University of California Los Angeles Internet Usage Stress & Coping Reflection Paper

University of California Los Angeles Internet Usage Stress & Coping Reflection Paper University of California Los Angeles Internet Usage Stress & Coping Reflection Paper I’m working on a English question and need guidance to help me study. I uploaded the instructions for this reflection. For the length, please follow the examples inside the file “Annotated Bibliography with reflection”. Please read carefully the instructions. I also uploaded four readings, please choose one of them to make research and write the reflection as in the instructions said. annotated_bibliography_with_reflection_v3.1.pdf _deatherage_2013_stress_coping_and_internet_use_of_college_students.pdf happiness_and_physical_activity__1__1.pdf low_carb_vs_low_fat_diets.pdf sandmire_the_influence_of_art_making_on_anxiety_a_pilot_study.pdf ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Dance- 3 UCI Fall_2020_2 Annotated Bibliographies with Reflection Learning Objectives: 1) Identify the components and characteristics of primary peer reviewed scientific research. 2) Analyze scholarly, scientific research articles in the field of health and wellness. 3) Write two analytical annotated bibliographies. 4) Integrate and reflect on how current topics apply to your wellness. The Basics of Annotated Bibliographies First, what is an annotation? An annotation is more than just a brief summary of an article, book, Web site or other type of publication. An annotation should give enough information to make a reader decide whether to read the complete work. In other words, if the reader were exploring the same topic as you, is this material useful and if so, why? How is an annotation different from an abstract? While an abstract also summarizes an article, book, Web site or other type of publication, it is purely descriptive. Although annotations can be descriptive, they also include distinctive features about an item. Annotations can be evaluative and critical as we will see when we look at the two major types of annotations. What is an annotated bibliography? An annotated bibliography is an organized list of sources (like a reference list). It differs from a straightforward bibliography in that each reference is followed by a paragraph length annotation, usually 100–200 words in length. Depending on the assignment, an annotated bibliography might have different purposes: • • • • • Provide a literature review on a particular subject Help to formulate a thesis on a subject Demonstrate the research you have performed on a particular subject Provide examples of major sources of information available on a topic Describe items that other researchers may find of interest on a topic Types of annotated bibliographies There are two major types of annotated bibliographies: 1. Descriptive or informative 2. Analytical or critical Descriptive or informative Modified From: https://sites.umgc.edu/library/libhow/bibliography_tutorial.cfm Dance- 3 UCI Fall_2020_2 A descriptive or informative annotated bibliography describes or summarizes a source as does an abstract, it describes why the source is useful for researching a particular topic or question, its distinctive features. In addition, it describes the author’s main arguments and conclusions without evaluating what the author says or concludes. For example: Breeding evil. (2005, August 6). Economist, 376(8438), 9. Retrieved from http://www.economist.com This editorial from the Economist describes the controversy surrounding video games and the effect they have on people who use them. The author points out that skepticism of new media have gone back to the time of the ancient Greeks, so this controversy surrounding video games is nothing new. The article also points out that most critics of gaming are people over 40 and it is an issue of generations not understanding one another, rather than of the games themselves. As the youth of today grow older, the controversy will die out, according to the author. The author of this article stresses the age factor over violence as the real reason for opposition to video games and stresses the good gaming has done in most areas of human life. This article is distinctive in exploring the controversy surrounding video games from a generational standpoint and is written for a general audience. Please pay attention to the last sentence. While it points out distinctive features about the item it does not analyze the author’s conclusions. Analytical or critical An analytical or critical annotation not only summarizes the material, it analyzes what is being said. It examines the strengths and weaknesses of what is presented as well as describing the applicability of the author’s conclusions to the research being conducted. For example: Patrick, Y., Lee, A., Raha, O., Pillai, K., Gupta, S., Sethi, S., . . . Moss, J. (2017). Effects of sleep deprivation on cognitive and physical performance in university students. Sleep and Biological Rhythms, 15(3), 217-225. doi:10.1007/s41105-017-0099-5 Purpose Statement:University of California Los Angeles Internet Usage Stress & Coping Reflection Paper The purpose of this study is to compare college students who got a full nights sleep versus those who didn’t and how it affected them cognitively and physically. This study demonstrates how pulling an “all-nighter” does not significantly impact the cognitive skills of college students. On the other hand, there were differences in physical ability in which those sleep deprived performed better. Summary Statement: This research study focuses on the impacts that sleep deprivation has on both cognitive and physical being for college students. Physical ability was measured by the students’ reaction time while cognitive skills where measured through memory and focus-based skills. The results indicate that there are “no signification differences… in cognitive tests” (Patrick et al., 2017) meaning that whether participants had one night of sleep or not did not have a significant effect on cognition. However, for the physical aspect, there was an increase in reaction time for participants in the sleep deprived category. Modified From: https://sites.umgc.edu/library/libhow/bibliography_tutorial.cfm Dance- 3 UCI Fall_2020_2 Audience Statement: I think the main audience for this study is college students. A lot of college students tend to do school work at night and lose sleep over it. Unique Feature Statement: This study is unique because it relies on skills such as speed in the reaction time test rather than something like the students’ GPA where multiple variables can be a determinant of it. The approach to tracking the effects of sleep deprivation are not too specific where the study can only apply to college students but can also be tested on other people. Strengths/Weaknesses/Biases Statement: One weakness of this study is that they only did the experiment for one day. Having only one day of sleep deprivation can be the reason why they did not find a significant decrease in the students’ cognitive and physical abilities. For instance, “another study found that… total sleep deprivation has a significant effect on filtering efficiency” (Patrick et al., 2017) which could mean that if this experiment was done for longer the results could be different. In addition, the students were each in their homes and were not supervised by any researcher. Reflection Statement: This article is connected to wellness because it talks about how lack of sleep can impact your ability in school in both cognitive and physical aspects. Every college student that I know has been sleep deprived at least once for staying up late doing work or other causes. So, I think many other college students also have a connection with this article in that sense. In class we talked about how the aspects of wellness are intertwined and this is an example of that. Since this is only a one night study, it is good to know that one night will not impact your abilities negatively but maybe having a lot of restless nights will. Please note that in these samples, the citations follow the APA format. This class requires APA. Instructions for this Assignment For this assignment you will read the material provided here, watch the videos (links provided), choose two articles from the articles provided on canvas, and write two analytical annotated bibliographies based on the criteria below. 1. Watch these Videos: https://www.youtube.com/watch?time_continue=1&v=s3fvyN7QC0o&feature=emb_logo • https://www.youtube.com/watch?v=MQwPMnNgvh4 • https://libguides.uwf.edu/c.php?g=436278&p=3891645 Non-YOUTube Version 2. Choose your sources before writing your annotated bibliography, you must choose your sources. This involves doing research much like for any other project. Your choices for this assignment are on canvas and you choose two of the articles to annotate. i. You are going to write an analytical annotated bibliography. 3. Write the citation and annotation when writing your annotation, the complete citation should always come first and the annotation follows. You will need to include each Subheading one: a. Purpose statement that describes the purpose of the work. b. Summary Statement is summary of the article content. c. Audience Statement describes the type of audience the article is written for. d. Unique Feature Statement elucidates any special or unique features in the article. Modified From: University of California Los Angeles Internet Usage Stress & Coping Reflection Paper https://sites.umgc.edu/library/libhow/bibliography_tutorial.cfm Dance- 3 4. 5. 6. 7. 8. UCI Fall_2020_2 e. Strengths, weaknesses or biases statement describes the strengths, weaknesses or biases in the article. f. Reflection statements describes reflective thoughts on how this article and materials in class relate to various components of your wellness. Please follow this proper format: i. Citation in APA format 1st ii. Then text as above. In order to get full credit you need to you to address each item above. You will be turning in a doc, docx, or PDF file type. Below are resources for you to access the ability to generate this document type. a. Download your FREE copy of Microsoft Office from UCI’s Office of Information and Technology (highly recommended): https://www.oit.uci.edu/help/microsoft/softwarefor-students/office-365-pro-plus/ b. Use Google Docs to open the .docx file: https://www.google.com/docs/about/ Make sure your citations are in APA format and you follow the template above. Here are some additional links for examples as well: a. https://library.earlham.edu/c.php?g=82926&p=912496 b. https://guides.library.cornell.edu/annotatedbibliography Please seek help from your professor and learning team if you need help ahead of due date. Modified From: https://sites.umgc.edu/library/libhow/bibliography_tutorial.cfm Dance- 3 UCI Fall_2020_2 Annotated Bibliographies with Reflection Rubric Attributes Proficient Developing Emerging Not acceptable Points 5 3 1 0 Criterion 1: Purpose Clearly Stated Purpose of 2 out 2 ABS are clearly and concisely stated. Purpose of 2 out 2 ABS are stated, but 1 purpose needs clarity. Purpose is clearly stated for 1 out of 2. Purposes are not clear at all in both submissions. Criterion 2: Quality & clarity of the summary of ideas in sources Criterion 3: Audience Identification Main ideas of sources are clearly summarized in 2 out of 2 Annotated Bibs(AB). Audience properly identified in each submission. Main ideas of sources are clearly summarized in 1(AB), but not well in both ABs. Audience properly identified in 1 of 2 submissions. Summaries are unclear or not accurate. Criterion 4: Unique Features of Article Identified Criterion 5: Identification of Strengths, Weaknesses or Biases Unique features properly identified in each submission. Unique features properly identified in 1 of 2 submission. Strengths, weaknesses, or biases were properly identified in each submission. Strengths, weaknesses, or biases were properly identified in 1 of 2 submission. Reflection statements were concisely relevant to the material and were present on both submissions. APA citations are used appropriately throughout the entire assignment. Appropriate subheadings are used throughout the document, and citations is present. The assignment is free from spelling and grammar errors and complete sentences were used. Reflection statements were relevant to the material and were present on only one submission. Main ideas are not summarized clearly; or are incomplete in both ABs. Audience identified for both submissions, but not correct. Unique features identified on both submissions, but not correct. Strengths, weaknesses, or biases were identified on both submissions, but not correct. Reflection statements were not concisely relevant to the material in both submissions. The assignment is missing one citation component (in-text OR reference list). There are a few subheadings included and one citation. Criterion 6: Reflection Criterion 7: References/ Citations Criterion 8: Formatting Criterion 9: Spelling and Grammar APA citations are not used, but sources are referenced in an alternative format. Some subheadings are included in the document and citations is present. The assignment has occasional spelling and grammar errors. The assignment has several spelling and grammar errors, but they distract minimally from the content. Total No audience identified in either submission. No unique features identified in either submission. No strengths, weaknesses, or biases were identified. No reflection statements were relevant to the material. Citations of any kind are not used. There are no subheadings and no citations. The assignment has numerous spelling and grammar errors. Total Possible Points Modified From: https://sites.umgc.edu/library/libhow/bibliography_tutorial.cfm 45 Journal of American College Health ISSN: 0744-8481 (Print) 1940-3208 (Online) Journal homepage: https://www.tandfonline.com/loi/vach20 Stress, Coping, and Internet Use of College Students Scott Deatherage MS , Heather L. University of California Los Angeles Internet Usage Stress & Coping Reflection Paper Servaty-Seib PhD & Idil Aksoz BA To cite this article: Scott Deatherage MS , Heather L. Servaty-Seib PhD & Idil Aksoz BA (2014) Stress, Coping, and Internet Use of College Students, Journal of American College Health, 62:1, 40-46, DOI: 10.1080/07448481.2013.843536 To link to this article: https://doi.org/10.1080/07448481.2013.843536 Accepted author version posted online: 20 Sep 2013. Published online: 07 Dec 2013. Submit your article to this journal Article views: 3347 View related articles View Crossmark data Citing articles: 22 View citing articles Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=vach20 JOURNAL OF AMERICAN COLLEGE HEALTH, VOL. 62, NO. 1 Major Article Stress, Coping, and Internet Use of College Students Scott Deatherage, MS; Heather L. Servaty-Seib, PhD; Idil Aksoz, BA Abstract. College students experience stressful life events and little research exists on the role the Internet may play in students’ coping. Objective: The purpose of the present study was to examine associations among perceived stress, time spent on the Internet, underlying motives for utilizing the Internet, problematic Internet use, and traditional approaches to coping. Participants: Data were collected from 267 college seniors during March of 2011. Methods: Participants completed an online survey containing measures of coping, motives for utilizing the Internet, problematic online behavior, perceived stress, and background information. Results: Being female, avoidant-emotional coping, and online motive to cope were positively associated with perceived stress and months since most stressful life event and online motive to enhance were negatively associated with stress. Conclusions: Professionals working with college students will benefit from using a nuanced approach to assessing students’ online behavior, including an assessment of underlying motives for use. coping, it emphasizes action; action targeted toward change. However, research also suggests that the use of a combination of both emotion- and problem-focused coping approaches may be more adaptive than either alone.7,10 Of interest is the idea that relatively little current research exists on the role that the Internet may play in the coping and coping approaches used by college students. Today’s college students highly value the Internet and have integrated it into all aspects of their lives, including school, work, and leisure activities.11,12 In fact, the 2011 Cisco Connected World Technology Report13 indicated that roughly 80% of college students perceive the Internet to be “close to” or “as vital” as air, water, food, and shelter. The research that does exist suggests that Internet use may be both a source of stress and also a useful means of coping with stress. Kraut et al14 found time spent on the Internet to be positively associated with levels of depression and social anxiety and negatively associated with family communication; however, Kraut et al15 found that time on the Internet was positively associated with communication, social involvement, and overall well-being. This type of discrepancy has been indicated in other studies,16,17 suggesting the need for a more nuanced approach to examining the relationship between Internet use and stress for college students. One such approach is to look beyond the amount of Internet use to also examine students’ motivations for using the Internet. Research suggests that individuals’ motivations to access the Internet are associated with different Internet activities (eg, entertainment, communication). Atkinson and Kydd18 found that college students’ intrinsic motivation (ie, driven by interest and enjoyment that exists within a person) was predictive of using the Internet for entertainment purposes. Conversely, the investigators found that extrinsic motivation (ie, driven by gain of an external reward or outcome) was predictive of using the Internet for homework or other course-related purposes. Further, Muscanell and Guadango19 found that male college students are more likely to access the Keywords: college students, coping, Internet use, stress M any college students experience adverse life events (ALEs; eg, deaths of loved ones, parental divorces, romantic break-ups) while in college.1 Students’ reactions to these difficult experiences can vary widely from stress, depression, anxiety, to suicidal ideation.2–4 One explanation for the variation in reactions to stressful life events is different approaches to coping.5 Researchers, following the lead of Lazarus and Folkman,6 frequently group coping strategies into 3 categories, problemfocused (eg, engaging in behaviors to address a problem), active-emotional (eg, venting), and avoidant-emotional (eg, denial). Problem-focused coping is often considered the more adaptive approach7–9 because, in contrast to emotion-focused Mr Deatherage and Dr Servaty-Seib are with the Department of Educational Studies at Purdue University in West Lafayette, Indiana. University of California Los Angeles Internet Usage Stress & Coping Reflection Paper Ms Aksoz is with the Department of Educational Sciences at Middle East Technical University in Ankara, Turkey Copyright © 2014 Taylor & Francis Group, LLC 40 Stress, Coping, and Internet Use Internet when motivated to extend their social networks. Additionally, female college students were more likely to utilize the Internet to maintain extant relationships. Although the research regarding differences in underlying motivations to access the Internet is scant, significant differences in Internet activities have been found when underlying motivations are assessed. However, research is needed to determine which types of underlying motivations (eg, coping, entertainment) may be differentially associated with college students’ perceived stress. Another useful direction within the scholarship on college student Internet use has been a focus on extreme Internet use and the attempt to distinguish use that is problematic from use that is normative. Research has indicated positive associations between problematic Internet use (ie, any use of the Internet that creates psychological, social, school, or work difficulties in users’ lives20) and negative outcomes such as Internet addiction, depression, increased loneliness, procrastination, and sleep loss.21,22 Mitchell et al23 developed The Index of Problematic Online Experiences and defined problematic Internet use as use that interferes with intrapersonal (eg, embarrassed by use), interpersonal (eg, lost friends), and daily (eg, lost sleep) functioning and/or creates legal or workrelated difficulties. An important next step is to combine this attempt to capture problematic use with a focus on students’ motivations for Internet use. The purpose of the present study was … Purchase answer to see full attachment Student has agreed that all tutoring, explanations, and answers provided by the tutor will be used to help in the learning process and in accordance with Studypool’s honor code & terms of service . Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

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