Coordinating the Psychology Human Research Participant Pool

Roskos–Ewoldsen, Beverly; Burton, Philip; Bichsel, Jacqueline; Willis, Sandra; Spruill, Jean

doi:10.1207/s15328023top2501_5

Cited by 3 publications

(5 citation statements)

References 11 publications

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“…HSPs are programs that formally organize groups of volunteers to participate in research studies. In most HSPs, students partake in studies in return for course credit (Landrum and Chastain 1995; Roskos-Ewoldsen et al 1998; Sieber and Saks 1989). HSPs have been found to familiarize students with social research (Coren 1987; Rosell et al 2005; Sullivan and Lashley 2009) and raise interest and satisfaction in associated courses (Bowman and Waite 2003; Elliott et al 2010; Landrum and Chastain 1995; Moyer and Franklin 2011).…”

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confidence: 99%

Can Human Subject Pool Participation Benefit Sociology Students?

Chin

Stayte

2014

Teach Sociol

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Instructors at non–research institutions are less able to expose their students to research firsthand. Utilizing human subject pools (HSPs) in class may be a solution. Given that HSPs tend to be used in introduction to psychology classes at research institutions, we examine a community college HSP to answer three questions: (1) Do community college students positively assess the educational value of HSP experience? (2) Can sociology students perceive HSP experience to be as educationally effective as psychology students? (3) Can online students perceive HSP experience to be as educationally effective as in-person students? Results indicate that not only did community college students hold positive evaluations of their HSP experience, but sociology and online students also felt they benefited as much as psychology or in-person students. HSPs were also considered particularly effective by students taking research methods. HSP participation may be a viable teaching tool for sociology instructors at non–research schools.

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confidence: 99%

Can Human Subject Pool Participation Benefit Sociology Students?

Chin

Stayte

2014

Teach Sociol

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“…As Skitka and Sargis (2006) reminded us, "With the increasing emphasis on research comes an increasing need for a stable research participant pool" (p. 14). Despite that 75% of graduate psychology programs rely on some form of a departmental subject pool, the literature on the ethics of these pools is relatively scant ( Bowman & Waite, 2003 ;Roskos-Ewoldsen, Burton, Bichsel, Willis, & Spruill, 1998 ;Sieber & Saks, 1989 ). Thus, we explore several options for handling the gap between the Internetmediated researcher ' s demand for additional participants in light of a departmental subject pool ' s limited supply.…”

Section: Departmental Subject Poolsmentioning

confidence: 99%

“…Obviously, frequent semester-to-semester changes in subject pool obligations, at the bequest of researchers ' demands, would serve little educational rationale and function coercively ( McCord, 1991 ). Given the low ethical standards of current departmental subject pools (for reviews, see McCord, 1991 ;Roskos-Ewoldsen et al, 1998 ), any strategies for increasing participant recruitment should be met by improved alternatives to participating in research studies. (More information on subject pools can be found in Chapter 12 of this volume.…”

Section: Departmental Subject Poolsmentioning

confidence: 99%

“…One solution involves increasing the supply of available research participants by increasing course requirements or incentives for participation. Presumably, the ethical rationale for departmental subject pools is that psychological research is valuable both to the fi eld and to society, and undergraduates should gain applied exposure to research endeavors to enhance their knowledge and appreciation of research ( Bowman & Waite, 2003 ;McCord, 1991 ;Roskos-Ewoldsen et al, 1998 ;Sieber & Saks, 1989 ). As psychological research continues to expand, the importance of research training also increases, perhaps justifying periodic changes designed to increase research participation.…”

Section: Departmental Subject Poolsmentioning

confidence: 99%

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Ethical issues in Internet research.

Hoerger¹,

Currell²

2012

APA Handbook of Ethics in Psychology, Vol 2: Practice, Teaching, and Research.

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At the turn of this century, Nosek, Banaji, and Greenwald (2002) captured much attention from the mainstream media and shocked the research community by conducting a controversial Internetmediated study on implicit attitudes, which used a sample of more than a half million web participants during a 2-year period. In fact, a variety of research teams continue to perform remarkable feats through Internet-mediated research studies that otherwise could not be achieved in the traditional laboratory setting, including examining the factor structure of the Big Five personality traits using a sample of more than 100,000 adults, reaching out to hundreds of HIV-positive Hispanic gay men, or sampling thousands of Australians overnight ( Fernández et al., 2004 ;Hoerger, 2009 ;Srivastava, John, Gosling, & Potter, 2003 ).Clearly, the rapid pace of technological advancement has afforded psychologists unforeseen opportunities for conducting high-powered studies involving a broad range of samples. Although computer programmers have the technical knowledge to implement elaborate online studies, the scope of their expertise rarely covers research ethics. Similarly, although many psychologists are familiar with the Ethical Principles of Psychologists and Code of Conduct (the Ethics Code; American Psychological Association [APA], 2010) and local institutional review board (IRB) standards, too often their technical skills are lacking ( Flanagan, 1999 ). As Keller and Lee (2003) emphasized in their review, "Rapid technological changes are proceeding at a pace that challenges the industry ' s ability to understand the moral issues, let alone address them" (p. 211).This chapter narrows the gap between Internet technology and research ethics so that psychologists can strive to meet exemplary ethical standards and, at the very least, avoid many of the common ethical pitfalls of Internet-mediated research. Although advanced methodological issues are beyond the scope of this chapter, basic design considerations are explored to the extent that they are aligned with ethical decision making. Similarly, although the importance of Internet research is considered periodically throughout this chapter, relevant reviews would be more useful in highlighting the utility of this particular methodology (e.g., Birnbaum, 2001 ;Skitka & Sargis, 2006 ). Related topics involving the interaction between technology and ethics, such as telehealth and distance learning, are considered elsewhere in this handbook. (More information on telehealth can be found in Chapter 10 of this volume. More information on academic cultures can be found in Chapter 12 of this volume.) Upon completing this review, the reader will have a greater understanding of basic terminology and technical issues, the online informed consent process, privacy and confi dentiality protections, debriefi ng procedures, issues involving participant respect, benefi cence and justice considerations, and resource allocation strategies necessary for conducting most Internet research studies in an ethical ...

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“…A difficulty with this approach is that students and instructors must deal with a large number of slips, increasing the likelihood of lost slips and record-keeping errors. Some authors (Cardillo & Butler, 1992;Roskos-Ewoldsen, Burton, Bichsel, Willis, & Spruill, 1998) described using computer based record-keeping systems. Although their assessments indicated that such systems are effective, these approaches require resources that are often beyond those afforded to small undergraduate departments such as mine.…”

Section: Longwood Collegementioning

confidence: 99%

Faculty Forum

2002

Teaching of Psychology

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Faculty of color often find themselves in a double bind. Seen as role models by students of color, they receive numerous requests for information, mentoring, advice, and letters of recommendation. Departmental colleagues send mixed messages to faculty of color who devote extra time to undergraduates of color. One message praises them for their service efforts, whereas the other message reminds them that publications and grants are crucial. We describe The Psychology Group, a program designed to help faculty of color meet the needs of students of color and the demands for grants and publications.

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Coordinating the Psychology Human Research Participant Pool

Cited by 3 publications

References 11 publications

Can Human Subject Pool Participation Benefit Sociology Students?

Can Human Subject Pool Participation Benefit Sociology Students?

Ethical issues in Internet research.

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