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    Please follow instructions and No Ai . Please no copyright – 2 years ago **files (2)** – ## Week3_LearningResources_TheoriesofPersonality-Spring20254.pdf – ## Topic_Week3_Discussion1.pdf **## Week3_LearningResources_TheoriesofPersonality-Spring20254.pdf** LEARNING RESOURCES Required Readings F…

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    Please follow instructions and No Ai . Please no copyright

    – 2 years ago

    **files (2)**

    – ## Week3_LearningResources_TheoriesofPersonality-Spring20254.pdf

    – ## Topic_Week3_Discussion1.pdf

    **## Week3_LearningResources_TheoriesofPersonality-Spring20254.pdf**

    LEARNING RESOURCES

    Required Readings

    Funder, D. C. (2024). The personality puzzle (9th ed.). W. W. Norton.

    Chapter 9, “Basics of Psychoanalysis”

    Chapter 10, “Psychoanalysis After Freud: Neo-Freudians, Object Relations, and Current
    Research”

    Walden University Writing Center. (2021). Using quotations, part I.
    (https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html)
    https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html

    Required Media

    Walden University, LLC. (2022). Defense mechanisms (http://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html) [Interactive media]. Walden
    University Canvas. https://waldenu.instructure.com

    Walden University, LLC. (2022). Neo-Freudian theorists (https://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html) [Interactive media]. Walden
    University Canvas. https://waldenu.instructure.com

    Optional Resources

    Practical Psychology. (2019). Psychoanalytic theory – What Freud thought of personality
    (https://www.youtube.com/watch?v=V73hdaSTzWg) [Video file]. YouTube.

    https://www.youtube.com/watch?v=V73hdaSTzWg

    [https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html](https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html)

    [https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html](https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html)

    [https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html](https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html)

    [https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html](https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html)

    [http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html](http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html)

    [http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html](http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html)

    [http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html](http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html)

    [http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html](http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html)

    [https://www.youtube.com/watch?v=V73hdaSTzWg](https://www.youtube.com/watch?v=V73hdaSTzWg)

    [https://www.youtube.com/watch?v=V73hdaSTzWg](https://www.youtube.com/watch?v=V73hdaSTzWg)

    [https://www.youtube.com/watch?v=V73hdaSTzWg](https://www.youtube.com/watch?v=V73hdaSTzWg)

    [https://www.youtube.com/watch?v=V73hdaSTzWg](https://www.youtube.com/watch?v=V73hdaSTzWg)

    **## Topic_Week3_Discussion1.pdf**

    You must post before seeing replies. Edit history will be available to instructors.

    Due Apr 23 65 points

    1 Reply (1)

    View Split Screen

    All

    Search entries or author…

    Newest First

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/164253/modules/items/662766

    “Only a fuzzy boundary separates interpreting a theory versus revising it.” – Funder (2019, p. 397)

    A theory is basically an idea about how something works or occurs; it is not proof. Although a
    personality theory may explain certain aspects of a situation or behavior, others who have different
    ideas may still question the theory.

    Sigmund Freud's psychoanalytic theory of personality is case in point. He believed that most of our
    thoughts, feelings, and memories—what influences us—occurs below consciousness. One of the
    problems with Freud’s theory was the difficulty of testing his ideas. For this reason, there were
    theorists who separated themselves from Freud’s work. Others drew from aspects of Freud’s theory
    of psychoanalysis but developed their own theories.

    For this Discussion, you will review the personality theories of Freud, along with those of Carl Jung,
    Erik Erikson, Alfred Adler, and Karen Horney. Then you will choose one theorist as the focus of your
    Discussion post.

    PSYCHOANALYTIC THEORISTS AND
    THEORIES

    RESOURCES

    [https://waldenu.instructure.com/courses/164253/modules/items/6627666](https://waldenu.instructure.com/courses/164253/modules/items/6627666)

    [https://waldenu.instructure.com/courses/164253/modules/items/6627666](https://waldenu.instructure.com/courses/164253/modules/items/6627666)

    Review Chapters 9 and 10 in the course text, as well as the resource “Psychoanalytic Theorists,”
    and consider each of the following theorist’s contributions to personality theory:

    Freud
    Jung
    Erikson
    Adler
    Horney

    Thinking about Freud, Jung, Erikson, Adler, and Horney, consider the theorist that you view as
    having the most practical or useful ideas for understanding the self, others, and daily interactions.
    Think of examples that would help explain your choice.
    Select one of the five theorists as the subject of your Discussion post. In addition to contributions
    to the field, consider the strengths and limitations of this individual’s personality theory.

    Post a response that includes the following:

    Identify your selected theorist by placing their name in the first line of your post.
    Explain how your selected theorist has provided the most practical or useful ideas for
    understanding of one of the following: self, others, or daily interactions.
    Briefly describe one specific concept or idea developed by the theorist that is particularly helpful
    in explaining one of the focus areas (i.e., self, others, or daily interactions) and your reasoning.
    Conclude by noting one strength and one limitation of viewing personality from your selected
    theorist’s perspective.

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES (https://waldenu.instructure.com/courses/164253/modules/items/6627671)

    TO PREPARE:

    BY DAY 3

    [https://waldenu.instructure.com/courses/164253/modules/items/6627671](https://waldenu.instructure.com/courses/164253/modules/items/6627671)





    You must complete this week’s Skill Building Activity before you will be able to participate in the
    required Discussion for this week. Attempting to access the Discussion Forum before completion of
    the Skill Building Activity will result in an error message.

    Note: Support your post(s) with evidence from at least one Learning Resource. Be sure to identify
    what source(s) you used, both in the body of your post(s) and with a reference at the end of your
    post(s).

    Note: You are required to create a thread for your initial discussion post before you will be able
    to view other colleagues' postings in this forum.

    Respond to at least one of your colleagues in one or more of the following ways:

    Ask a probing question and provide insight into how you would answer your question and why.
    Expand on your colleague’s posting by offering a new perspective or insight.
    Agree with a colleague and offer additional (new) supporting information for consideration.
    Disagree with a colleague by respectfully discussing and supporting a different perspective.

    Note: Support your post(s) with evidence from at least one Learning Resource. Be sure to identify
    what source(s) you used, both in the body of your post(s) and with a reference at the end of your
    post(s).

    BY DAY 5

    Reply

    **## Topic_Week3_Discussion1.pdf**

    You must post before seeing replies. Edit history will be available to instructors.

    Due Apr 23 65 points

    1 Reply (1)

    View Split Screen

    All

    Search entries or author…

    Newest First

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/164253/modules/items/662766

    “Only a fuzzy boundary separates interpreting a theory versus revising it.” – Funder (2019, p. 397)

    A theory is basically an idea about how something works or occurs; it is not proof. Although a
    personality theory may explain certain aspects of a situation or behavior, others who have different
    ideas may still question the theory.

    Sigmund Freud's psychoanalytic theory of personality is case in point. He believed that most of our
    thoughts, feelings, and memories—what influences us—occurs below consciousness. One of the
    problems with Freud’s theory was the difficulty of testing his ideas. For this reason, there were
    theorists who separated themselves from Freud’s work. Others drew from aspects of Freud’s theory
    of psychoanalysis but developed their own theories.

    For this Discussion, you will review the personality theories of Freud, along with those of Carl Jung,
    Erik Erikson, Alfred Adler, and Karen Horney. Then you will choose one theorist as the focus of your
    Discussion post.

    PSYCHOANALYTIC THEORISTS AND
    THEORIES

    RESOURCES

    [https://waldenu.instructure.com/courses/164253/modules/items/6627666](https://waldenu.instructure.com/courses/164253/modules/items/6627666)

    [https://waldenu.instructure.com/courses/164253/modules/items/6627666](https://waldenu.instructure.com/courses/164253/modules/items/6627666)

    Review Chapters 9 and 10 in the course text, as well as the resource “Psychoanalytic Theorists,”
    and consider each of the following theorist’s contributions to personality theory:

    Freud
    Jung
    Erikson
    Adler
    Horney

    Thinking about Freud, Jung, Erikson, Adler, and Horney, consider the theorist that you view as
    having the most practical or useful ideas for understanding the self, others, and daily interactions.
    Think of examples that would help explain your choice.
    Select one of the five theorists as the subject of your Discussion post. In addition to contributions
    to the field, consider the strengths and limitations of this individual’s personality theory.

    Post a response that includes the following:

    Identify your selected theorist by placing their name in the first line of your post.
    Explain how your selected theorist has provided the most practical or useful ideas for
    understanding of one of the following: self, others, or daily interactions.
    Briefly describe one specific concept or idea developed by the theorist that is particularly helpful
    in explaining one of the focus areas (i.e., self, others, or daily interactions) and your reasoning.
    Conclude by noting one strength and one limitation of viewing personality from your selected
    theorist’s perspective.

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES (https://waldenu.instructure.com/courses/164253/modules/items/6627671)

    TO PREPARE:

    BY DAY 3

    [https://waldenu.instructure.com/courses/164253/modules/items/6627671](https://waldenu.instructure.com/courses/164253/modules/items/6627671)





    You must complete this week’s Skill Building Activity before you will be able to participate in the
    required Discussion for this week. Attempting to access the Discussion Forum before completion of
    the Skill Building Activity will result in an error message.

    Note: Support your post(s) with evidence from at least one Learning Resource. Be sure to identify
    what source(s) you used, both in the body of your post(s) and with a reference at the end of your
    post(s).

    Note: You are required to create a thread for your initial discussion post before you will be able
    to view other colleagues' postings in this forum.

    Respond to at least one of your colleagues in one or more of the following ways:

    Ask a probing question and provide insight into how you would answer your question and why.
    Expand on your colleague’s posting by offering a new perspective or insight.
    Agree with a colleague and offer additional (new) supporting information for consideration.
    Disagree with a colleague by respectfully discussing and supporting a different perspective.

    Note: Support your post(s) with evidence from at least one Learning Resource. Be sure to identify
    what source(s) you used, both in the body of your post(s) and with a reference at the end of your
    post(s).

    BY DAY 5

    Reply

    **## Week3_LearningResources_TheoriesofPersonality-Spring20254.pdf**

    LEARNING RESOURCES

    Required Readings

    Funder, D. C. (2024). The personality puzzle (9th ed.). W. W. Norton.

    Chapter 9, “Basics of Psychoanalysis”

    Chapter 10, “Psychoanalysis After Freud: Neo-Freudians, Object Relations, and Current
    Research”

    Walden University Writing Center. (2021). Using quotations, part I.
    (https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html)
    https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html

    Required Media

    Walden University, LLC. (2022). Defense mechanisms (http://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html) [Interactive media]. Walden
    University Canvas. https://waldenu.instructure.com

    Walden University, LLC. (2022). Neo-Freudian theorists (https://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html) [Interactive media]. Walden
    University Canvas. https://waldenu.instructure.com

    Optional Resources

    Practical Psychology. (2019). Psychoanalytic theory – What Freud thought of personality
    (https://www.youtube.com/watch?v=V73hdaSTzWg) [Video file]. YouTube.

    https://www.youtube.com/watch?v=V73hdaSTzWg

    [https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html](https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html)

    [https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html](https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html)

    [https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html](https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html)

    [https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html](https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html)

    [http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html](http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html)

    [http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html](http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html)

    [http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html](http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html)

    [http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html](http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html)

    [https://www.youtube.com/watch?v=V73hdaSTzWg](https://www.youtube.com/watch?v=V73hdaSTzWg)

    [https://www.youtube.com/watch?v=V73hdaSTzWg](https://www.youtube.com/watch?v=V73hdaSTzWg)

    [https://www.youtube.com/watch?v=V73hdaSTzWg](https://www.youtube.com/watch?v=V73hdaSTzWg)

    [https://www.youtube.com/watch?v=V73hdaSTzWg](https://www.youtube.com/watch?v=V73hdaSTzWg)

    **## Topic_Week3_Discussion1.pdf**

    You must post before seeing replies. Edit history will be available to instructors.

    Due Apr 23 65 points

    1 Reply (1)

    View Split Screen

    All

    Search entries or author…

    Newest First

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/164253/modules/items/662766

    “Only a fuzzy boundary separates interpreting a theory versus revising it.” – Funder (2019, p. 397)

    A theory is basically an idea about how something works or occurs; it is not proof. Although a
    personality theory may explain certain aspects of a situation or behavior, others who have different
    ideas may still question the theory.

    Sigmund Freud's psychoanalytic theory of personality is case in point. He believed that most of our
    thoughts, feelings, and memories—what influences us—occurs below consciousness. One of the
    problems with Freud’s theory was the difficulty of testing his ideas. For this reason, there were
    theorists who separated themselves from Freud’s work. Others drew from aspects of Freud’s theory
    of psychoanalysis but developed their own theories.

    For this Discussion, you will review the personality theories of Freud, along with those of Carl Jung,
    Erik Erikson, Alfred Adler, and Karen Horney. Then you will choose one theorist as the focus of your
    Discussion post.

    PSYCHOANALYTIC THEORISTS AND
    THEORIES

    RESOURCES

    [https://waldenu.instructure.com/courses/164253/modules/items/6627666](https://waldenu.instructure.com/courses/164253/modules/items/6627666)

    [https://waldenu.instructure.com/courses/164253/modules/items/6627666](https://waldenu.instructure.com/courses/164253/modules/items/6627666)

    Review Chapters 9 and 10 in the course text, as well as the resource “Psychoanalytic Theorists,”
    and consider each of the following theorist’s contributions to personality theory:

    Freud
    Jung
    Erikson
    Adler
    Horney

    Thinking about Freud, Jung, Erikson, Adler, and Horney, consider the theorist that you view as
    having the most practical or useful ideas for understanding the self, others, and daily interactions.
    Think of examples that would help explain your choice.
    Select one of the five theorists as the subject of your Discussion post. In addition to contributions
    to the field, consider the strengths and limitations of this individual’s personality theory.

    Post a response that includes the following:

    Identify your selected theorist by placing their name in the first line of your post.
    Explain how your selected theorist has provided the most practical or useful ideas for
    understanding of one of the following: self, others, or daily interactions.
    Briefly describe one specific concept or idea developed by the theorist that is particularly helpful
    in explaining one of the focus areas (i.e., self, others, or daily interactions) and your reasoning.
    Conclude by noting one strength and one limitation of viewing personality from your selected
    theorist’s perspective.

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES (https://waldenu.instructure.com/courses/164253/modules/items/6627671)

    TO PREPARE:

    BY DAY 3

    [https://waldenu.instructure.com/courses/164253/modules/items/6627671](https://waldenu.instructure.com/courses/164253/modules/items/6627671)





    You must complete this week’s Skill Building Activity before you will be able to participate in the
    required Discussion for this week. Attempting to access the Discussion Forum before completion of
    the Skill Building Activity will result in an error message.

    Note: Support your post(s) with evidence from at least one Learning Resource. Be sure to identify
    what source(s) you used, both in the body of your post(s) and with a reference at the end of your
    post(s).

    Note: You are required to create a thread for your initial discussion post before you will be able
    to view other colleagues' postings in this forum.

    Respond to at least one of your colleagues in one or more of the following ways:

    Ask a probing question and provide insight into how you would answer your question and why.
    Expand on your colleague’s posting by offering a new perspective or insight.
    Agree with a colleague and offer additional (new) supporting information for consideration.
    Disagree with a colleague by respectfully discussing and supporting a different perspective.

    Note: Support your post(s) with evidence from at least one Learning Resource. Be sure to identify
    what source(s) you used, both in the body of your post(s) and with a reference at the end of your
    post(s).

    BY DAY 5

    Reply

    **## Week3_LearningResources_TheoriesofPersonality-Spring20254.pdf**

    LEARNING RESOURCES

    Required Readings

    Funder, D. C. (2024). The personality puzzle (9th ed.). W. W. Norton.

    Chapter 9, “Basics of Psychoanalysis”

    Chapter 10, “Psychoanalysis After Freud: Neo-Freudians, Object Relations, and Current
    Research”

    Walden University Writing Center. (2021). Using quotations, part I.
    (https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html)
    https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html

    Required Media

    Walden University, LLC. (2022). Defense mechanisms (http://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html) [Interactive media]. Walden
    University Canvas. https://waldenu.instructure.com

    Walden University, LLC. (2022). Neo-Freudian theorists (https://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html) [Interactive media]. Walden
    University Canvas. https://waldenu.instructure.com

    Optional Resources

    Practical Psychology. (2019). Psychoanalytic theory – What Freud thought of personality
    (https://www.youtube.com/watch?v=V73hdaSTzWg) [Video file]. YouTube.

    https://www.youtube.com/watch?v=V73hdaSTzWg

    [https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html](https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html)

    [https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html](https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html)

    [https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html](https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html)

    [https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html](https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html)

    [http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html](http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html)

    [http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html](http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html)

    [http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html](http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html)

    [http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html](http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html)

    [https://www.youtube.com/watch?v=V73hdaSTzWg](https://www.youtube.com/watch?v=V73hdaSTzWg)

    [https://www.youtube.com/watch?v=V73hdaSTzWg](https://www.youtube.com/watch?v=V73hdaSTzWg)

    [https://www.youtube.com/watch?v=V73hdaSTzWg](https://www.youtube.com/watch?v=V73hdaSTzWg)

    [https://www.youtube.com/watch?v=V73hdaSTzWg](https://www.youtube.com/watch?v=V73hdaSTzWg)

    **## Topic_Week3_Discussion1.pdf**

    You must post before seeing replies. Edit history will be available to instructors.

    Due Apr 23 65 points

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    Search entries or author…

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    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/164253/modules/items/662766

    “Only a fuzzy boundary separates interpreting a theory versus revising it.” – Funder (2019, p. 397)

    A theory is basically an idea about how something works or occurs; it is not proof. Although a
    personality theory may explain certain aspects of a situation or behavior, others who have different
    ideas may still question the theory.

    Sigmund Freud's psychoanalytic theory of personality is case in point. He believed that most of our
    thoughts, feelings, and memories—what influences us—occurs below consciousness. One of the
    problems with Freud’s theory was the difficulty of testing his ideas. For this reason, there were
    theorists who separated themselves from Freud’s work. Others drew from aspects of Freud’s theory
    of psychoanalysis but developed their own theories.

    For this Discussion, you will review the personality theories of Freud, along with those of Carl Jung,
    Erik Erikson, Alfred Adler, and Karen Horney. Then you will choose one theorist as the focus of your
    Discussion post.

    PSYCHOANALYTIC THEORISTS AND
    THEORIES

    RESOURCES

    [https://waldenu.instructure.com/courses/164253/modules/items/6627666](https://waldenu.instructure.com/courses/164253/modules/items/6627666)

    [https://waldenu.instructure.com/courses/164253/modules/items/6627666](https://waldenu.instructure.com/courses/164253/modules/items/6627666)

    Review Chapters 9 and 10 in the course text, as well as the resource “Psychoanalytic Theorists,”
    and consider each of the following theorist’s contributions to personality theory:

    Freud
    Jung
    Erikson
    Adler
    Horney

    Thinking about Freud, Jung, Erikson, Adler, and Horney, consider the theorist that you view as
    having the most practical or useful ideas for understanding the self, others, and daily interactions.
    Think of examples that would help explain your choice.
    Select one of the five theorists as the subject of your Discussion post. In addition to contributions
    to the field, consider the strengths and limitations of this individual’s personality theory.

    Post a response that includes the following:

    Identify your selected theorist by placing their name in the first line of your post.
    Explain how your selected theorist has provided the most practical or useful ideas for
    understanding of one of the following: self, others, or daily interactions.
    Briefly describe one specific concept or idea developed by the theorist that is particularly helpful
    in explaining one of the focus areas (i.e., self, others, or daily interactions) and your reasoning.
    Conclude by noting one strength and one limitation of viewing personality from your selected
    theorist’s perspective.

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES (https://waldenu.instructure.com/courses/164253/modules/items/6627671)

    TO PREPARE:

    BY DAY 3

    [https://waldenu.instructure.com/courses/164253/modules/items/6627671](https://waldenu.instructure.com/courses/164253/modules/items/6627671)





    You must complete this week’s Skill Building Activity before you will be able to participate in the
    required Discussion for this week. Attempting to access the Discussion Forum before completion of
    the Skill Building Activity will result in an error message.

    Note: Support your post(s) with evidence from at least one Learning Resource. Be sure to identify
    what source(s) you used, both in the body of your post(s) and with a reference at the end of your
    post(s).

    Note: You are required to create a thread for your initial discussion post before you will be able
    to view other colleagues' postings in this forum.

    Respond to at least one of your colleagues in one or more of the following ways:

    Ask a probing question and provide insight into how you would answer your question and why.
    Expand on your colleague’s posting by offering a new perspective or insight.
    Agree with a colleague and offer additional (new) supporting information for consideration.
    Disagree with a colleague by respectfully discussing and supporting a different perspective.

    Note: Support your post(s) with evidence from at least one Learning Resource. Be sure to identify
    what source(s) you used, both in the body of your post(s) and with a reference at the end of your
    post(s).

    BY DAY 5

    Reply

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    – ## PresentationGradingRubriconline1.docx

    – ## SamplePresentationContent-TheAssociationbetweenMarijuanaandComponentsofAcademic1.pptx

    – Final.docx

    **## PresentationGradingRubriconline1.docx**

    **Presentation**

    **Grading Rubric**

    **PSYC2430**

    **Name:**

    **Course:**

    **Title:**

    Quality of Visual Aids ___/4

    Script/knowledge of Material ___/3

    Title and Hypothesis ___/3

    Variables and Reasoning ___/3

    Previous Research Review ___/3

    Participants and Material ___/3

    Procedure ___/3

    Creativity ___/3

    **TOTAL ________ / 25**

    · Make sure to have a good closing/wrap-up of presentation

    · Should be at least 7 minutes in length

    · Both group members should present about equal amount of time

    · Do not just read off the slides and/or put too much information on slides

    · You can have creativity by including some pictures, graphs, videos (no longer than 1 minute 20 if including you tube videos) etc. But still remain professional

    **## SamplePresentationContent-TheAssociationbetweenMarijuanaandComponentsofAcademic1.pptx**

    The Association between Marijuana Use and Components of Academic Performance

    By: Brittany Blackwell

    Northwestern State University

    1

    The present research proposal is on the association between marijuana use and three components of academic performance amongst college students.

    The three components of academic performance are everyday memory, academic self-efficacy, and motivation.

    This research proposal will discuss the need for research in this topic, hypothesis, and the research design.

    Introduction

    2

    Marijuana is a psychoactive drug that is a mixture of dried, shredded leaves, stems, seeds, and flowers of the hemp plant.

    Marijuana is the most commonly abused illicit drug in the United States according to the National Institute on Drug Abuse.

    – In 2008 NIDA found that 19.4% of 12th grade participants have used marijuana in the past 30 days.

    Rationale

    Marijuana is called by many street terms such as weed, Mary Jane, pot, herb, and chronic to name a few. It is a mind-altering drug which contains THC, the main active chemical in marijuana (NIDA, 2009). Marijuana is usually smoked in pipes or in cigar/cigarette paper. It can also be mixed in food or brewed in tea.

    Marijuana is also prevalent among college students. Bell, Wechsler, and Johnston (1997) surveyed college students at 140 universities and found that more than 40% of college students report using marijuana on an annual basis. Also, 36 of these colleges had 30% of its students report marijuana use during the past year.

    Moreover, in another study done at a Southern University, 13.5% of the students reported using marijuana within the past 30 days (SIUC/Core Institute, 2009).

    3

    A vast majority of the literature surveying college students suggests that marijuana use is a maladaptive behavior that interferes with healthy functioning.

    Some negative physiological effects of using marijuana include trouble with thinking and problem-solving, and problems with memory and learning (NIDA 2006).

    What may be even more damaging is marijuana use during adolescence, a time of rapid development and transitions in life roles (Swift, Copeland, & Lenton 2000).

    Rationale

    Adolescent cannabis use have been related to a number of negative outcomes such as poor mental health, drug use and abuse, delinquent behavior and criminality and poor educational achievement (Swift, Copeland, & Lenton

    2000).

    Results from study done be Tucker, Ellickson, Collins, and Klein (2006) also found that abstainers from marijuana have a stronger orientation toward school compared to marijuana users, in terms of better grades, spending more time on homework and extracurricular activites during high school , and having higher college graduation rates by the age of 23.

    Another study shows that there is relationship between marijuana use and motivation. Adolescents who smoked marijuana on a regular basis were compared to a control group of adolescents on a two-option experimental task designed to measure motivation.

    It found that the marijuana smoking participants switched earlier than non-smoking participants to the non-working option

    4

    The theory is that marijuana use during childhood, adolescence, and the early twenties predicts low academic achievement in the late twenties (Brook, Stimmel, Zhang, & Brook, 2008).

    Some components that can predict college academic performance are academic self-efficacy, memory, and motivation.

    There are also studies which lead to evidence that marijuana use is associated with each of these components.

    Rationale

    Several articles describe different components that predict overall college academic performance. Amongst them are academic self-efficacy, memory, and motivation.

    5

    Due to the alarming prevalence rate of marijuana use among college students, it is important to determine whether marijuana use is related to negative performance based outcomes.

    As a result, the primary purpose of this study is to determine the associations between marijuana use and three components of academic performance: academic self-efficacy, motivation, and memory.

    Purpose

    6

    There is a scarce amount of literature focusing on the relationships between marijuana use and negative academic performance outcomes in college student samples.

    This study will focus on marijuana use and its negative association with academic performance among college students.

    This may influence the creation of better prevention and intervention programs for college students.

    Significance

    There were no studies which incorporated the all three elements of academic performance which are presented in the present study.

    This may influence programs on marijuana prevention, education about the negative effects of marijuana, and intervention programs for college students who use marijuana.

    7

    Hypothesis 1: There will be a significant inverse correlation between marijuana use and everyday memory among college students.

    Hypothesis 2: There will be a significant inverse correlation between marijuana use and academic self-efficacy among college students.

    Hypothesis 3: There will be a significant inverse correlation between marijuana use and motivation among college students.

    Hypothesis

    8

    The participants for this study will be undergraduate college students taking various psychology courses from a mid-size Southeastern University.

    As incentive to participate students will be offered credit in a psychology class.

    Data will be collected from 350 to 400 students to ensure that there will be substantial power for accurate interpretations.

    Participant must complete the informed consent, demographic information sheet, four questionnaires, and then debriefed.

    Participants & Procedures

    Participation for this study will be voluntary  and they will not be coerced or presented any information constituting undue influence.

    Students in both the face-to-face and online courses will have the opportunity to participate in the study.

    9

    The Marijuana Screening Inventory (MSI-X) is a 31 item self- report inventory which takes participant approximately 10 minutes to complete.

    The Everyday Memory Questionnaire (EMQ-R) consists of 13 items, each describing everyday activities, which may involve memory failure.

    The Academic Self-Efficacy Scale (ASES) is a paper-and-pencil questionnaire comprised of 35 items.

    There are 18 items from the Achievement Goal Orientation Inventory (AGOI) which measure three goal orientation subscales on a 7 point likert scale.

    Measures

    The MSI-X is designed after standardized alcohol screens with questions derived from cannabis research, DSM-IV criteria, potential adverse consequences, and possible marijuana use patterns (Alexander & Leung, 2004). The MSI-X consists of 31 yes or no scored questions. Non-scored questions ask subjects about lifetime, past year, past month and past two-week marijuana use, along with five embedded frequency requests if items 27 to 31 receive “Yes” responses. Scoring the MSI-X involves adding the yes responses for 31 scored items to arrive at an individual total score. The range of scores is from 0 to 31. The MSI-X has excellent reliability (alpha=.90).

    A 5-point scoring scale is implemented with a scale of: 0 (once or less in the last month); 1 (more than once a month but less than once a week); 2 (about once a week); 3 (more than once a week but less than once a day); and 4 (once or more in a day). The scoring range for the EMQ-R is 0 to 52. The EMQ-R is has excellent internal reliability with a Cronbach’s alpha of .91.

    The Academic Self-Efficacy Scale (ASES) is a paper-and-pencil questionnaire comprised of 35 items. that are rated on a 10-point Likert scale ranging from 1 (no confidence at all) to 10 (complete confidence). On the ASES, the range of scores is 1 to 350. The ASES has adequate to excellent reliability ratings ranging from .78 to .92 on the different subunits that make up the questionaire.

    To measure motivation there are 18 items from the Achievement Goal Orientation Inventory (AGOI) which measure three goal orientation subscales: mastery goals (e.g., I want to learn as much as possible while in college), performance-approach goals (e.g., It is important to me to do better than the other students), and performance avoidance goals (e.g., I often think to myself, “What if I do badly in college?”).  Students are asked to rate whether they agree or disagree with the statements using a 7-point Likert scale, with scores ranging from 1 (strongly disagree) to 7 (strongly agree). Scores are averaged to get the total score for goal orientation. Scores can range for 1 to 126. It has been found to have adequate and good internal reliability with coefficient alphas ranging from .72 – .83 for the three subscales mentioned previously (Elliot & Church, 1997)

    10

    The variables of this research study are marijuana use, everyday memory, academic self-efficacy, and motivation.

    Therefore, data will be analyzed by running a series of bivariate correlations to determine if there are significant correlation among marijuana use and everyday memory, academic self-efficacy, and motivation.

    Statistical Analysis

    A computer software program known as SPSS will be used to compute the data collected.

    11

    ## image1.jpeg

    **Final.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/final-docx-10263993)

    **Final.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/final-docx-10263993)

    **## PresentationGradingRubriconline1.docx**

    **Presentation**

    **Grading Rubric**

    **PSYC2430**

    **Name:**

    **Course:**

    **Title:**

    Quality of Visual Aids ___/4

    Script/knowledge of Material ___/3

    Title and Hypothesis ___/3

    Variables and Reasoning ___/3

    Previous Research Review ___/3

    Participants and Material ___/3

    Procedure ___/3

    Creativity ___/3

    **TOTAL ________ / 25**

    · Make sure to have a good closing/wrap-up of presentation

    · Should be at least 7 minutes in length

    · Both group members should present about equal amount of time

    · Do not just read off the slides and/or put too much information on slides

    · You can have creativity by including some pictures, graphs, videos (no longer than 1 minute 20 if including you tube videos) etc. But still remain professional

    **## SamplePresentationContent-TheAssociationbetweenMarijuanaandComponentsofAcademic1.pptx**

    The Association between Marijuana Use and Components of Academic Performance

    By: Brittany Blackwell

    Northwestern State University

    1

    The present research proposal is on the association between marijuana use and three components of academic performance amongst college students.

    The three components of academic performance are everyday memory, academic self-efficacy, and motivation.

    This research proposal will discuss the need for research in this topic, hypothesis, and the research design.

    Introduction

    2

    Marijuana is a psychoactive drug that is a mixture of dried, shredded leaves, stems, seeds, and flowers of the hemp plant.

    Marijuana is the most commonly abused illicit drug in the United States according to the National Institute on Drug Abuse.

    – In 2008 NIDA found that 19.4% of 12th grade participants have used marijuana in the past 30 days.

    Rationale

    Marijuana is called by many street terms such as weed, Mary Jane, pot, herb, and chronic to name a few. It is a mind-altering drug which contains THC, the main active chemical in marijuana (NIDA, 2009). Marijuana is usually smoked in pipes or in cigar/cigarette paper. It can also be mixed in food or brewed in tea.

    Marijuana is also prevalent among college students. Bell, Wechsler, and Johnston (1997) surveyed college students at 140 universities and found that more than 40% of college students report using marijuana on an annual basis. Also, 36 of these colleges had 30% of its students report marijuana use during the past year.

    Moreover, in another study done at a Southern University, 13.5% of the students reported using marijuana within the past 30 days (SIUC/Core Institute, 2009).

    3

    A vast majority of the literature surveying college students suggests that marijuana use is a maladaptive behavior that interferes with healthy functioning.

    Some negative physiological effects of using marijuana include trouble with thinking and problem-solving, and problems with memory and learning (NIDA 2006).

    What may be even more damaging is marijuana use during adolescence, a time of rapid development and transitions in life roles (Swift, Copeland, & Lenton 2000).

    Rationale

    Adolescent cannabis use have been related to a number of negative outcomes such as poor mental health, drug use and abuse, delinquent behavior and criminality and poor educational achievement (Swift, Copeland, & Lenton

    2000).

    Results from study done be Tucker, Ellickson, Collins, and Klein (2006) also found that abstainers from marijuana have a stronger orientation toward school compared to marijuana users, in terms of better grades, spending more time on homework and extracurricular activites during high school , and having higher college graduation rates by the age of 23.

    Another study shows that there is relationship between marijuana use and motivation. Adolescents who smoked marijuana on a regular basis were compared to a control group of adolescents on a two-option experimental task designed to measure motivation.

    It found that the marijuana smoking participants switched earlier than non-smoking participants to the non-working option

    4

    The theory is that marijuana use during childhood, adolescence, and the early twenties predicts low academic achievement in the late twenties (Brook, Stimmel, Zhang, & Brook, 2008).

    Some components that can predict college academic performance are academic self-efficacy, memory, and motivation.

    There are also studies which lead to evidence that marijuana use is associated with each of these components.

    Rationale

    Several articles describe different components that predict overall college academic performance. Amongst them are academic self-efficacy, memory, and motivation.

    5

    Due to the alarming prevalence rate of marijuana use among college students, it is important to determine whether marijuana use is related to negative performance based outcomes.

    As a result, the primary purpose of this study is to determine the associations between marijuana use and three components of academic performance: academic self-efficacy, motivation, and memory.

    Purpose

    6

    There is a scarce amount of literature focusing on the relationships between marijuana use and negative academic performance outcomes in college student samples.

    This study will focus on marijuana use and its negative association with academic performance among college students.

    This may influence the creation of better prevention and intervention programs for college students.

    Significance

    There were no studies which incorporated the all three elements of academic performance which are presented in the present study.

    This may influence programs on marijuana prevention, education about the negative effects of marijuana, and intervention programs for college students who use marijuana.

    7

    Hypothesis 1: There will be a significant inverse correlation between marijuana use and everyday memory among college students.

    Hypothesis 2: There will be a significant inverse correlation between marijuana use and academic self-efficacy among college students.

    Hypothesis 3: There will be a significant inverse correlation between marijuana use and motivation among college students.

    Hypothesis

    8

    The participants for this study will be undergraduate college students taking various psychology courses from a mid-size Southeastern University.

    As incentive to participate students will be offered credit in a psychology class.

    Data will be collected from 350 to 400 students to ensure that there will be substantial power for accurate interpretations.

    Participant must complete the informed consent, demographic information sheet, four questionnaires, and then debriefed.

    Participants & Procedures

    Participation for this study will be voluntary  and they will not be coerced or presented any information constituting undue influence.

    Students in both the face-to-face and online courses will have the opportunity to participate in the study.

    9

    The Marijuana Screening Inventory (MSI-X) is a 31 item self- report inventory which takes participant approximately 10 minutes to complete.

    The Everyday Memory Questionnaire (EMQ-R) consists of 13 items, each describing everyday activities, which may involve memory failure.

    The Academic Self-Efficacy Scale (ASES) is a paper-and-pencil questionnaire comprised of 35 items.

    There are 18 items from the Achievement Goal Orientation Inventory (AGOI) which measure three goal orientation subscales on a 7 point likert scale.

    Measures

    The MSI-X is designed after standardized alcohol screens with questions derived from cannabis research, DSM-IV criteria, potential adverse consequences, and possible marijuana use patterns (Alexander & Leung, 2004). The MSI-X consists of 31 yes or no scored questions. Non-scored questions ask subjects about lifetime, past year, past month and past two-week marijuana use, along with five embedded frequency requests if items 27 to 31 receive “Yes” responses. Scoring the MSI-X involves adding the yes responses for 31 scored items to arrive at an individual total score. The range of scores is from 0 to 31. The MSI-X has excellent reliability (alpha=.90).

    A 5-point scoring scale is implemented with a scale of: 0 (once or less in the last month); 1 (more than once a month but less than once a week); 2 (about once a week); 3 (more than once a week but less than once a day); and 4 (once or more in a day). The scoring range for the EMQ-R is 0 to 52. The EMQ-R is has excellent internal reliability with a Cronbach’s alpha of .91.

    The Academic Self-Efficacy Scale (ASES) is a paper-and-pencil questionnaire comprised of 35 items. that are rated on a 10-point Likert scale ranging from 1 (no confidence at all) to 10 (complete confidence). On the ASES, the range of scores is 1 to 350. The ASES has adequate to excellent reliability ratings ranging from .78 to .92 on the different subunits that make up the questionaire.

    To measure motivation there are 18 items from the Achievement Goal Orientation Inventory (AGOI) which measure three goal orientation subscales: mastery goals (e.g., I want to learn as much as possible while in college), performance-approach goals (e.g., It is important to me to do better than the other students), and performance avoidance goals (e.g., I often think to myself, “What if I do badly in college?”).  Students are asked to rate whether they agree or disagree with the statements using a 7-point Likert scale, with scores ranging from 1 (strongly disagree) to 7 (strongly agree). Scores are averaged to get the total score for goal orientation. Scores can range for 1 to 126. It has been found to have adequate and good internal reliability with coefficient alphas ranging from .72 – .83 for the three subscales mentioned previously (Elliot & Church, 1997)

    10

    The variables of this research study are marijuana use, everyday memory, academic self-efficacy, and motivation.

    Therefore, data will be analyzed by running a series of bivariate correlations to determine if there are significant correlation among marijuana use and everyday memory, academic self-efficacy, and motivation.

    Statistical Analysis

    A computer software program known as SPSS will be used to compute the data collected.

    11

    ## image1.jpeg

    **Final.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/final-docx-10263993)

    **## PresentationGradingRubriconline1.docx**

    **Presentation**

    **Grading Rubric**

    **PSYC2430**

    **Name:**

    **Course:**

    **Title:**

    Quality of Visual Aids ___/4

    Script/knowledge of Material ___/3

    Title and Hypothesis ___/3

    Variables and Reasoning ___/3

    Previous Research Review ___/3

    Participants and Material ___/3

    Procedure ___/3

    Creativity ___/3

    **TOTAL ________ / 25**

    · Make sure to have a good closing/wrap-up of presentation

    · Should be at least 7 minutes in length

    · Both group members should present about equal amount of time

    · Do not just read off the slides and/or put too much information on slides

    · You can have creativity by including some pictures, graphs, videos (no longer than 1 minute 20 if including you tube videos) etc. But still remain professional

    **## SamplePresentationContent-TheAssociationbetweenMarijuanaandComponentsofAcademic1.pptx**

    The Association between Marijuana Use and Components of Academic Performance

    By: Brittany Blackwell

    Northwestern State University

    1

    The present research proposal is on the association between marijuana use and three components of academic performance amongst college students.

    The three components of academic performance are everyday memory, academic self-efficacy, and motivation.

    This research proposal will discuss the need for research in this topic, hypothesis, and the research design.

    Introduction

    2

    Marijuana is a psychoactive drug that is a mixture of dried, shredded leaves, stems, seeds, and flowers of the hemp plant.

    Marijuana is the most commonly abused illicit drug in the United States according to the National Institute on Drug Abuse.

    – In 2008 NIDA found that 19.4% of 12th grade participants have used marijuana in the past 30 days.

    Rationale

    Marijuana is called by many street terms such as weed, Mary Jane, pot, herb, and chronic to name a few. It is a mind-altering drug which contains THC, the main active chemical in marijuana (NIDA, 2009). Marijuana is usually smoked in pipes or in cigar/cigarette paper. It can also be mixed in food or brewed in tea.

    Marijuana is also prevalent among college students. Bell, Wechsler, and Johnston (1997) surveyed college students at 140 universities and found that more than 40% of college students report using marijuana on an annual basis. Also, 36 of these colleges had 30% of its students report marijuana use during the past year.

    Moreover, in another study done at a Southern University, 13.5% of the students reported using marijuana within the past 30 days (SIUC/Core Institute, 2009).

    3

    A vast majority of the literature surveying college students suggests that marijuana use is a maladaptive behavior that interferes with healthy functioning.

    Some negative physiological effects of using marijuana include trouble with thinking and problem-solving, and problems with memory and learning (NIDA 2006).

    What may be even more damaging is marijuana use during adolescence, a time of rapid development and transitions in life roles (Swift, Copeland, & Lenton 2000).

    Rationale

    Adolescent cannabis use have been related to a number of negative outcomes such as poor mental health, drug use and abuse, delinquent behavior and criminality and poor educational achievement (Swift, Copeland, & Lenton

    2000).

    Results from study done be Tucker, Ellickson, Collins, and Klein (2006) also found that abstainers from marijuana have a stronger orientation toward school compared to marijuana users, in terms of better grades, spending more time on homework and extracurricular activites during high school , and having higher college graduation rates by the age of 23.

    Another study shows that there is relationship between marijuana use and motivation. Adolescents who smoked marijuana on a regular basis were compared to a control group of adolescents on a two-option experimental task designed to measure motivation.

    It found that the marijuana smoking participants switched earlier than non-smoking participants to the non-working option

    4

    The theory is that marijuana use during childhood, adolescence, and the early twenties predicts low academic achievement in the late twenties (Brook, Stimmel, Zhang, & Brook, 2008).

    Some components that can predict college academic performance are academic self-efficacy, memory, and motivation.

    There are also studies which lead to evidence that marijuana use is associated with each of these components.

    Rationale

    Several articles describe different components that predict overall college academic performance. Amongst them are academic self-efficacy, memory, and motivation.

    5

    Due to the alarming prevalence rate of marijuana use among college students, it is important to determine whether marijuana use is related to negative performance based outcomes.

    As a result, the primary purpose of this study is to determine the associations between marijuana use and three components of academic performance: academic self-efficacy, motivation, and memory.

    Purpose

    6

    There is a scarce amount of literature focusing on the relationships between marijuana use and negative academic performance outcomes in college student samples.

    This study will focus on marijuana use and its negative association with academic performance among college students.

    This may influence the creation of better prevention and intervention programs for college students.

    Significance

    There were no studies which incorporated the all three elements of academic performance which are presented in the present study.

    This may influence programs on marijuana prevention, education about the negative effects of marijuana, and intervention programs for college students who use marijuana.

    7

    Hypothesis 1: There will be a significant inverse correlation between marijuana use and everyday memory among college students.

    Hypothesis 2: There will be a significant inverse correlation between marijuana use and academic self-efficacy among college students.

    Hypothesis 3: There will be a significant inverse correlation between marijuana use and motivation among college students.

    Hypothesis

    8

    The participants for this study will be undergraduate college students taking various psychology courses from a mid-size Southeastern University.

    As incentive to participate students will be offered credit in a psychology class.

    Data will be collected from 350 to 400 students to ensure that there will be substantial power for accurate interpretations.

    Participant must complete the informed consent, demographic information sheet, four questionnaires, and then debriefed.

    Participants & Procedures

    Participation for this study will be voluntary  and they will not be coerced or presented any information constituting undue influence.

    Students in both the face-to-face and online courses will have the opportunity to participate in the study.

    9

    The Marijuana Screening Inventory (MSI-X) is a 31 item self- report inventory which takes participant approximately 10 minutes to complete.

    The Everyday Memory Questionnaire (EMQ-R) consists of 13 items, each describing everyday activities, which may involve memory failure.

    The Academic Self-Efficacy Scale (ASES) is a paper-and-pencil questionnaire comprised of 35 items.

    There are 18 items from the Achievement Goal Orientation Inventory (AGOI) which measure three goal orientation subscales on a 7 point likert scale.

    Measures

    The MSI-X is designed after standardized alcohol screens with questions derived from cannabis research, DSM-IV criteria, potential adverse consequences, and possible marijuana use patterns (Alexander & Leung, 2004). The MSI-X consists of 31 yes or no scored questions. Non-scored questions ask subjects about lifetime, past year, past month and past two-week marijuana use, along with five embedded frequency requests if items 27 to 31 receive “Yes” responses. Scoring the MSI-X involves adding the yes responses for 31 scored items to arrive at an individual total score. The range of scores is from 0 to 31. The MSI-X has excellent reliability (alpha=.90).

    A 5-point scoring scale is implemented with a scale of: 0 (once or less in the last month); 1 (more than once a month but less than once a week); 2 (about once a week); 3 (more than once a week but less than once a day); and 4 (once or more in a day). The scoring range for the EMQ-R is 0 to 52. The EMQ-R is has excellent internal reliability with a Cronbach’s alpha of .91.

    The Academic Self-Efficacy Scale (ASES) is a paper-and-pencil questionnaire comprised of 35 items. that are rated on a 10-point Likert scale ranging from 1 (no confidence at all) to 10 (complete confidence). On the ASES, the range of scores is 1 to 350. The ASES has adequate to excellent reliability ratings ranging from .78 to .92 on the different subunits that make up the questionaire.

    To measure motivation there are 18 items from the Achievement Goal Orientation Inventory (AGOI) which measure three goal orientation subscales: mastery goals (e.g., I want to learn as much as possible while in college), performance-approach goals (e.g., It is important to me to do better than the other students), and performance avoidance goals (e.g., I often think to myself, “What if I do badly in college?”).  Students are asked to rate whether they agree or disagree with the statements using a 7-point Likert scale, with scores ranging from 1 (strongly disagree) to 7 (strongly agree). Scores are averaged to get the total score for goal orientation. Scores can range for 1 to 126. It has been found to have adequate and good internal reliability with coefficient alphas ranging from .72 – .83 for the three subscales mentioned previously (Elliot & Church, 1997)

    10

    The variables of this research study are marijuana use, everyday memory, academic self-efficacy, and motivation.

    Therefore, data will be analyzed by running a series of bivariate correlations to determine if there are significant correlation among marijuana use and everyday memory, academic self-efficacy, and motivation.

    Statistical Analysis

    A computer software program known as SPSS will be used to compute the data collected.

    11

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