Selfies vs. posies: Experiment example

sue_frantz
Expert
Expert
0 0 2,753

Students appreciate examples that are meaningful to them. How about a little selfie research?

After covering experiments in the Intro Psych research methods chapter, ask students to think about how they would do an experiment to find out if people perceived those who post a lot of selfies to Instagram differently than those who post a lot of “posies”—photos of themselves taken by other people. Emphasize that the question is not how the people actually are, but how others think they are.

Give students the independent variable: the last 30 Instagram photos—mostly selfies or mostly posies. Next, ask students to jot down some dependent variables. What might those different perceptions be? For example, would your students expect those with lots of selfies to be perceived as being more self-absorbed? After students have had a couple minutes to think about these, ask students to work in pairs or small groups to come up with their list of dependent variables. Once discussion has died down, ask each group to volunteer one dependent variable that has not already been identified by a previous group. Write the dependent variables where the class can see them. After each group has given one, ask students for any other dependent variables they came up with that haven’t already been named.

Explain that in an experimental study, researchers could create fake Instagram accounts and manipulate how many selfies and how many posies to show participants who would then rate the owners of those fake accounts on each of the dependent variables. 

In a recent correlational study, researchers wanted to know exactly that. Do people perceived Instagram users differently depending on how many selfies or posies the users posted (Barry et al., 2019)? Participants in this study rated 30 individuals based on the last 30 photos posted to their Instagram accounts. Researchers measured 13 dependent variables. Remember, these are all perceptions people had of the Instagram users based on their last 30 photos: self-esteem, liking adventure, loneliness, extraversion, trying new things, success, likeability, dependability, would be a good friend, self-absorption, worried about being left out, emotionality, and considerate of others.

Those who had more selfies were perceived to:

Have low self-esteem

Not like adventure

Be lonely

Not be outgoing

Not like trying new things

Not be successful

Not be likeable

Those who had more posies were perceived to:

Have high self-esteem

Like adventure

Not be lonely

Be outgoing

Be dependable

Like trying new things

Be successful

Be likeable

Be a good friend

There were no significant correlations between number of selfies or number of posies and perceptions of being self-absorbed, worried about being left out, being emotional, or being considerate of others.

After sharing these results, ask students what follow-up research questions should be addressed next. Or, if students were to replicate this study, what changes would they make?

 

Reference

Barry, C. T., McDougall, K. H., Anderson, A. C., Perkins, M. D., Lee-Rowland, L. M., Bender, I., & Charles, N. E. (2019). ‘Check your selfie before you wreck your selfie’: Personality ratings of Instagram users as a function of self-image posts. Journal of Research in Personality, 82, 103843. https://doi.org/10.1016/j.jrp.2019.07.001

About the Author
Sue Frantz has taught psychology since 1992. She has served on several APA boards and committees, and was proud to serve the members of the Society for the Teaching of Psychology as their 2018 president. In 2013, she was the inaugural recipient of the APA award for Excellence in the Scholarship of Teaching and Learning at a Two-Year College or Campus. She received in 2016 the highest award for the teaching of psychology--the Charles L. Brewer Distinguished Teaching of Psychology Award. She presents nationally and internationally on the topics of educational technology and the pedagogy of psychology. She is co-author with Doug Bernstein and Steve Chew of Teaching Psychology: A Step-by-Step Guide, 3rd ed. and is co-author with Charles Stangor on Introduction to Psychology, 4.0.