Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages To Order 5-10 Pages Description/Paper Instructions
PSY3062 ACES DATASET CODEBOOK
The Activity, Coping, Emotions, Stress, and Sleep (ACES) was a 12-day, daily diary study in 191 adults from the general community, using ecological momentary assessments study to examine behavioural (sleep, physical activity) and psychological (stress, emotions, psychosocial vulnerabilities) factors. The study was conducted between April 2017 – December 2017.
Eligibility criteria include:
- Be between 18 and 40 years of age
- Be able to read and answer questions in English
- Own and use a smartphone that operates on iOS or Android OS.
- Not currently experiencing major physical or mental health conditions that significantly affect your daily physical activity and sleep
For the purpose of the lab report, you will only be using the baseline phase of the ACES study, where participants completed a single, 30-minute online questionnaire on Qualtrics. Ethics approval was obtained from the Monash University Human Research Ethics (project number: 2017-8245).
Category Variable Measure Demographics Gender Born in Australia Native Language Age Education Level Health BMI Alcohol Risk Mental Health Depression Patient-Reported Outcomes Measurement Information System (PROMIS) Anxiety PROMIS Perceived Stress Perceived Stress Scale Psychosocial Factors Family risk factors Risky Family Questionnaire Optimism Life Orientation Test Revised Informational Support PROMIS Sense of Coherence Sense of Coherence Scale Coping Strategies Approach Coping Combination of scales Avoidance Coping Combination of scales Sleep Sleep Disturbance Sleep Disturbance Index Fatigue Symptoms Patient-Reported Outcomes Measurement Information System (PROMIS) Total Sleep Time Self-report Sleep Onset Latency Self-report Sleep Efficiency Self-report
DEMOGRAPHICS
Female – Are you …
0 = Male
1 = Female
Born AUS – Were you born in Australia?
0 = No
1 = Yes
LANG_1 – Was English the first language you learned (your native language?)
0 = No
1 = Yes
AGE – In years
EDU – Education level; What is the highest education level you have completed?
1 = Less than High School
2 = High school
3 = Some university
4 = University Graduate (e.g., B.A., B.S.)
5 = Master’s Degree
6 = PhD, MD, other professional doctorate or terminal degree
BASELINE HEALTH FACTORS
BMI
Body Mass Index – self-reported weight (in kg) / (height (in cm)^2)
AUDITCat – Alcohol Risk Category
The first three items were used to categorize participants as abstainer’s (reporting never drinking alcohol), at risk (monthly or more drinking of 6 or more drinks OR reporting 5 or more drinks on a typical day when drinking) based on the NIAAA screening recommendations, and moderate if neither abstaining nor at risk.
1 = Abstainer
2 = Moderate
3 = At risk
References
US Department of Health and Human Services. (2005). Helping patients who drink too much: a clinician’s guide. National Institutes of Health. National Institute on Alcohol Abuse and Alcoholism. NIH Publication, (07-3769).
Saunders, J. B., Aasland, O. G., Babor, T. F., De la Fuente, J. R., & Grant, M. (1993). Development of the alcohol use disorders identification test (AUDIT): WHO collaborative project on early detection of persons with harmful alcohol consumption-II. Addiction, 88 (6), 791-804.
MENTAL HEALTH RELATED FACTORS
DEP_Tscore – Depression Symptoms
DEP8a In the past 7 days. . .
- I felt worthless (1)
- I felt helpless (2)
- I felt depressed (3)
- I felt hopeless (4)
- I felt like a failure (5)
- I felt unhappy (6)
- I felt that I had nothing to look forward to (7)
- I felt that nothing could cheer me up (8)
Each rated on a scale of Never (1) Rarely (2) Sometimes (3) Often (4) Always (5).
T Scores were calculated via the scoring conversion tables. More information here: https://www.healthmeasures.net/index.php?option=com_content&view=article&id=180&Itemid=994
Reference
Cella, D., Riley, W., Stone, A., Rothrock, N., Reeve, B., Yount, S., . . . Choi, S. (2010). The Patient-Reported Outcomes Measurement Information System (PROMIS) developed and tested its first wave of adult self-reported health outcome item banks: 2005–2008. Journal of Clinical Epidemiology, 63 (11), 1179-1194
ANX_Tscore – Anxiety Symptoms
Items
Anxiety short form. In the past 7 days. . .
- I felt fearful (1)
- I found it hard to focus on anything other than my anxiety (2)
- My worries overwhelmed me (3)
- I felt uneasy (4)
- I felt nervous (5)
- I felt like I needed help for my anxiety (6)
- I felt anxious (7)
- I felt tense (8)
Each rated on a scale of Never (1) Rarely (2) Sometimes (3) Often (4) Always (5).
T Scores were calculated via the scoring conversion tables. More information here: https://www.healthmeasures.net/index.php?option=com_content&view=article&id=180&Itemid=994
Reference
Cella, D., Riley, W., Stone, A., Rothrock, N., Reeve, B., Yount, S., . . . Choi, S. (2010). The Patient-Reported Outcomes Measurement Information System (PROMIS) developed and tested its first wave of adult self-reported health outcome item banks: 2005-2008. Journal of Clinical Epidemiology, 63 (11), 1179-1194.
PSS10_Total – Perceived Stress Scale
The questions in this scale ask about your feelings and thoughts during the last month. In each case, you will be asked to indicate by selecting how often you felt or thought a certain way.
Items
In the last month, how often have you. . .
- been upset because of something that happened unexpectedly? (1)
- felt that you were unable to control the important things in your life? (2)
- felt nervous and “stressed”? (3)
- felt confident about your ability to handle your personal problems? (4)
- felt that things were going your way? (5)
- found that you could not cope with all the things that you had to do? (6)
- you been able to control irritations in your life? (7)
- you felt that you were on top of things? (8)
- you been angered because of things that were outside of your control? (9)
- you felt like difficulties were piling up so high that you could not overcome them? (10)
Rated on a scale from: Never (1), Almost never (2), Sometimes (3), Fairly often (4), Very often (5)
Reference
Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24 (4), 385-396.
PSYCHOSOCIAL FACTORS
RFQ_Total – Risky Family Questionnaire
These are questions about your childhood and early adolescence (age 5 – 15). Please think over your family life and answer these questions.
- How often did a parent or other adult in the household make you feel that you were loved, supported, and cared for? (1)
- How often did a parent or other adult in the household swear at you, insult you, put you down, or act in a way that made you feel threatened? (2)
- How often did a parent or other adult in the household express physical affection for you, such as hugging, or other physical gestures of warmth and affection? (3)
- How often did a parent or other adult in the household push, grab, shove, or slap you? (4)
- In your childhood, did you live with anyone who was a problem drinker or alcoholic, or who used street drugs? (5)
- Would you say that the household you grew up in was well-organized and well-managed? (6)
- How often would you say that a parent or other adult in the household behaved violently toward a family member or visitor in your home? (7)
- How often would you say there was quarreling, arguing, or shouting between your parents? (8)
- How often would you say there was quarreling, arguing, or shouting between a parent and you? (9)
- How often would you say there was quarreling, arguing, or shouting between a parent and one of your siblings? (10)
- How often would you say there was quarreling, arguing, or shouting between your sibling(s) and you? (11)
- Would you say the household you grew up in was chaotic and disorganized? (12)
- How often would you say you were neglected while you were growing up, that is, left on your own to fend for yourself? (13)
Rated on a scale from: Not at all (1), Rarely (2), Occasionally (3), Often (4), Very often (5).
Reference
Repetti, R. L., Taylor, S. E., & Seeman, T. E. (2002). Risky families: Family social environments and the mental and physical health of offspring. Psychological Bulletin, 128 (2), 330-366.
LOTR_Total – Life Orientation Test Revised (without filler items)
Please be as honest and accurate as you can throughout. Try not to let your response to one statement influence your responses to other statements. There are no “correct” or “incorrect” answers. Answer according to your own feelings, rather than how you think “most people” would answer
Items
- In uncertain times, I usually expect the best (1)
- If something can go wrong for me, it will (2)
- Im always optimistic about my future (3)
- I hardly ever expect things to go my way (4)
- I rarely count on good things happening to me (5)
- Overall, I expect more good things to happen to me than bad (6)
Rated on a scale from: I Disagree a lot (1), I disagree a little (2), I neither agree nor disagree (3), I agree a little (4), I agree a lot (5).
Reference
Scheier, M. F., Carver, C. S., & Bridges, M. W. (1994). Distinguishing optimism from neuroticism (and trait anxiety, self-mastery, and self-esteem): A reevaluation of the life orientation test. Journal of Personality and Social Psychology, 67 (6), 1063-1078.
INF_TScore – Informational Support
Items
- I have someone to give me good advice about a crisis if I need it
- I have someone to turn to for suggestions about how to deal with a problem
- I have someone to give me information if I need it
- I get useful advice about important things in life
Items were rated on a five-point scale:
- Never (1)
- Rarely (2)
- Sometimes (3)
- Usually (4)
- Always (5)
T Scores were calculated via the scoring conversion tables. More information: https://www.healthmeasures.net/index.php?option=com_content&view=article&id=180&Itemid=994
Reference
Cella, D., Riley, W., Stone, A., Rothrock, N., Reeve, B., Yount, S., . . . Choi, S. (2010). The Patient- Reported Outcomes Measurement Information System (PROMIS) developed and tested its first wave of adult self-reported health outcome item banks: 2005-2008. Journal of Clinical Epidemiology, 63 (11), 1179-1194.
SOC13_Total – Sense of Coherence
Here is a series of questions relating to various aspects of our lives. Each question has seven possible answers. Please mark the number which best expresses your feeling, with numbers 1 and 7 being the extreme answers.
Items (A)
1 = very often, 7 = very seldom or never
- Do you have the feeling that you don’t really care about what goes on around you?
- Do you have the feeling that you’re being treated unfairly?
- Do you have the feeling that you are in an unfamiliar situation and don’t know what to do?
- Do you have very mixed-up feelings and ideas?
- Does it happen that you have feelings inside you would rather not feel?
- Many people – even those with a strong character – sometimes feel like sad sacks (losers) in certain situations. How often have you felt this way in the past?
- How often do you have the feeling that there’s little meaning in the things you do in daily life?
- How often do you have feelings that you’re not sure you can keep under control?
1 = never happened, 7 = always happened (B)
- Has it happened in the past that you were surprised by the behavior of people whom you thought you knew well?
- Has it happened that people whom you counted on disappointed you?
1 = no clear goals or purpose at all, 7 = very clear goals and purpose (C)
- Until now your life has had:
1 = a source of deep pleasure and satisfaction, 7 = a source of pain and boredom (D)
- Doing the things you do every day is:
1 = you overestimated or underestimated its importance, 7 = you saw things in the right proportion (E)
- When something happened, have you generally found that:
Reference
Eriksson, M., & Lindström, B. (2005). Validity of Antonovsky’s sense of coherence scale: a systematic review. Journal of Epidemiology & Community Health, 59 (6), 460-466.
Coping Strategies
BL_COPEApprv – Approach Coping
A composite of approach-oriented coping subscales (emotional expression, emotional processing, acceptance, problem focused, seeking social support, positive reappraisal).
Items
- I took time to figure out what I’m really feeling.
- I delved into my feelings to get a thorough understanding of them.
- I realized that my feelings are valid and important.
- I acknowledged my emotions.
- I concentrated my efforts on doing something about it.
- I tried to come up with a strategy about what to do.
- I took action to try to make the situation better.
- I thought hard about what steps to take.
- I took time to express my emotions.
- I allowed myself to express my emotions.
- I felt free to express my emotions.
- I let my feelings come out freely.
- I accept the reality of the fact that it happened
- I learn to live with it
- I get used to the idea that it happened
- I accept that this has happened and that it can’t be changed
- I learn something from the experienced
- I try to see it in a different light, to make it seem more positive
- I look for something good in what is happening
- I try to grow as a person as a result of the experience
- I try to get advice from someone about what to do
- I get help and advice from other people
- I get comfort and understanding from someone
- I get emotional support from others
Rated on a four point scale: Not at all (1), A little bit (2), A medium amount (3), A lot (4).
References
Stanton, A. L., Danoff-Burg, S., Cameron, C. L., & Ellis, A. P. (1994). Coping through emotional approach: Problems of conceptualizaton and confounding. Journal of Personality and Social Psychology, 66 (2), 350-362.
Carver, C. S., Scheier, M. F., & Weintraub, J. K. (1989). Assessing coping strategies: A theoretically based approach. Journal of Personality and Social Psychology, 56 (2), 267-283.
BL_COPEAvoi (Avoidance Coping)
A composite of avoidance-oriented coping subscales (behavioral disengagement, mental disengagement, denial).
Items
- I admit to myself that I can’t deal with it, and quit trying
- I just give up trying to deal with it
- I give up the attempt to cope
- I reduce the amount of effort I’m putting into dealing with it
- I daydreamed about things other than this.
- I did something to think about it less, such as going to movies or watching TV.
- I slept more than usual to think about it less.
- I turned to work or other activities to take my mind off things.
- I act as though it hasn’t even happened
- I say to myself “this isn’t real”
- I pretend that it hasn’t really happened
- I refuse to believe that it has happened
Rated on a four point scale: Not at all (1), A little bit (2), A medium amount (3), A lot (4).
Reference
Carver, C. S., Scheier, M. F., & Weintraub, J. K. (1989). Assessing coping strategies: A theoretically based approach. Journal of Personality and Social Psychology, 56 (2), 267-283.
Sleep-Related Factors
SDI_Tscore – Sleep Disturbance Index
Items:
In the past 7 days. . .
- My sleep quality was (1)
- My sleep was refreshing (2)
- I had a problem with my sleep (3)
- I had difficulty falling asleep (4)
- My sleep was restless (5)
- I tried hard to get to sleep (6)
- I worried about not being able to fall asleep (7)
- I was satisfied with my sleep (8)
Item 1 rated on a five point scale:
- Very poor (1)
- Poor (2)
- Fair (3)
- Good (4)
- Very good (5)
Items 2 to 8 were rated on a five point scale:
- Not at all (1)
- A little bit (2)
- Somewhat (3)
- Quite a bit (4)
- Very much (5)
T Scores were calculated via the scoring conversion tables. More information here: https://www.healthmeasures.net/index.php?option=com_content&view=article&id=180&Itemid=994
Reference
Cella, D., Riley, W., Stone, A., Rothrock, N., Reeve, B., Yount, S., . . . Choi, S. (2010). The Patient-Reported Outcomes Measurement Information System (PROMIS) developed and tested its first wave of adult self-reported health outcome item banks: 2005–2008. Journal of Clinical Epidemiology, 63 (11), 1179-1194
FAT_Tscore (Fatigue Symptoms using PROMIS Scale)
During the past 7 days. . .
- I feel fatigued (1)
- I have trouble starting things because I am tired (2)
- How run-down did you feel on average? (3)
- How fatigued were you on average? (4)
- How much were you bothered by your fatigue on average? (5)
- To what degree did your fatigue interfere with your physical functioning? (6)
In the past 7 days. . .
- How often did you have to push yourself to get things done because of your fatigue? (7)
- How often did you have trouble finishing things because of your fatigue? (8)
Items 1 to 5 were rated on a five point scale:
- Not at all (1)
- A little bit (2)
- Somewhat (3)
- Quite a bit (4)
- Very much (5)
Items 7 to 8 were rated on a five point scale:
- Never (1)
- Rarely (2)
- Sometimes (3)
- Often (4)
- Always (5)
T Scores were calculated via the scoring conversion tables. More information here: https://www.healthmeasures.net/index.php?option=com_content&view=article&id=180&Itemid=994
Reference
Cella, D., Riley, W., Stone, A., Rothrock, N., Reeve, B., Yount, S., . . . Choi, S. (2010). The Patient-Reported Outcomes Measurement Information System (PROMIS) developed and tested its first wave of adult self-reported health outcome item banks: 2005–2008. Journal of Clinical Epidemiology, 63 (11), 1179-1194
AverageTSTs (Average self-reported Total Sleep Time)
Self-reported total sleep time (in hours) across 12-days
Reference
Item adapted from Consensus Sleep Diary
Carney, C. E., Buysse, D. J., Ancoli-Israel, S., Edinger, J. D., Krystal, A. D., Lichstein, K. L., & Morin, C. M. (2012). The consensus sleep diary: standardizing prospective sleep self-monitoring. Sleep, 35 (2), 287-302
AverageSOLs (Average self-reported Sleep Onset Latency)
Self-reported Sleep Onset Latency (in minutes) across 12-days
Reference
Item adapted from Consensus Sleep Diary
Carney, C. E., Buysse, D. J., Ancoli-Israel, S., Edinger, J. D., Krystal, A. D., Lichstein, K. L., & Morin, C.M. (2012). The consensus sleep diary: standardizing prospective sleep self-monitoring. Sleep, 35 (2), 287-302
AverageSEs (Average self-reported Sleep Efficiency)
Self-reported Sleep Efficiency (in %) – ratio of Total Sleep Time to Time in Bed
Item adapted from Consensus Sleep Diary
Carney, C. E., Buysse, D. J., Ancoli-Israel, S., Edinger, J. D., Krystal, A. D., Lichstein, K. L., & Morin, C.M. (2012). The consensus sleep diary: standardizing prospective sleep self-monitoring. Sleep, 35 (2), 287-302
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. The can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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