Current social problem

1. Write a paragraph introducing your research topic. [Worth 10 points]
   --Why is this area of interest to researchers?
   Is it a current social problem? Does it apply to public policy or public safety?
   --Include a very brief description of your project.
   What are your parameters? This is where you narrow it down.
   --It is acceptable to write in the first-person. However, do not get carried away and do not write things such as “I feel”.
2. Briefly summarize each research study in a series of paragraphs. [Worth 12 points per source/60 points total]
   --Use transition statements to tie the studies together.
   --DON’T FORGET=> Cite prior research studies and direct quotes (Smith and Loe, 2009:114)
3. The last portion of this section should also include a list of your hypotheses and why you expect to support them. [Worth 15 points]
   --Each hypothesis should have some kind of explanation about why you expect to support it.
   For example, would you expect your hypothesis to be supported in one direction based on previous research?
   If your literature does not yet address or disproves your specific hypothesis, discuss the reasons why you expect to support it.
4. Write in a professional, academic manner. [10 points]
   --SPELLING, GRAMMAR, TRANSITIONS, PARAGRAPH STRUCTURE, HEADERS, ETC. WILL BE PART OF YOUR GRADE FROM NOW ON!
5. Have a separate reference page in proper ASA format. [Worth 5 points]
   -- Be consistent, cite properly and format page correctly (same rules apply as last time).

Each hypothesis should have some kind of explanation about
why you expect to support it. Tie your literature in here. For example, would you expect
your hypothesis to be supported in one direction based on previous research? If you
literature does not cover a specific hypothesis, discuss the reasons why you expect to
support the hypothesis. Write in a professional manner as you develop your explanation.

(2) Rubric
LITERATURE REVIEW GRADING RUBRIC
(100 points total; 4% of final grade)
1) Introductory Paragraph (10 points)
___You do not introduce your research area
___You do not indicate why it is important to research this topic
___You do not descript your study and data

2) Review of each literature source (12 points per source x 5 sources = 60 points)
___You do not include five peer-reviewed scholarly sources
___You do not discuss the sample and how the data were gathered
___You do not discuss the findings
___You do not indicate how they apply to your research
___You do not include proper ASA in-text citation when needed

3) Hypotheses Paragraph (5 points per hypothesis x 3 hypotheses = 15 points)
___You do not state your three hypotheses
___You do not have a hypothesis with a control variable
___You do not list your hypotheses
___You do not explain why you expect to support it
___You do not use the literature to explain why you expect to support your hypotheses

4) References Page (5 points)
___References are not in ASA format
___Reference page is not properly formatted

5) Quality of Writing (10 points)
___Your header does not include all needed information
___You do not have transition sentences between paragraphs
___Your section is poorly written (i.e., spelling, grammar, capitalization, and other errors)
 
(3) Hypotheses (in this paper)

Hypotheses
A)
Null Hypothesis: There is no significant relationship between household’s income level and satisfaction.
Alternative Hypothesis: Children from low-income household will be less likely satisfied with financial situation than children from high-income family.
 Independent Variable: Children from low-income household; Children from high-income household
 ID: income
 Short Description: Total family income
 Dependent Variable: to be less satisfied with financial situation
 ID: satfin
 Short Description: Satisfaction with financial situation

B)
Controlling for age, sex, and class, children from low-income household will be less likely satisfied with financial situation than children from high-income household.
 Control Variable: age, sex, and class
 ID: age, sex, and class
 Short Description: age, sex, and class
 Independent Variable: Children from low-income household; Children from high-income household
 ID: income
 Short Description: Total family income
 Dependent Variable: to be less satisfied with financial situation
 ID: satfin
 Short Description: Satisfaction with financial situation
 
(4) 5 Journal articles (articles are already decided/it is too long…/there are also article links)
Witten by me

Journal 1: National Income and Income Inequality, Family Affluence and Life Satisfaction Among 13 Years Old Boys and Girls: A Multilevel Study in 35 Countries
The main purpose of this research is to find differences between countries in the relationship between family finances and the satisfaction of youth life, and the impact of national income and income inequality on this relationship.
This research used data collected by the 2006 Health Behaviour in School-aged Children: WHO collaborative Study. A total of 58,352 children from 35 countries were included in the analysis. Majority of the respondents are teenagers who attend schools in each country.
Independent and dependent variable (children and country) were used as level explanatory variable. Children were measured using FAS (The Family Affluence Scale) because they showed a high non-response rate in school-based surveys. Country was measured in a 2007/2008 report on all countries (United Nations Development Program 2008), assuming Gini Coefficient.
The main finding of this research shows that between family affluence and the satisfaction of life among different countries, and it shows that the level of relation varies from country to country. There are considerable gender differences in life satisfaction. The results show that girls are less satisfied on average than boys. Life satisfaction was also seen to fall with age, with adolescent.
This article is a survey of children's life satisfaction in various countries. By comparing the life satisfaction between children in the U.S. and children in other countries, it is possible to find out the satisfaction status of adolescents in different countries due to the family affluences.

• Reference: Levin, K., Torsheim, T., Vollebergh, W., Richter, M., Davies, C., Schnohr, C., . . . Currie, C. (2011). National Income and Income Inequality, Family Affluence and Life Satisfaction Among 13 year Old Boys and Girls: A Multilevel Study in 35 Countries. Social Indicators Research, 104(2), 179-194. Retrieved from http://www.jstor.org.ezaccess.libraries.psu.edu/stable/41476597

Journal 2: Parental unemployment and children's happiness: A longitudinal study of young people's well-being in unemployed households
The main purpose of this research is to investigate how parental unemployment affects children's happiness levels. The experimenters presented three hypotheses. First, the impact on the relationship between parental unemployment and children’s happiness different to depends on the age of the child. Second, children living with unemployed parents are not satisfied with their lives on average. Third, parents' long-term unemployment damages children's psychological well-being.
This research used data collected by the British Household Panel Survey (BHPS). The BHPS is a nationally representative household panel covering a total sample of over 10,000 individuals in the United Kingdom. (p. 255) They focused on the youth sample that appears from 1994 onwards, and the sample consists of all 11–15 years old living in each household. Data survey used in life satisfaction question that each adolescent aged 11–15 is asked to describe on a 7-point scale from 1 (completely unhappy) to 7 (completely happy).
They were studied in the longitudinal method. It was studied over time. For the purpose of the analysis, the respondents were from a typical family of 11 to 15 years of age, consisting of children from families whose parents were unemployed or who had experienced losing their jobs. Because the effects of paternal and maternal unemployment should be estimated, both parents should be existed (not single-parent families), and focused on trackable children. A total of 11,415 people was surveyed, of which 5,827 were boys and 5,588 were girls. Independent and dependent variable based that focused primarily on formulating and estimating the effects of maternal employment on children’s educational outcomes.
When even one of the parents lost their jobs, children were on average more likely to be unhappy than happy about their overall lives. In addition, among children aged 11 to 15, the happiness level of a 15-year-old was low, indicating that levels of happiness may vary depending on the age of the child. Thus, it was possible to know the heterogeneous relationship between parental unemployment and a child's happiness, which different to depends on the age of the child. The results showed that parents' unemployment had a positive psychological effect on the youngest children. For older children, on the other hand, the unemployment of their parents resulted in a strong negative effect on the happiness level of their lives.
Parent's job status is one of the major influences on household income. I judge that this is also related to the children's happiness, like the satisfaction of their lives. In my hypothesis, I think that I can observe a variety of children's satisfaction with their parents' job status.

• Reference: Nattavudh Powdthavee, James Vernoit, Parental unemployment and children's happiness: A longitudinal study of young people's well-being in unemployed households, Labour Economics, Volume 24, 2013, Pages 253-263, ISSN 0927-5371, https://doi.org/10.1016/j.labeco.2013.09.008. (http://www.sciencedirect.com/science/article/pii/S0927537113001073)

Journal 3: Family income and young adolescents’ perceived social position: associations with self-esteem and life satisfaction
Mental health problems are a common and important problem in adolescents. It affects their growth and society. Two important aspects of positive mental health are self-esteem and life satisfaction. The main purpose of this research is to investigate relationship between family income and young adolescents’ perception of their social position with self-esteem and life satisfaction.
This research used data collected by Millennium Cohort Study (MCS), a longitudinal study of children born in the UK. Respondent is young adolescents born in the UK between September 2000 and January 2002. It was studied over time. When the children age is 11, and 13,112 main respondent participated.
They examined whether the association between socioeconomic exposures and outcomes varied by gender. No interaction with gender was found for any model, and so all results are presented for girls and boys combined. (p.918)
The results showed that young adolescents are more likely to have higher self-esteem and life satisfaction with their family's income. Young adolescents from low-income families were found to have significantly lower self-esteem and living satisfaction than young adolescents from high-income families. On the other hand, young adolescents whose families recognized that their social status was lower than other young adolescents had lower self-esteem and satisfaction in life. The researchers concluded that children from socially poor families should be helped with mental health.
By adding the variables of family socioeconomic position to my hypothesis (apply independent variable), I judge that various results can be obtained. Furthermore, the results can be socially reflect and a corresponding conclusion can be drawn.

• Reference: Bannink R, Pearce A, Hope S, Family income and young adolescents’ perceived social position: associations with self-esteem and life satisfaction in the UK Millennium Cohort Study, Archives of Disease in Childhood 2016;101:917-921, http://adc.bmj.com/content/101/10/917.abstract

Journal 4: Stressor experience negatively affects life satisfaction in adolescents: the positive role of sense of coherence
Adolescence is a developmental stage characterized by significant changes and in almost every aspect of life for a person. This period creates a variety of challenges potential stress factors, such as responsibility, interpersonal relationships, and high academic needs. This research focused on perceived stress in teenagers. The main purpose of this research is to investigate the association between different normative stressors, sense of coherence and life satisfaction separately for gender in adolescents. The researchers presented three hypotheses in this study: (1) Stressor are markedly inversely proportional to life satisfaction, and girls are more strongly associated with this than boys. (2) Sense of coherence is positively related to the satisfaction of life. (3) There are interaction effects of stressors by sense of coherence in relation to life satisfaction. (p. 2475)
This research used data collected by public elementary and secondary schools. This data collection was approved by the Regional Committee for Medical Research Ethics and Norwegian Social Science Data services. Each variable was measured in this way. Life satisfaction was assessed using the satisfaction with life scale. This method is Seven-Point Likert Scale, ranging from (1) strongly disagree to (7) strongly agree; a higher score indicates higher Life satisfaction. And Sense of coherence was measured by the Norwegian 13-item short version of the 29 item Orientation to Life Questionnaire. This method is also Seven-Point Scale, where a higher score indicates stronger Sense of coherence. (p. 2475)
A total of 1,239 students participated, except for those who did not respond. They are 13 to 18 years old, consisting of 634 girls and 605 boys. Their average age is 15 years old. Respondents completed questionnaire in whole class groups during one regular school period during autumn 2011.
Control variable is gender, used to measure the results for each gender. The independent variables are normative stressors which refer to event that are experienced by most adolescents. For example, there is to include interpersonal stressor and pubertal development related to family, school, peers, and academic demands. The dependent variable is that the result of the stressor reaction between the independent variable and the dependent variable. This is related to the life satisfaction.
All stressors were markedly inversely proportional to the life satisfaction of both gender. However, all relationships showed considerable differences between men and women. Generally, all of these associations were stronger in girls than in boys. But girls especially showed that the stressor related to peer pressure, home life, school performance and school attendance. Moreover, sense of coherence showed a significant strong and positive association with life satisfaction, controlled for age and each individual stressor. Finally, it showed that a weak interaction effects of stressors related to romantic relationship by sense of coherence in relation to life satisfaction for boys. The results respond to three hypotheses that the researchers had suggested.
Psychological factors (Stressor), not economic ones, have also been found to have a negative effect on children's life satisfaction. By setting material and psychological factors to variables, various results can be produced by measuring which of the two factors has more negative effects on children's lives.

• Reference: Moksnes, U.K. & Haugan, G., Stressor experience negatively affects life satisfaction in adolescents: the positive role of sense of coherence, Qual Life Res (2015) 24: 2473., 26 March 2015, https://doi.org/10.1007/s11136-015-0977-8

Journal 5: The Association Between Adolescent Life Satisfaction, Family Structure, Family Affluence and Gender Differences in Parent–Child Communication
The main purpose of this research is to investigate the association between adolescent life satisfaction, family structure, family affluence, and gender differences in parent-child communication. To explain in detail, find to investigate whether family structure is associated with life satisfaction among adolescent, to assess the effects of family affluence and parent–child communication on this association, and to investigate whether easy parent–child communication protects and/or difficult parent–child communication risks the life satisfaction of young people and whether this differs by family structure. (p. 290) Moreover, the researchers suggested 5 hypotheses in this research: (1) It was expected that there would be an association between family structure and young people’s life satisfaction. (2) Family affluence would explain this relationship. (3) It was predicted that easy parent–child communication would act as a protective factor while difficult parent–child communication would act as a risk factor in accordance with previous research. It was expected that parent–child communication would be relevant across all family structures. (4) Parent–child communication would also be significant and would explain more of the variance than family structure, making it a stronger and more relevant predictor. (5) It was hypothesised that adjusting for variables related to risk and health behaviours, as well as attitude towards school and peer relationships would reduce the effect size of family factors but that these would remain significant. (5 Hypothesis, p.290)
Pupil sample (adolescent) data collected by the 2006 HBSC: WHO-collaborative Study in Scotland. Life satisfaction was measured by gender using Cantril Ladder. (* Cantril Ladder is that Show a picture of a ladder and ask questions. The top of a ladder is the best life and the bottom is the worst life. Where are you standing on the ladder now?) Family sample data identified the members of the family by giving the children (reply) a checklist. (ex. single mother or father family, both parent family, step family) And family affluence is measured by the family affluence scale. The items in question used categorical principal components analysis (CATPCA) to calculate the family's abundance of each age group and gender in three dimensions.
For months, schools across Scotland conducted questionnaires anonymously in class. Respondents were 11 to 15 years old adolescents, and they are that a nationally representative sample of 6190 young people were selected using systematic random sampling. A total of 5126 cases excluding non-responders, and people consists of 27% aged 11 years, 35% aged 13 years, 37% aged 15 years (52% boys and 48 girls)
Control variable is age and gender. Independent variable is that parent-child communication, family structure, and family affluence. The dependent variable is children’s life satisfaction. Measured by the method in the paragraph above.
The main finding of this research is that girls were more likely than boys, and older adolescents more likely than younger, to have lower mean life satisfaction. (p. 294) 16% of adolescents said that communication with their parents is difficult.
Single father family boys found it difficult to communicate, while single father family girls communicated almost equally with girls living in ordinary families. Communication with at least one parent was difficult, and communication with two parents in a step family was not easy. The conclusion of this research is that the parent–child relationship is an important determinant of young people’s life satisfaction, although age and gender differences exist in the impact of parent–child communication, as well as family structure and family affluence. (p.303)
It has been found that family interactions can also affect children's life satisfaction. It measures whether family interactions (such as family structure, family affluence, parent-child communication) affect the economic factors (such as household income) of families and produces results.

• Reference: Levin, K.A., Dallago, L. & Currie, C., The Association Between Adolescent Life Satisfaction, Family Structure, Family Affluence and Gender Differences in Parent–Child Communication, Soc Indic Res (2012) Vol. 106: 287., 29 January 2011, https://doi.org/10.1007/s11205-011-9804-y

References

1. Levin, K., Torsheim, T., Vollebergh, W., Richter, M., Davies, C., Schnohr, C., . . . Currie, C. (2011). National Income and Income Inequality, Family Affluence and Life Satisfaction Among 13 year Old Boys and Girls: A Multilevel Study in 35 Countries. Social Indicators Research, 104(2), 179-194. Retrieved from http://www.jstor.org.ezaccess.libraries.psu.edu/stable/41476597
2. Nattavudh Powdthavee, James Vernoit, Parental unemployment and children's happiness: A longitudinal study of young people's well-being in unemployed households, Labour Economics, Volume 24, 2013, Pages 253-263, ISSN 0927-5371, https://doi.org/10.1016/j.labeco.2013.09.008. (http://www.sciencedirect.com/science/article/pii/S0927537113001073)
3. Bannink R, Pearce A, Hope S, Family income and young adolescents’ perceived social position: associations with self-esteem and life satisfaction in the UK Millennium Cohort Study, Archives of Disease in Childhood 2016;101:917-921, http://adc.bmj.com/content/101/10/917.abstract
4. Moksnes, U.K. & Haugan, G., Stressor experience negatively affects life satisfaction in adolescents: the positive role of sense of coherence, Qual Life Res (2015) 24: 2473., 26 March 2015, https://doi.org/10.1007/s11136-015-0977-8
5. Levin, K.A., Dallago, L. & Currie, C., The Association Between Adolescent Life Satisfaction, Family Structure, Family Affluence and Gender Differences in Parent–Child Communication, Soc Indic Res (2012) Vol. 106: 287., 29 January 2011, https://doi.org/10.1007/s11205-011-9804-y

Sample Solution