Topic and research question
Discuss about the Academic Writing for Nature Reviews Neuroscience.
This essay will discuss several aspects of the dissertation titled ‘The effect of high and low power posing on student anxiety levels in a mock interview’.
Topic and research question- The topic was well defined with respect to anxiety, a common emotional condition that is primarily characterized by unpleasant states of inner turmoil, in combination with nervous behaviour, somatic complaint, and rumination. The research topic was accurately selected due to the fact that optimal levels of arousal are required for completing tasks such as, examinations or other competitive events (Lader 2015). Students having test anxiety are often report symptoms of nervousness, apprehensions and uneasiness that hinges on their fear of negative exam evaluation and worsens their performance. Appropriateness of the research question can be established by the fact that power posing is an essential hypothesis in psychology that claims that assumption of a powerful posture helps subjects induce some kinds of positive behavioural and hormonal changes. Anxiety has been identified as a natural reaction in stressful events.
Research studies illustrated that participation in power posing for as less as two minutes, prior to an important events helps an anxious person feel more powerful, and display an increased willingness to assume major risks (Cuijpers et al. 2014). In addition, the major benefits of mock interviews are related to reducing anxiety levels by familiarizing with the main situation and providing an opportunity to preview all weaknesses. These sessions have also proved beneficial in building the ability to display good performance under stress-inducing and nerve-wracking situations (Cuddy et al. 2015). Thus, the dissertation was based on a well-formulated and valid research question, since students are likely to be benefited upon conduction of mock interviews before an examination.
Structure and organization of research- The research was structured in a suitable manner since it was based on an exhaustive search of literature that elaborated on the effects of anxiety disorder on the academic performance of students. The research utilized evidences from a range of articles that emphasized on the fact that anxiety is in its severe form makes most students experience serious problems in their academics, globally. Most students suffering from anxiety disorder, prior to an examination or evaluation report problems that are associated with their minds going blank, experiencing shakes, numbness in hands, and suffering from a range of sudden disabilities (Singh and Jha 2013). Academic performance has always been identified as a direct outcome of education. Performance of a student in academics refers the degree of achievement of educational goals by a student. Quite a few researchers have also recognised a close association between anxiety occurring due to stress, thereby creating a negative effect on memory and learning and memory (Zimmerman 2013).
Structure and organization of research
This directly results in a negative or poor academic performance negatively. Furthermore, optimal levels of stress have also been identified imperative in enhancing learning ability, and a subsequent improvement in academic performance (Khalaila 2015). The research structure was based on holding a mock interview for university students that would them participate in power posing, for determining levels of anxiety. Thus, the between-group experimental approach used in the research was well designed and reliable.
Data collection and interpretation- A between-group approach was used for the research. This process can be considered accurate since the approach comprises of two or more subject groups, each of which are tested by separate testing factors in a simultaneous fashion. The research was based on randomization for recruitment of participants. This participant selection procedure was correct due to the fact that randomization has been identified as the best procedure that removes selection bias between groups of participants. Random assignment of the participants ensured that all kinds of differences between or within the groups are not any systematic errors (Kahan, Rehal and Cro 2015). Therefore, use of this randomization procedure for selecting the university students was accurately performed.
However, the research had one major flaw in selecting only 4 participants. Taking into consideration the fact that sample sizes are essential features of studies that aim to deduce inferences from a larger population, having smaller sample increases the chances of assumption of a false premise as true (Button et al. 2013). Thus, a larger sample should have been recruited for the study. Data collection was based on use of the State Anxiety Inventory’ (SAI) questionnaire that measured the base level of anxiety among the respondents. Previous researches have established reliability and validity of the tool by stating that an emotional state occurs at particular times and levels of intensity. Furthermore, responses provided to the questions on a self-report basis can be correlated with the anxiety faced by the respondents (Paillard et al. 2013). Thus, the data collection was performed correctly. However, discrepancies arose with the mention of both SAI and the STAI questionnaire for data collection. The high and low power poses demonstrated by the clients were also accurately demonstrated by the researchers. High power poses are generally more relaxed and open, while the low power poses are guarded and closed (Ranehill et al. 2015). These were properly illustrated during the research. Interpretation of data involved an analysis of the 20 responses that were presented to the students before and after power posing in the mock interview.
Data collection and interpretation
However, no detailed information was provided on the ways by which the mean state anxiety levels for the high and low power poses were calculated for each student. A detailed information regarding the scoring of the respondents with high scores near 80 indicating greater anxiety levels would have helped in providing a clear overview of the data analysis process. Main findings of the research stated that high power poses were responsible for causing psychological changes among the respondents, during the mock interview. Thus, data interpretation was precisely conducted since the results showed consistency with previous findings that investigated the effects of power posing (Garrison, Tang and Schmeichel 2016). Furthermore, the interpretation also added value to the hypothesis that postulated that high power posing can reduce levels of state anxiety of an individual, during a job interview.
Sources and citation styles- The duty of a responsible scholar is associated with giving due credit to all other scientists and researchers, by acknowledging their work and ideas (Hirvela and Du 2013). With the aim of avoiding plagiarism and resolving ethical conflicts, all possible efforts were taken in the research to quote the authors wherever their ideas and words were cited. All sources were accurately cited down in the paper in the reference list. The three most commonly used styles of referencing and citation include the Harvard method, the APA method and the footnotes method (Hyland 2014). The reference list and in-text citations in the dissertation were a combination of both Harvard and APA methods. Based on the course module of the university, a uniform reference and citation procedure should have been followed. Another major discrepancy in the sources are related to the fact that several old and outdated articles were used that formed the foundation of the research.
Reviewing literature for a dissertation requires the researcher or scholar to conduct a thorough survey in the field and identify the trends of information on the proposed research question, in the present scenario. Presenting a series of texts that are more than ten years old, most often appear as an ossified view and get stuck in particular periods (Bakhtiyari et al. 2014). The dissertation had cited several sources that were published as early as 1978, and 1986. The field of psychology has undergone significant advances in the past decade. Moreover, emerging techniques and theories have replaced old hypothesis and research findings. Thus, using sources that have been published three decades ago was an incorrect approach as it might have weakened the foundation of the research and resulted in bias in the findings.
Sources and citation styles
Use of academic language- Academic language is generally required by students in schools and universities and encompasses discipline-specific grammar, vocabulary, rhetorical conventions, punctuation and devices that are typical for the area concerned, such as laboratory reports and essays. In other words, academic language commonly refers to the written, oral, visual and auditory language proficiency expected to get effectively learned by students, during their academic programs (Bailey 2014). The language used in the dissertation was frequently combined with social or conventional language where a mix of colloquial or conversational vocabulary and grammar were used. Moreover, reflective form of writing cannot be adopted in a dissertation. This writing pattern generally encompasses accounts written in the first person where an event, memory, interaction are explained in the form of personal reflection. There were several portions in the dissertation where a personal account of reviewing some literature was cited. This goes against the norms of academic writing. This suggests that there was a failure in mastering specific terms and concepts that should have been used in the academic piece of writing.
Opportunities and challenges- Some of the major opportunities encountered while conducting the research are cost-effectiveness of the data collection methodology utilized, short time span, easy availability of the participants. Owing to the fact that no statistical software was used for calculating and analysing the responses selected on the questionnaires that were distributed to the students, the research was quite cost effective. The entire research did not take much time to get accomplished. This eliminated all chances of conducting time consuming steps. Furthermore, the fact that the research focused on academic performance mediated by anxiety, helped in easy recruitment of university students as the potential candidates for the same. However, one major limitation encountered was in relation to obtaining informed consent from the participants.
Although a huge number of potential candidates were contacted for seeking their participation approval in the research, the possible consequences of the research activity and knowledge of the risks and benefits of conducting the mock interview were not described suitably to the students. Informed consent is essential before enrolment of participants in a study. However, there was a failure in seeking voluntary participation from most of the candidates. This resulted in recruitment of only four students in the mock interview activity. This was another challenge in the research that might have influenced the results.
Feedback- The feedback received from the tutor pointed out several facts in an affirming way that was helpful in critically analysing the steps conducted. The feedback covered all points of the research and helped in organizing the thoughts in an order manner. The comments were mainly related to mix of the different reference styles, incorrect citation methods, use of old sources for reference, small sample size and lack of information on the reliability and validity of the tools used for measuring the anxiety levels of the students. Efforts were taken to elaborate more on the strengths of the questionnaire that helped in determining the anxiety levels, before and after the power pose mock interview.
Thus, although the research was well focused on a particular aspect of anxiety, there were several flaws in its conduction and dissemination of the findings.
References
Bailey, S., 2014. Academic writing: A handbook for international students. Routledge.
Bakhtiyari, K., Salehi, H., Embi, M.A., Shakiba, M., Zavvari, A., Shahbazi-Moghadam, M., Ale Ebrahim, N. and Mohammadjafari, M., 2014. Ethical and unethical methods of plagiarism prevention in academic writing.
Button, K.S., Ioannidis, J.P., Mokrysz, C., Nosek, B.A., Flint, J., Robinson, E.S. and Munafò, M.R., 2013. Power failure: why small sample size undermines the reliability of neuroscience. Nature Reviews Neuroscience, 14(5), p.365.
Cuddy, A.J., Wilmuth, C.A., Yap, A.J. and Carney, D.R., 2015. Preparatory power posing affects nonverbal presence and job interview performance. Journal of Applied Psychology, 100(4), p.1286.
Cuijpers, P., Sijbrandij, M., Koole, S., Huibers, M., Berking, M. and Andersson, G., 2014. Psychological treatment of generalized anxiety disorder: a meta-analysis. Clinical psychology review, 34(2), pp.130-140.
Garrison, K.E., Tang, D. and Schmeichel, B.J., 2016. Embodying power: A preregistered replication and extension of the power pose effect. Social Psychological and Personality Science, 7(7), pp.623-630.
Hirvela, A. and Du, Q., 2013. “Why am I paraphrasing?”: Undergraduate ESL writers’ engagement with source-based academic writing and reading. Journal of English for Academic Purposes, 12(2), pp.87-98.
Hyland, K., 2014. Activity and evaluation: Reporting practices in academic writing. In Academic discourse (pp. 125-140). Routledge.
Kahan, B.C., Rehal, S. and Cro, S., 2015. Risk of selection bias in randomised trials. Trials, 16(1), p.405.
Khalaila, R., 2015. The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: Mediating and moderating effects. Nurse Education Today, 35(3), pp.432-438.
Lader, M., 2015. Generalized anxiety disorder. In Encyclopedia of Psychopharmacology (pp. 699-702). Springer Berlin Heidelberg.
Paillard, A.C., Quarck, G., Paolino, F., Denise, P., Paolino, M., Golding, J.F. and Ghulyan-Bedikian, V., 2013. Motion sickness susceptibility in healthy subjects and vestibular patients: effects of gender, age and trait-anxiety. Journal of Vestibular Research, 23(4, 5), pp.203-209.
Ranehill, E., Dreber, A., Johannesson, M., Leiberg, S., Sul, S. and Weber, R.A., 2015. Assessing the robustness of power posing: No effect on hormones and risk tolerance in a large sample of men and women. Psychological Science, 26(5), pp.653-656.
Singh, I. and Jha, A., 2013. Anxiety, optimism and academic achievement among students of private medical and engineering colleges: a comparative study. Journal of Educational and Developmental Psychology, 3(1), p.222.
Zimmerman, B.J., 2013. Theories of self-regulated learning and academic achievement: An overview and analysis. In Self-regulated learning and academic achievement (pp. 10-45). Routledge.
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