Final Directed Research Proposal

Practical Problem  

Stress increases the moods of annoyance and irritability, increasing the probability of social withdrawal and annoying outbursts. Students with anxiety can direct their aggravation to their fellow learners. They might also be resistant to the adherence of the school rules and respectful engagement with their teachers.  

Proposed Intervention 

The proposed psychological intervention is increasing and improving the growth mindset of the students. I used the pre-test and post-test research methods in the study to determine whether the increment of the growth mindset can improve the emotional state of the students. The study plans to separate the subjects, 40 male and female, into two groups. One of the groups will act as a control group that receives no intervention. Before the intervention, the subjects will receive a test whereby each respondent will respond that is either yes or no. Afterwards, the respondents will receive the intervention (Reeve, 2015).    Upon completion of the intervention, the subjects will receive the test again, whereby each of them will reply with either a yes or a no. I did some research, and it seemed that most individuals’ interventions became calmer and more controlled. They had acquired the skills to manage and control their anger, stressful emotions in their lives after the application of the intervention. There were able to better deal with other individuals and cope well in their environment (Reeve, 2015). There was an improvement in their social life. No change occurred in the control group. Thereby, the promotion of emotional knowledge will improve the fully functioning individual for the stressful student’s overtime.  

Motivational State 

The motivational state to be used in the paper is a fully functioning individual. 

Hypothesis 

Students with high-stress levels will be more likely to be less fully functioning individuals in their life.  

Evidence to Support Hypothesis 

One -piece of evidence that supports the Hypothesis comes from McClelland’s Need for Achievement Theory. The theory argues that needs are learned or acquired by the kind of events individuals go through in their daily life in their culture and environment (McClelland, 2005). Students developed the need to study and be stress-free because they behaved differently from those who did not. 

Another piece of evidence to support the Hypothesis is the development mindset intervention that emphasize the cultivation of students' belief that their overall knowledgeable ability can progress, thus fostering accomplishment in the academic area (Ziegler et al., 2010). 

A final piece of evidence to support the Hypothesis is that individuals should focus more on improving themselves and focusing more on the positive side of everything in their lives.  

Is intervention expected to Solve Practical Problems and enhance Motivational State? 

Self-administered emotional interventions can lead to lasting developments in the achievement of students. The intervention, increasing students' growth mindset by addressing the learner’s subjective construal of themselves and school, addresses how learners perceive their involvement in school, associations with their agemates, abilities, and studying tasks (Reeve, 2015).    For example, learners can show a greater sign of motivation when they are led to construe their studying situations as none with which they have the likelihood to develop their capabilities, which they feel interrelated with other individuals. The intervention can impact the learners over some time as they can turn out to be self-confirming. When learners are stressed, they become affected in every aspect of their lives, which negatively affects their social, emotional, and academic lives (Reeve, 2015).    The negative effect is characterized by the students studying less than usual and not interacting with other individuals. By altering the initial actions, psychological interferences can set in motion recursive processes that change students' achievement into the future.  

Self -administered psychological interventions have not yet been thoroughly researched in ways that are significant for practice and policy in psychology such as rigorized randomized trials. Scientists have only researched with only a small sample size for students within institutions. The research has been helpful in the testing of novel theoretical claims.  

The research study focused on learners at diverse learning institutes at a similar stage of development; thus, they were prone to encounter similar psychological and academic problems and might benefit from an intervention to aid them to go through the same issues. We tested if design thinking intervention and psychological theory advances can enable the development of an enhanced intervention for a specified populace. 

Does the Relevant theory support the Hypothesis? 

The theory that supports my Hypothesis is McClelland’s achievement motivation theory. The theory state that needs is learned and developed. The theory goes on to state that a dominant motive can be present in an individual’s behavior at a time. 

McClelland considered the motives and needs into power, accomplishment, and affiliation and perceived them as being predisposed by either extrinsic factors or intrinsic drivers. The desire for success arises out of the emotional need for achievement. It is defined as a motivation for success against a standard that can emanate from three sources of competition: the task, the self-competition, and the competition against other individuals (Reeve, 2014). A strong desire for success can come from an individual’s social setting and socialization impacts, such as parents who endorse and value standards of excellence. Still, it can also be established throughout life as a need for individual growth towards involvedness (Reeve, 2014). The desire for achievement would fall between self-actualization and esteem. Thus, the students in the study have the desire for affiliation as no individual can thrive alone without the help of others. Consequently, individuals need to have social and interpersonal relations with other people or particular sets of individuals. They should work in groups to enhance the creation of lasting and friendly relationships and has the urge to be liked by other people. 

According to research, a fully functioning individual is in touch with the inner desires and students. When the intervention was applied to the students, they acquired the skills necessary to understand their emotions and trust their urges and instincts. Therefore, the students desired to achieve their full potential through self-actualization (Desselles et al., 2013). To become fully self-actualized, the students need to work to exploit their full potential. They needed to embrace their environment and surrounding, thereby living fully in their moment. Their past life structure should not bind them. Therefore, they became flexible in their environment as shown the achievements in their lives compared to the control group. 

References 

Deci, E. L., & Ryan, R. M. (2010). Intrinsic motivation.  The Corsini encyclopedia of psychology , 1-2. 

Desselles, M. L., & Apter, M. J. (2013). Manipulating motivational states: A review.  Journal of Motivation, Emotion, and Personality ,  1 , 44-49. 

McClelland, D. A. V. I. D. (2005). Achievement motivation theory.  Organizational behaviour: Essential theories of motivation and leadership , 46-60. 

Reeve, J. (2014).  Understanding motivation and emotion . John Wiley & Sons. 

Reeve, J. (2015).  Understanding motivation and emotion . John Wiley & Sons. 

Ziegler, M., Schmukle, S., Egloff, B., & Bühner, M. (2010). Investigating measures of achievement motivation (s).  Journal of Individual Differences .