or more references.
17.8 to >13.8 pts
Meeting
Cover page and reference page are in APA Style with 2 references.
13.8 to >9.8 pts
Approaching
Cover page and reference page are in APA Style with 1 references.
9.8 to >0 pts
Not Meeting
Cover page and reference page are not in APA Style or there are 0 references.
20 pts
This criterion is linked to a Learning OutcomePresentation
20 to >17.8 ptsExceeding
Paper is presented professionally, word – processed, double spaced, 12 point font, 1” margins on all sides.
17.8 to >13.8 ptsMeeting
Paper is word- processed but contains only minimal errors in spacing, fonts or margins.
13.8 to >9.8 ptsApproaching
Paper is word- processed but does not appear professional with errors in two areas of spacing, fonts or margins.
9.8 to >0 ptsNot Meeting
Paper is word-processed but does not appear professional with errors in spacing, fonts or margins, or it is hand- written.
20 pts
Total Points: 150
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1
Research Proposal
Research Question:
During the COVID-19 pandemic, what are the distinctive social factors that have
contributed to the escalation in anxiety levels among high school students within the age range of
13 to 18 years old?
Thesis Statement:
The COVID-19 pandemic has led to unparalleled disturbances in the everyday lives of
high school students, resulting in a substantial rise in their anxiety levels. This research will
investigate the social factors contributing to this trend as well as their implications on the
physical, cognitive, and socioemotional development of adolescents.
Narrative:
Amidst the COVID-19 pandemic, individuals of all ages are experiencing an
unprecedented level of unease and distress, particularly high school students who face a distinct
set of obstacles. The closure of schools, transition to remote learning, discontinuation of
extracurricular activities, and isolation from peers have disrupted the typical teenage routine and
have resulted in a significant surge in anxiety levels (Yin et al., 2022). Delpino et al. (2022)
aimed to determine the prevalence of anxiety in the general population during the COVID-19
pandemic by systematically reviewing 194 studies. They concluded that one-third of adults
worldwide suffered from anxiety disorder during the pandemic, with 25% experiencing mild-tomoderate anxiety and 10% having severe or extremely severe anxiety disorder. Additionally, Yin
et al. (2022) conducted a survey among high school students in the United States, using a
2
validated tool to evaluate anxiety severity, 2 years after the onset of COVID-19. The survey
revealed that 47% of females and 21% of males reported moderate to severe anxiety symptoms,
and open-ended responses revealed several themes, including missing out on social events and
being with friends.
In this sense, this research proposal intends to investigate the distinctive social factors
that have contributed to this trend and their possible implications on the physical, cognitive, and
socioemotional development of adolescents. This study’s significance lies in its potential to
inform mental health policies and practices and provide interventions that can support high
school students during these challenging times and in similar circumstances in the future.
References:
Delpino, F. M., da Silva, C. N., Jerônimo, J. S., Mulling, E. S., da Cunha, L. L., Weymar, M. K.,
Alt, R., Caputo, E. L., & Feter, N. (2022). Prevalence of anxiety during the COVID-19
pandemic: A systematic review and meta-analysis of over 2 million people. Journal of
affective disorders, 318, 272–282. https://doi.org/10.1016/j.jad.2022.09.003
Yin, O., Parikka, N., Ma, A., Kreniske, P., & Mellins, C. A. (2022). Persistent anxiety among
high school students: Survey results from the second year of the COVID pandemic. PloS
one, 17(9), e0275292. https://doi.org/10.1371/journal.pone.0275292
1
I. Introduction
A. Hook:
The COVID-19 pandemic has brought about unprecedented changes in the lives of high
school students, leading to a surge in anxiety levels.
B. Background info:
The pandemic has led to the closure of schools, discontinuation of extracurricular
activities, and isolation from peers, creating significant disruption in the lives of
teenagers.
C. Background info:
Studies have revealed that the pandemic has led to a rise in anxiety levels among adults
worldwide, and surveys have indicated similar results among high school students in the
United States.
D. Thesis statement:
This research will investigate the social factors contributing to the escalation of anxiety
levels among high school students aged 13-18 during the COVID-19 pandemic and their
implications on the physical, cognitive, and socioemotional development of adolescents.
II. Body Paragraph 1
A. Topic sentence about: The closure of schools and transition to remote learning have
resulted in significant disruptions in the academic routine of high school students.
B. Supporting point:
The lack of structure and social interaction in remote learning has contributed to a sense
of isolation and disconnection among students.
2
1. detail: A study by Li and colleagues (2021) found that remote learning has led
to an increase in anxiety levels among students due to a lack of social
interaction and support from peers and teachers.
2. detail: A study by Oosterhoff et al. (2020) found that the discontinuation of
extracurricular activities during the pandemic has led to an increase in anxiety
levels among high school students due to a lack of physical activity and social
support.
III. Body Paragraph 2
A. Topic sentence about: The pandemic has resulted in a surge in social media and
internet usage among high school students, leading to various negative outcomes.
B. Supporting point: The excessive use of social media has been linked to an increase in
anxiety levels among high school students.
1. detail: A study by Oosterhoff et al. (2020) found that the discontinuation of
extracurricular activities during the pandemic has led to an increase in anxiety
levels among high school students due to a lack of physical activity and social
support.
2. detail: A study by Nguyen et al. (2022) found that the excessive use of the internet
has been linked to an increase in anxiety levels among adolescents due to the
constant need for instant gratification and validation.
IV. Body Paragraph 3
A. Topic sentence about: The pandemic has led to a lack of social support and resources
for high school students, leading to a rise in anxiety levels.
3
B. Supporting point: The pandemic has led to a lack of access to mental health resources
for high school students.
1. detail: Zhao et al., (2022) observed a notable positive correlation between the
perceived social support and self-control, which in turn showed a significant negative
correlation with anxiety, depression, and insomnia.
2. detail: Mai et al., 2021 found that students who perceived higher levels of social
support tended to adopt more positive coping strategies and had lower levels of
anxiety and lower impact from the pandemic. Emotional support from family and
friends was found to be the most effective type of support. However, problems with
dependability of friends and communication with family decreased the likelihood of
positive coping strategies.
V. Conclusion
A. Restatement of thesis: In conclusion, the COVID-19 pandemic has resulted in a
significant rise in anxiety levels among high school students due to various social factors,
including the closure of schools, excessive social media usage, and a lack of social
support and resources.
B. So what? It is crucial for educators, parents, and policymakers to recognize the
negative impact of the pandemic on the mental health of high school students and take
necessary measures to provide social support, access to mental health resources, and a
safe and structured learning environment to mitigate the effects of the pandemic on their
physical, cognitive, and socioemotional development.
4
References:
Delpino, F. M., da Silva, C. N., Jerônimo, J. S., Mulling, E. S., da Cunha, L. L., Weymar, M. K.,
Alt, R., Caputo, E. L., & Feter, N. (2022). Prevalence of anxiety during the COVID-19
pandemic: A systematic review and meta-analysis of over 2 million people. Journal of
affective disorders, 318, 272–282. https://doi.org/10.1016/j.jad.2022.09.003
Lane, J., Therriault, D., Dupuis, A., Gosselin, P., Smith, J., Ziam, S., Roy, M., Roberge, P.,
Drapeau, M., Morin, P., Berrigan, F., Thibault, I., & Dufour, M. (2022). The Impact of
the COVID-19 Pandemic on the Anxiety of Adolescents in Québec. Child & youth care
forum, 51(4), 811–833. https://doi.org/10.1007/s10566-021-09655-9
Loades, M. E., Chatburn, E., Higson-Sweeney, N., Reynolds, S., Shafran, R., Brigden, A.,
Linney, C., McManus, M. N., Borwick, C., & Crawley, E. (2020). Rapid systematic
review: The impact of social isolation and loneliness on the mental health of children and
adolescents in the context of COVID-19. Journal of the American Academy of Child &
Adolescent Psychiatry, 59(11), 1218–1239.e3. https://doi.org/10.1016/j.jaac.2020.05.009
Mai, Y., Wu, Y. J., & Huang, Y. (2021). What Type of Social Support Is Important for Student
Resilience During COVID-19? A Latent Profile Analysis. Frontiers in psychology, 12,
646145. https://doi.org/10.3389/fpsyg.2021.646145
Nguyen, C. T. T., Yang, H. J., Lee, G. T., Nguyen, L. T. K., & Kuo, S. Y. (2022). Relationships
of excessive internet use with depression, anxiety, and sleep quality among high school
students in northern Vietnam. Journal of pediatric nursing, 62, e91–e97.
https://doi.org/10.1016/j.pedn.2021.07.019
5
Yin, O., Parikka, N., Ma, A., Kreniske, P., & Mellins, C. A. (2022). Persistent anxiety among
high school students: Survey results from the second year of the COVID pandemic. PloS
one, 17(9), e0275292. https://doi.org/10.1371/journal.pone.0275292
Zhao, G., Xie, F., Li, S., Ding, Y., Li, X., & Liu, H. (2022). The relationship between perceived
social support with anxiety, depression, and insomnia among Chinese college students
during the COVID-19 pandemic: The mediating role of self-control. Frontiers in
psychiatry, 13, 994376. https://doi.org/10.3389/fpsyt.2022.994376
1
Annotated Bibliography
Shannon Tomchin
PSY 290
1. Delpino, F. M., da Silva, C. N., Jerônimo, J. S., Mulling, E. S., da Cunha, L. L., Weymar, M.
K., Alt, R., Caputo, E. L., & Feter, N. (2022). Prevalence of anxiety during the COVID-19
pandemic: A systematic review and meta-analysis of over 2 million people. Journal of
affective disorders, 318, 272–282. https://doi.org/10.1016/j.jad.2022.09.003
This meta-analysis scrutinized 194 studies that assessed the ubiquity of anxiety among
individuals in the general populace amidst the COVID-19 pandemic. The researchers uncovered
that almost one-third of the global adult population suffered from an anxiety disorder during this
period. The study’s credibility was augmented by its ample sample size, encompassing more than
two million individuals, and its all-encompassing scrutiny of a vast array of studies. Furthermore,
the authors utilized rigorous statistical techniques to scrutinize the data, which fortifies the
precision of their findings, although the heterogeneity of studies was considered to be a potential
limitation. These outcomes can buttress the assertion that the COVID-19 pandemic has had a
momentous effect on people’s mental health, particularly with regards to anxiety. This source is
valuable for the research hypothesis since it provides an extensive summary of the incidence of
anxiety during the pandemic.
2. Lane, J., Therriault, D., Dupuis, A., Gosselin, P., Smith, J., Ziam, S., Roy, M., Roberge, P.,
Drapeau, M., Morin, P., Berrigan, F., Thibault, I., & Dufour, M. (2022). The Impact of the
COVID-19 Pandemic on the Anxiety of Adolescents in Québec. Child & youth care forum,
51(4), 811–833. https://doi.org/10.1007/s10566-021-09655-9
2
Lane et al. (2022) executed a study to ascertain the influence of the COVID-19 pandemic on
anxiety levels in secondary 1 and 2 students in Québec. The findings divulge that students
surveyed during the pandemic generally manifested more indications of generalized anxiety and
elevated levels of test anxiety, fear of judgment, and perfectionism than those surveyed prior to
the pandemic. The study underscores the exigency of establishing interventions for affected
adolescents. even though its findings may not be applicable to students of different ages. This
source supports the research hypothesis by presenting evidence that the COVID-19 pandemic has
significantly impacted high school students’ anxiety levels.
3. Yin, O., Parikka, N., Ma, A., Kreniske, P., & Mellins, C. A. (2022). Persistent anxiety among
high school students: Survey results from the second year of the COVID pandemic. PloS one,
17(9), e0275292. https://doi.org/10.1371/journal.pone.0275292
Yin and colleagues (2022) conducted a survey targeting high school students to investigate
the incidence of persistent anxiety during the second year of the COVID-19 pandemic. The study
unearthed that a substantial proportion of students experienced enduring anxiety symptoms,
which were associated with factors such as academic pressure, social isolation, and COVID-19related concerns. Furthermore, students who had more social support had lower levels of anxiety,
underscoring the critical role of social support in preserving good mental health. The study’s
findings also emphasize the need for targeted interventions to address mental health issues
among high school students during the pandemic. This source is significant for the research
hypothesis as it provides insights into the mental health consequences of the pandemic for
adolescent populations.
3
4. Loades, M. E., Chatburn, E., Higson-Sweeney, N., Reynolds, S., Shafran, R., Brigden, A.,
Linney, C., McManus, M. N., Borwick, C., & Crawley, E. (2020). Rapid systematic review:
The impact of social isolation and loneliness on the mental health of children and adolescents
in the context of COVID-19. Journal of the American Academy of Child & Adolescent
Psychiatry, 59(11), 1218–1239.e3. https://doi.org/10.1016/j.jaac.2020.05.009
This inquiry executed an expeditious systematic assessment of 63 articles to examine the
ramifications of social seclusion and solitude on the psychological well-being of juveniles and
adolescents amid the COVID-19 pandemic. The assessment discovered that social seclusion and
solitude were correlated with an augmented vulnerability to depression, anxiety, and other
mental health predicaments in minors and adolescents. Furthermore, Loades et al. (2020)
observed that the detrimental impacts of social seclusion and solitude on mental health outcomes
were more pronounced in vulnerable groups such as those with antecedent mental health
conditions and those belonging to low-income families. The appraisal also highlighted the
significance of social support, digital connectivity, and innovative activities in ameliorating the
adverse effects of social seclusion and solitude on mental health. This source is momentous to
the research hypothesis as it provides critical insights into the potential protective factors and
interventions that can be implemented to foster mental health among children and adolescents
during the pandemic. Limitations included potential heterogenicity of the studies.
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Title Page
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Outline
