module 8 dq 2 argument Corie Eryilmaz, A. (2014). Perceived personality traits and types of…

module 8 dq 2 argument Corie Eryilmaz, A. (2014). Perceived personality traits and types of…

module 8 dq 2 argument Corie

  1. Eryilmaz, A. (2014). Perceived personality traits and types of teachers and their relationship to the subjective well-being and academic achievements of adolescents. Educational Sciences: Theory and Practice, 14(6), 2049-2062. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1050487&site=eds-live&scope=site
  2. Eryilmaz (2014) utilized a mixed methods research design. This study did not utilize one of GCU’s core design due to utilizing mixed methods.
  3. Portilla, X. A., Ballard, P. J., Adler, N. E., Boyce, W. T., & Obradovic, J. (2014). An integrative view of school functioning: Transactions between self-regulation, school engagement, and teacher-child relationship quality. Child Development, 85(5), 1915-1931. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=edswss&AN=000342820100014&site=eds-live&scope=site
  4. Portilla et. al (2014) utilized a quantitative research method. The GCU core design would be non-experimental and correlational in design.
  • Jong, R., Mainhard, T., Tartwijk, J., Veldman, I., Verloop, N., & Wubbels, T. (2014). How pre-service teachers’ personality traits, self-efficacy, and discipline strategies contribute to the teacher-student relationship. British Journal Of Educational Psychology, 84(2), 294. doi:10.1111/bjep.12025
    1. Jong et. al (2014) utilized a quantitative research design. The GCU core designed used was experimental.
    2. Garza, R., Alejandro, E. A., Blythe, T., & Fite, K. (2014). Caring for students: What teachers have to say. ISRN Otolaryngology, 1-7. doi:10.1155/2014/425856
      1. Garza et. al (2014) utilized an exploratory qualitative research design. The GCU core design used was grounded theory.
      2. Barakat, A., & Othman, A. (2015). The five-factor model of personality and its relationship to cognitive style (rush and prudence) and academic achievement among a sample of students. Journal of Education and Practice, 6(35), 156-165. Retrieved from https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1086318&site=eds-live&scope=site
        1. Barakat and Othman (2015) utilized quantitative research design. The GCU core designed used was correlational.

        Most of the research studies that are being utilized for my dissertation are using a quantitative research design. The quantitative designs that are being utilized are finding the relationships between multiple variables. The GCU core research design that is utilized is different, but the main research design is similar. I feel that utilizing a similar design helps make sure that my research study is aligned.

        module 8 dq 2 argument Corie Eryilmaz, A. (2014). Perceived personality traits and types of…

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