Psykologi: Forskningsmetod och kandidatuppsats

The course is an advanced course and is given as an independent course at first cycle level. The course can also be given within the Teacher Education Program.

For admission to the course students must meet general entry requirements and have completed

Psychology: Basic Course, 30 credits (PX1100)

Psychology: Continuation Course, 30 credits (PX1200) with at least 20 credits passed of which the sub-course Method must be completed, or equivalent knowledge.

For students who follow the course as part of the Teacher Education Program, prerequisites are added according to the Common Regulations for the Interdisciplinary Degree Project in Teacher Education (established 2005-11-16, and revised 2007-0829 and 2011-02-24).

The course consists of two sub-courses: Sub-course 1, Research methods, 15 higher education credits, and Sub-course 2, Bachelor Thesis in Psychology, 15 higher education credits.

Sub-courses

1. Research Methods, 15 credits

Grading scale: Pass with distinction (VG), Pass (G) and Fail (U)

This sub-course provides an in-depth study of concepts in the theory of science with particular relevance to research methodology. It focuses on the design, methods and analysis of empirical studies with quantitative and qualitative approaches. Advantages and disadvantages of the choice of design are discussed based on methodological, practical and ethical aspects. The sub-course also includes searching for scientific literature and articles using information search tools such as PsycINFO, reviewing scientific articles and academic writing. The sub-course presents different ways of collecting and analyzing qualitative data, but the focus is on quantitative methods including survey method, descriptive and inferential statistics, regression analysis, analysis of variance, and its non-parametric counterpart. Furthermore, a limited survey (pilot study) is conducted including a short written report and oral presentation of the survey.

2. Bachelor Thesis in Psychology, 15 credits

Grading scale: Pass with distinction (VG), Pass (G) and Fail (U)

The sub-course involves the student putting their knowledge of research methods into practice as well as doing independent planning, carrying out and reporting on a limited research task. The assignment should normally be related to the department's research and be of an empirical nature. The thesis work shall be supervised by a teacher at the department. For students following the course within the framework of the Teacher Education Program, instructions on content are provided in the section Scientific approach in the Common regulations for the interdisciplinary degree project in teacher education (established 2005-11-16 and revised 2007-08-29 and 2011-02-24).

At the end of the course the student should be able to:

Sub-course 1: Research Methodology

Knowledge and understanding

• describe the theoretical foundations of science, as well as the epistemological premises for the most commonly used research methods and techniques in psychology

Skills and abilities

• search, acquire and critically review scientific literature
• based on a given psychological question, design an appropriate research design for a valid and reliable study
• describe and analyze data using a method appropriate to the variables and the research question

Judgement and approach

• evaluate how the choice of method characterizes the scientific work and how this enables/limits the conclusions that can be drawn from an investigation

Sub-course 2: Bachelor thesis

Skills and abilities

• formulate an investigable psychological problem
• search and summarize literature relevant to the problem
• plan and carry out empirical work, taking into account time frames and relevant ethical aspects
• apply some of the most common scientifically used methods and techniques
• select and apply the most appropriate methods of analysis for the information collected
• present an empirical work both in writing and orally to other course participants and present the main results to a wider audience

Judgement and approach

• argue for and defend their own empirical work
• critically review a completed empirical study on a scientific basis
• present criticism in an analytical, systematic way

The course consists of lectures, exercises connected to lectures, computer exercises and seminars.

Language of instruction: Swedish

Sub-course 1, Research Methods: All specified literature and teaching, including participation in exercises and seminars, form the basis for examination. The student is examined through individual written exams and all assignments.

Sub-course 2, Bachelor's thesis: Assessment is based on the thesis and the underlying empirical work, which is discussed in a thesis seminar. Each student must summarize their thesis in a text aimed at a broader public (popular science summary), dispute a thesis and submit a written opposition. The grade is based primarily on the essay but also on the supervisor's assessment of the student's degree of independence, the written opposition, the defense of the own essay, and the popular science summary.

The following applies to both sub-courses:
All teaching and course literature can be used as a basis for examination. Absences are made up according to the course leader's instructions.

If a student who has failed the same examination component twice wishes to change the examiner for the next examination, such a request should be submitted in writing to the department and shall be granted unless there are special reasons to the contrary (HF Chapter 6, Section 22).

If the student has received a recommendation from the University of Gothenburg for special pedagogical support, the examiner may, if it is compatible with the objectives of the course and provided that unreasonable resources are not required, decide to give the student an adapted examination or alternative form of examination.

In the case of a course that has been discontinued or undergone major changes, students must be guaranteed at least three examination opportunities (including regular examination opportunities) over a period of at least one year, but no more than two years after the course has been discontinued/changed. The same applies to internships and clinical placements, but with a limit of only one additional examination.

The course is given one of the grades Pass with distinction (VG), Pass (G) and Fail (U). In order to obtain the final grade Pass on the course, the following is required

• the grade Pass on the individual written exam
• approved assignments (all)
• active participation in exercises and seminars in all modules
• the grade Pass on the bachelor thesis
• approved defense of the own thesis
• approved opposition of another thesis
• approved popular science summary of the thesis

To obtain the final grade Pass with distinction on the course, you must

• a grade of Pass with Distinction on the individual written examination
• approved assignments (all)
• active participation in exercises and seminars in all modules
• a grade of Pass with distinction on the bachelor's thesis
• approved defense of the own thesis
• approved opposition of another thesis
• approved popular science summary of the thesis

For students who follow the course within the framework of the Teacher Education Program, the course is examined as Interdisciplinary degree project in teacher education.

The course leader is responsible for ensuring that students are given the opportunity to complete an anonymous written course evaluation at the end of the course. At the end of the course, the course leader writes a course report, which includes a summary of the course evaluation. The course report is discussed in the relevant review group and communicated both to the students who carried out the course evaluation and to the students who will start the course. Course reports are made available to students.

The document Common regulations for the interdisciplinary degree project in teacher education is attached to this syllabus.
If the course requires access to a computer, the internet or any other digital resources, the student is responsible for ensuring that they have access to such tools/resources.