This individual assignment gives you the opportunity to propose and test two hypotheses and then discuss the findings relevant to your hypotheses/research questions as drawn from the linked report Is...

This individual assignment gives you the opportunity to propose and test two hypotheses and then discuss the findings relevant to your hypotheses/research questions as drawn from the linked reportIs Personality Associated With Humour Use? and the accompanyingdataset file (SAV 7KB).

The aim of the report from which you will draw your two hypotheses is to examine the association between personality and humour use, plus ONE of the following variables: self-esteem, affect (positive vs negative), and chronotype (Morningness-Eveningness). Overall, this research aims to add to a body of research examining the links between personality, humour styles, and wellbeing.

Related learning outcomes

This assignment assesses the following unit learning outcomes:

1. 
   explain the main features of some of the major perspectives on the psychology of personality (e.g., psychoanalytic/neoanalytic; trait, motive, learning and social-cognitive approaches, and the narrative approach)
   


2. 
   describe elements of historically important theories within each perspective
   


3. 
   discuss some major elements of contemporary theories within each perspective
   

5. 
   explain how an integration of many of these theories leads to a better understanding of individual differences in personality.
   

Report - Is Personality Associated With Humour Use? Overview> This individual assignment gives you the opportunity to propose and test two hypotheses and then discuss the findings relevant to your hypotheses/research questions as drawn from the linked report Is Personality Associated With Humour Use? and the accompanying dataset file (SAV 7KB). The aim of the report from which you will draw your two hypotheses is to examine the association between personality and humour use, plus ONE of the following variables: self-esteem, affect (positive vs negative), and chronotype (Morningness-Eveningness). Overall, this research aims to add to a body of research examining the links between personality, humour styles, and wellbeing. Related learning outcomes This assignment assesses the following unit learning outcomes: 1. explain the main features of some of the major perspectives on the psychology of personality (e.g., psychoanalytic/neoanalytic; trait, motive, learning and social-cognitive approaches, and the narrative approach) 2. describe elements of historically important theories within each perspective 3. discuss some major elements of contemporary theories within each perspective 5. explain how an integration of many of these theories leads to a better understanding of individual differences in personality. Details> The assignment consists of three sections: 1. Hypotheses (300 words max; contributes 15% to the overall mark for the assignment). 2. Results (500 words max; contributes 25% to the overall mark for the assignment). 3. Discussion (1200 words max; contributes 50% to the overall mark for the assignment). (Note: 10% of the overall mark is assessed on the quality of the grammar/expression and adherence to APA 6th referencing style). Section 1 – Hypotheses / Research Aims (max 300 words) You must propose TWO hypotheses, one for each of the two aims described on page 3 of Is Personality Associated With Humour Use? Both hypotheses must incorporate personality (choose one or more personality factors). Ideally, your hypotheses should be correlational; however, group comparisons may be suitable depending on the research question. Justification for using group comparisons must be provided because we have emphasised the dimensional nature of personality traits in this unit. Please note, the important aspect of this section is to present clear and understandable hypotheses/research questions that can be tested using the given dataset file (SAV 7KB). This section is not assessed on the complexity or difficulty of the question(s) being posed. It is about being able to write testable hypotheses. If in doubt go for clarity. You will be assessed on your ability to: 1. write testable hypotheses/research questions 2. present the hypotheses/research questions in a clear and coherent manner. Section 2 – Results (max 500 words) In this section, descriptive data and the findings of the analyses conducted to test your hypotheses are presented. You will be assessed on your ability to: 1. conduct the appropriate analyses to test your research question / hypotheses 2. resent results according to APA standards 3. convey understanding of the results in a clear and concise way. This section is not assessed on complexity of the statistics used - unless these are appropriate for answering the question. An equally high mark may be achieved by utilising univariate statistics correctly as could be obtained using multivariate statistics. The important aspect of this section is using the correct statistical methods to answer the question posed. Section 3 – Discussion (max 1200 words) In this section you will discuss the findings relevant to your hypotheses/research questions. Students should indicate if the hypotheses/research questions were supported (or not) and interpret the findings in the context of previous research and the implications for personality theory. Next, students should consider the practical or applied implications of their findings. Following this, there should be a consideration of the methodological limitations of the research, and how they may have impacted on the findings. Finally, a coherent conclusion is expected. You will be assessed on your ability to: 1. demonstrate understanding of the theories and concepts 2. use the theories to explain your results 3. coherently consider applications of the findings for theory and practice 4. present a logical argument in a clear and concise manner 5. present the methodological limitations that may have influenced the findings 6. present a coherent conclusion. References Your report must demonstrate APA-style referencing