adoption - final apa research paper

ATTITUDES TOWARD ADOPTION 1

Factors Affecting Person Perception

Robert S. Ochman

Central Connecticut State University

ATTITUDES TOWARD ADOPTION

Abstract

The present study examined how being adopted impacts how others rate their general levels of

likability and trustworthiness. Participants were undergraduate students attending Central

Connecticut State University and were randomly assigned to one of two groups with a story

describing an individual who is either adopted or not adopted in order to determine which type of

individual received a more positive perception from participants. It was concluded that

participants did not rate the adopted individual significantly different than the non-adopted

individual, as assessed by the Reysen Likability Scale (Reysen, 2005), and less trustworthy, as

assessed by the Galanxhi Trustworthiness Measure (Galanxhi, 2007). Adopted children are

overrepresented in mental treatment settings, and harsh social judgments could be a contributing

factor that needs to be addressed when revising social service systems to increase the chances

that adopted individuals succeed. If adopted children are perceived differently than non-adopted

children in a negative way, than there are steps and processes that need to be taken to aid these

individuals with their automatic disadvantage to help them thrive and succeed.

Keywords: adoption, perception, likeability, trustworthiness, mental health

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Adoption Attitudes and Impact on Social Likability, Trustworthiness

In the United States, there are an estimated tens of billions of lives are touched by the

process of adoption whether it be adoptive parents, birth parents, or close relatives of the

adoption party (Pertman, 2011). Nearly 60% of Americans note that they have had a direct

experience with adoption, whether it is being an adoptive parent, knowing someone who has

been adopted, or releasing their child for adoption (Donaldson, 2002). Based on past surveys, it

is already known that woman have more positive attitudes towards adoption than males

(Gibbons, Rufener, & Wilson, 2006). Though attitudes towards adoption in the United State are

becoming more positive, the gender gap has not changed (Gibbons et al., 2006). In 1997, Evan

B. Donaldson’s Adoption Institute revealed that 36% of women compared to 27% of men

considered adopting while, 43% of women compared to 35% of men considered adoption in

2011 (Brodzinsky, 1997, 2011). Brodzinsky (1997) stressed that there was a strong correlation of

women desiring children more than men, but adoption was clearly more favored with females.

With a rise in adoption numbers, woman continue to adopt children at a higher rate than men

which can be expected to stay the same until the male outlook on adoption changes.

From this research, it seems clear that adults and other figures in the adoption field view

adoption as a positive option, but many young people are resistant, hesitant and cautious about

adoption (Diehl, Howse, & Trivette, 2011). If adults are still cautious and hesitant about

adoption, young adults and peers will most likely be cautious and resistant as well. Adopted

children experience an internal loss in social status after finding out their peers have negative

views toward individuals who are adopted meaning they will most likely apply the views of their

peers to themselves (Brodzinsky, 2011). Already susceptible and at risk to mental illness, these

negative social perceptions about adoption could lead to low self-esteem for an adoptee, which is


comorbid and a risk factor for even more mental illnesses. While adoption is widely accepted, it

is often seen as the second best route to parenthood and is viewed as less desirable than

biological parenthood (Brodzinsky, 2006). Much of society see do not see adoption as an ideal

route for a child, and at that one for them to succeed. An individual being adopted could

potentially be viewed as less likable and trustworthy just because of the sole fact they are

adopted.

There are three categories of adoption in the United States including adoption through

foster care, inter-country adoption, and domestic adoption. There are several types of adoption

for each general category. One type of adoption is trans-racial adoption, which is the adoption of

a child of an ethnicity that differs from adoptive parents. Lee, Crolley-Simic and Vonk (2011)

preformed a study on the attitudes toward trans-racial adoption and concluded that Caucasians

were more accepting of trans-racial adoption than African-Americans, because African-

Americans believed that these children would be detached from their cultural values and Africa-

American families provide children with better tools they could use to survive in a racist society.

Unlike regular adoption, African-American women were far less supportive than any other group

in the study (Lee, Crolley-Simic & Vonk, 2011). This research would insinuate another

limitation on the positive perception of adoption because of the outlook on mixed-race adoption.

Of the most common of adoptions, open and close adoptions are considered as the

socially ideal types of adoption. Open adoption is adoption of when the biological parents and

adoptive parents are familiar with each other and can initiate contact based on terms of the

adoption (Brown et al., 2007). This is typically the case with most children who are adopted

domestically through foster care or private organizations (Brown et al., 2007). Closed adoption is

when an infant is adopted at birth, and the biological parents are not given information about the

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adoptive family so that they cannot contact the child and their adoptive parents. Though this does

happen with domestic adoptions, it is often a main route for inter-country adoptions (Faulkner,

2012).

Developmental and Clinical Issues

Adopted children are overrepresented in mental health settings, and psychologists are

constantly being used to help understand these children’s unique and individual developmental

issues faced throughout lifetime (reviewed by Brodzinsky, 2011). Adopted children also display

higher number of mental health symptoms, including learning problems, compared to their non-

adopted peers (Brodzinsky, 2011). Adopted individuals experience loss, and few people realize

the full capacity of their loss. After all, the adopted have lost family, and their potential pain may

go unrecognized most of the time. Furthermore, when these losses go unrecognized, adopted

children feel less supported which can lead to mental health symptoms. In short, unresolved

issues surrounding loss could at least partially, explain elevated rates of mental illness in adopted

individuals (Brodzinsky, 2011).

Family dynamics and parent-child relationships have effects on an individual’s self-

esteem and identity, thus leading to adjustment difficulties and making it harder to engage

socially for these children (Brozinsky, 2011). These family dynamics include maternal care,

affection for the children, and parental motivation. When compared to non-adopted individuals,

adopted children do not show higher levels of self-esteem problems. In fact, the only real

difference was the amount of mental health recommendations adopted individuals have

compared to those who are not adopted (Brodzinsky, 2011). Based on previous research, it is

known that adopted children are more at risk for mental illness but this sheds light on the fact


that adoptees are diagnosed with mental illness and recommended for help more than individuals

who were not adopted. With that being said, adopted children will take more effort and

Brodzinsky believed there were paths parents could take to help these children with these

imminent difficulties such as being emotionally available, validating and normalizing questions

and curiosity, and being prepared for adoption-related loss and grief (Brodzinsky, 2011).

Myths about Adoption

Adoption myths are false beliefs that are widely held in attempt to explain cultural

phenomenon and justify existing cultural arrangements (Brown, Ryan & Pushkal. 2007).

Adoption myths are said to be deterrents to adoption and also contribute to the careless adoption

placements, which are used to assess for openness and how well the child fits within the family.

One common myth about adoption would be that less contact with the biological mother would

be better for child and adoptive parents, yet studies show that open adoption and post adoption

contact increased comfort and satisfaction for the birth parents, adoptive parents and the child

(Young & Neil, 2004). Furthermore, contact improved attitudes toward how well adoption was

going and decreased competitiveness between parents, and fear that the child would get stolen by

biological parents (Brown et al., 2007). The population tends to think that when individuals are

adopted, family bonds are healed and both the parents and adoptees move on from previous torn

relationships but that is a false belief. Though adoption helps form new and effective bonds,

there is still likely to be attachment problems for the adopted child (Brown et al., 2007). It is

recommended that all adoptions should be evaluated for openness or to make sure the child will

fit in the adopted home, but indications show that this is not considered in all cases (Brown et al.,

2007). In fact, Berry (1993) discovered that nearly two thirds of adoptions had no form of

planning pre-placement. To this day, individuals who consider adoption are cautious, and

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resistant because of the things they hear about adoption. These myths are contributing factors to

the views people have towards adoption in general, and may affect the way these individuals are

perceived by their the society and the population.

Previous Studies

A study once preformed my K.S Marquis and R.A Detweiler, was critiqued by David M.

Brodzinsky in hopes to prove Marquis and Detweiler’s point that adopted individual’s had a

better outlook on life than do their peers who were not adopted. Brodzinsky suggested that their

results had serious methodological limitations, which goes to show how under researched this

topic is (Brodzinksy, 1987). Brodzinsky critiqued a study that concluded adopted individuals had

a more positive outlook on life than non-adopted individuals because they had several limitations

for that study including faulty interpretation of results, a biased review of the adoption literature

and subject sampling problem (Brodzinsky, 1987). A study conducted at University of Carolina

showed that college students exhibited a more positive attitude toward a couple having a

biological baby, rather than adopting a child (Bonds-Raacke, 2009). Much like the current study,

participants were given two stories which differed only in the fact that the child in the story was

adopted. Previous studies also fail to look for college student’s attitudes toward their peers who

are adopted to examine young adults outlook on adoption.

Summary

Adoption is often an overlooked issue in society that requires more research attention.

Attitudes toward adoption should be assessed more often because negative attitudes can have

negative consequences for the adoptee. Adopted children are already at risk for mental illness

because of underdeveloped attachment bonds and family loss, and consequently social likability


and trustworthiness contribute to the risk of mental illness (Brodzinsky, 2011). Like many other

children, adopted children will have their trouble adjusting. Perhaps, some will have more

trouble than others, but the main goal for a parent is to be ready to address their child’s

difficulties and help them adjust according to their abilities. When adoptees feel less supported it

can lead to more clinical symptoms and is a key reason why they are often presented in mental

health settings. Knowing how people feel about adoption and the adopted can help us set up a

course for adopted children to take to better set them up for success. It also prepares them for

social encounters, thus making them more likeable, trustworthy and to get rid of misassumptions.

The purpose of the Study

The purpose of the study was intended to determine whether being adopted has an

influence on the way individuals like and trust these adoptees. During this study, characters from

a story were rated in likability and trustworthiness. One hypotheses of this study was that, when

assessing an individual on a likability scale, those who were described as adopted would be less

liked than those who have not been described as adopted and raised by their biological family. It

was hypothesized that females would rate those described as adopted higher on likeability than

those who have not been described as adopted. Another hypothesis of the present study is that

when assessing an individual on a trustworthiness scale, those who are adopted will be less liked

than those who were raised by their biological family. It was also hypothesized that females

would rate those who were described as adopted higher than males on the trustworthiness scale

than those who were described as not adopted. A hypothesis of an interaction effect is females

will rate adopted individuals higher on likability and trustworthiness scales than males will. It is

important to understand attitudes toward adoption because it affects foster children’s positive

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views toward adoption and could affect how people feel about adopting or being adopted. Also,

adopted children may need to be assisted and accommodated because of these disadvantages.

Method

Participants

Participants consisted of 67 students enrolled in psychology classes at Central

Connecticut State University. Students received extra credit in their courses in exchange for their

participation. 59% of participating students were female (n= 23). The majority of students were

Caucasian (n =28; 71%). 5% described their ethnicity as African-American (n = 2) and 18%

described their ethnicity as Latino-American (n = 7). The average age of participants was 21

years.

Measure

Participants were administered a demographics questionnaire (see Appendix A), and

were then provided one of two vignettes (see Appendix D, or E) and then asked to fill out

Reysen Likability Scale (Reysen, 2005) (see Appendix B), and the Trustworthiness Measure

(Galanxhi & Nah, 2007) (see Appendix C) to describe their perceptions of the person depicted in

the vignette. After reading their assigned vignette, participants were asked to complete a Post-

Vignette quiz, in which they needed to answer the question asking if the party being described in

the story is adopted or not. Scores were not counted if participants answered the question

incorrectly, as they looked over the most important part of the story.

Reysen Likability Scale (RLS). The Reysen Likability scale is an 11-item questionnaire

that measures the perceived likability of a target individual (Reysen, 2011). Responses range


from very strongly agree to very strongly disagree. Higher scores indicate that the person

perceives the target individual as likable. Internal consistency estimates are high at .95 (Reysen,

2005). Cronbach’s Alpha was .953.

Trustworthiness Measure (TM). The Trustworthiness Measure consists of 15 items

assessed on a 7 point scale. Numbers “1” and “7” indicate strong feelings, as these are the high

scores. Numbers “3” and “5” indicate fairly weak feelings, as these are the medium scores. The

number “4” indicates being undecided or neutral, which are low scores. Internal consistency

estimates are high at .94 (Galanxhi, 2007). Cronbach’s Alpha was .869.

Post-Vignette Quiz. The Post-Vignette quiz is a 5 item questionnaire made for this study

to show how well participants read their assigned vignette. If their question regarding whether

the individual was adopted or not was answered incorrectly then their scores were not used for

data collection.

Procedure

Participants completed several self-report measures at different scheduled times of the

day throughout the week. Reading off my script (see Appendix H), I welcomed participants and

cleared up any confusion before starting the session. Upon arrival, students were provided

informed consent forms to read and sign in order to indicate their willingness to participate (see

Appendix I). In order to maintain their confidentiality and privacy, signed informed consent

forms were also separated from the actual data collected and individuals were then given one of

two vignettes, either vignette one (see Appendix D) or vignette two (see Appendix E). After

reading these vignettes, participants were asked to rate the person depicted in the vignettes on a

Likeability measure (see Appendix B) and a Trustworthiness measure (see Appendix C), based

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on what they had read about the individual. The vignettes describe the life of a typical college

student, and are identical except one of the students is describes ad being adopted and the other is

described as not adopted. After participants read their specified story, they were required to take

a Post-Vignette quiz (see Appendix F), which determined how well the participant read their

story. If participants incorrectly answered the question regarding if the individual depicted in

their story was adopted or not, their answers were not used. Each measure, including

demographics questionnaire, had detailed instructions for filling out the tests that were

administered. After handing in their completed surveys, participants were given a debriefing

form (see Appendix G). Any questions participants had were answered when asked and

participants were able to leave the study after they had completed all measures and debriefing

was distributed.

Results

Univariate analyses of variances (ANOVA) were conducted to examine the relationship

of being adopted and how people rate these individuals in likeability and trustworthiness. Using

the Bonferroni method, each ANOVA was tested at the .025 level. Results indicated there was

not a significant difference in likeability between the adopted vignette (M = 4.85, SD = 1.23) and

the non-adopted vignette (M = 4.97, SD = 1.26), F(1, 37) = .084, p = .774. Results indicated

there was not a significant difference in Trustworthiness between the adopted vignette (M = 3.01,

SD = .772) and the non-adopted vignette (M = 2.86 , SD = 1.11), F(1, 37) = .225.

Discussion

The purpose of this study was to analyze whether adopted individuals are perceived

differently than individuals who are not adopted. It was hypothesized that the individual who

was adopted would be rated lower on likeability than the non-adopted individual and the


individual who was adopted would be rated higher on the trustworthiness measures than the

individual who was not adopted. After all results were analyzed, it was concluded that

individuals who were adopted we’re rated slightly lower on both measures than the individual

who was not adopted but the differences were not eye-opening. Adopted individuals are more at

risk for mental health issues, and social issues than an individual who was not adopted. Though

attitudes towards adoption are becoming more positive, adoption is still seen as the second best

route for a child to succeed. Many myths have been applied to the label of adoption, and

contribute to hesitancy and resistance of entering the world of adoption.

Limitations and Future Research

There were some limitations to this study, as more participants could have been recruited.

Since some participants weren’t used due to failure of the post-vignette quiz, the sample of this

study was smaller than intended. Participants were recruited using the CCSU SONA system,

which is a convenience sample and a population that is closer to the United States or world

population would have been more ideal.

The measures for this study worked well, but adding more measures to rate person

perception would have helped get a better idea of how participants really viewed their individual

depicted in the story. Likeability and trustworthiness worked well outcome measures, but

varying the measures I used might have found some significant differences for other

characteristics of perception. Some participants also found it difficult understanding how to rate

the individual on the Reysen Likeability scale, so more clear instructions and rating scales will

be used in the future.

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Scores on outcome measures would be affected in the participant has been touched in

some way by adoption whether it’s being adoptive parents, close relatives of adopted members,

acquainted with someone who has been adopted, or adopted themselves. The fact that the

participant’s life has been touched by adoption is a contributing variable and grouping

participants based on whether they have had adoption in their life or not would have been a

strong grouping variable to compare scores between.

Another problem that arose was participants missing the key point of the study, which

was if the individual was adopted or not adopted. Participants most likely skimmed through the

story, rated the individual, and didn’t excerpt the fact that the individual was adopted. In future

research, I will make key point more apparent to participants to ensure more accurate responses

for measurement. Also, more participants would have passed the Post-Vignette quiz, making my

sample larger.

Implications

Though results were not significant, these results should be interpreted within the context

of this studies limitations. Previous research has shown that there are in fact differences in the

way people view adoption, and individuals who are adopted compared to those who are not. This

study did not contribute to the literature, but a researcher may be able to replicate this study and

adjust the study to get a better reaction from the independent variable, and use an assortment of

measures regarding person perception. The present study could have been better if a larger

sample was used, a wide-arrange of outcome measures were used, and if groups were made

differently. What can be derived from this study is that adoption may be seen as a second best


route for children, but peer-perception of individuals who are adopted compared to others is

statistically harmless.

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References

Brodzinsky, David M. (2011). Children’s understanding of adoption: developmental and clinical

implications. Professional Psychology: Research and Practice, 42(2), 200-207.

Doi:10.1037/a0022415

Brodzinsky, David M. (1987). Looking at adoption through rose-colored glasses: A critique of

Marquis and Detweiler’s ‘Does adoption mean different? An attributional

anaylysis’. Journal of Personality and Social Psyschology, 52(2), 394-398. doi:

10.1037/022- 3514.52.2.394

Bonds-Raacke, Jennifer. (2009). College student’s attitudes toward adoption: A brief note.

College Student Journal, 43(1), 132-135.

Brown, D., Ryan, S., & Pushkal, J. T. (2007). Internal validation of the open adoption scale:

Measuring the influence of adoption myths on attitudes toward open adoption.

Adoption Quarterly, 10 (3-4), 179-196. doi: 10.1080/10926750802163246

Diehl, D. C, Howse, R. B., & Trivette, C. M. (2010). Youth in foster care: Developmental assets

and attitudes towards adoption and mentoring. Child and Family Social Work, 16

(1), 81-92. doi: 10.1111/j.1365-2206.2010.00716.x

Gibbons, J. L., Brown, C. M. (2012). Modeling adoption attitudes: Recalled maternal warmth,

affection for children, and parenting motivation. Adoption Quarterly, 15(2), 140-

156. doi: 10.1080/10926755.2012.681597


Gibbons, J. L., Ruefener, C.A., & Wilson, S. L. (2006). Sex differences in adoption attitudes:

The mediating effects of gender role attitudes. Adoption Quarterly, 9(2/3), 105-

119. doi: 10.1300/J145v9n02_06

Hollingsworth, Leslie D. (2003). When an adoption disrupts: A study of public attitudes. Family

relations, 52(2), 161-166. doi: 10.1111/j.1741-3729.2003.00161.x

Klahr, A. M., Burt, A. S., McGue, M., & Iacono, W.G. (2011). The association between parent-child

conflict and adolescent conduct problems over time: Results from a longitudinal

adoption study. Journal of Abnormal Psychology, 120(1), 46-56. doi: 10.1037/a0021350

Lee, J., Crolley-Simic, J., & Vonk, E. M. (2013). MSW student’s attitudes toward transracial adoption.

Journal of Social Work Education, 49(1), 122-135. doi: 10.1080/10437797.2013.755417

Madden, E. E. Open Adoption and Post-Adoption Birth Family Contact: A Comparison of

Non-Relative Foster and Private Adoptions. Adoption Quarterly, 15, 35-56.

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Appendix A

Demographics Questionnaire

Thank you for agreeing to complete this questionnaire. All of your responses will be kept confidential.

You may choose to omit any question you do not feel comfortable answering. Please answer each

question honestly and to the best of your knowledge.

Please do NOT complete anything in bold font.

Participant Code _______________

What is your age? ____________ What is your biological sex? __________

What is your race/ethnicity? (Please check all that apply.)

☐ Black or African-American ☐ Non-Hispanic White

☐ Asian or Asian-American ☐ Hawaiian or Pacific Islander

☐ Hispanic or Latino(a) ☐ American Indian or Alaska Native

☐ Other _________________________________________

Do you have a major? (circle one) Yes No If yes, what is your major? _____________________________

How many credits have you COMPLETED towards your degree? _______

How many credits are you taking this semester? ________ What is your cumulative GPA? _________

Do you live on campus or do you commute? ___________________________________________

How many hours a week are you employed? _______

How many hours a week do you devote to schoolwork outside of attending classes? ________


Appendix B

Reysen Likability Scale

Instructions: Circle how strongly you agree with each statement.

1. This person is friendly.

Very Strongly | Strongly | Disagree | Neutral | Agree | Strongly | Very Strongly

Disagree Disagree Agree Agree

2. This person is likeable.



3. This person is warm.



4. This person is approachable.



5. I would ask this person for advice.



6. I would like this person as a coworker.

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7. I would like this person as a roommate.



8. I would like to be friends with this person.



9. This person is physically attractive.



10. This person is similar to me.



11. This person is knowledgeable.


Disagree Disagree Agree


Appendix C

Trustworthiness Measure

Instructions: On the scales below, please indicate your feelings about the individual depicted in

the story. Circle the number between the adjectives that best represents your feeling about the

individual in the story. Numbers ‘‘1’’ and ‘‘7’’ indicate a very strong feeling. Numbers ‘‘3’’ and

‘‘5’’ indicate a fairly weak feeling. Number ‘‘4’’ indicates you are undecided or do not

understand the adjectives themselves. There is no right or wrong answer.

Reliable 1 | 2 | 3 | 4 | 5 | 6 | 7 Unreliable

Uninformed 1 | 2 | 3 | 4 | 5 | 6 | 7 Informed

Unqualified 1 | 2 | 3 | 4 | 5 | 6 | 7 Qualified

Intelligent 1 | 2 | 3 | 4 | 5 | 6 | 7 Unintelligent

Valuable 1 | 2 | 3 | 4 | 5 | 6 | 7 Worthless

Inexpert 1 | 2 | 3 | 4 | 5 | 6 | 7 Expert

Honest 1 | 2 | 3 | 4 | 5 | 6 | 7 Dishonest

Unfriendly 1 | 2 | 3 | 4 | 5 | 6 | 7 Friendly

Pleasant 1 | 2 | 3 | 4 | 5 | 6 | 7 Unpleasant

Selfish 1 | 2 | 3 | 4 | 5 | 6 | 7 Unselfish

Awful 1 | 2 | 3 | 4 | 5 | 6 | 7 Nice

Virtuous 1 | 2 | 3 | 4 | 5 | 6 | 7 Sinful

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Appendix D

Vignette 1

Please read the following story about a college student named Michael. When you are finished reading, turn to the next page and answer the following questionnaires based on what you derived from the story. Feel free to detach this sheet in order to refer back to the story when filling out questionnaires.

Michael is 21 years old, and a senior at Arizona State University. His hometown is

Milford, CT and currently lives at an off campus apartment with three of his roommates. All

three of Michael’s roommates have gone to school with him from Kindergarten through college.

Michael is studying Business Management and hopes to one day open up his own restaurant or

food truck. He wants to become head chef and handle the business aspects of the restaurant.

Hobbies include working out, hanging out with his friends, and watching sports. Michael comes

from a family where he’s the only child, and the son of Ann and Angelo. While growing up

Michael participated in many extracurricular activities including Football, Cross Country, and

achieved a black belt in karate. He was also in Ski and Snowboard club for five years, and still

snowboards. During middle school, Michael played percussion in the school band where he

excelled in snare drum solos and eventually became the section leader when he moved on to high

school. Michael has an above average social life, where he is described to have a wide array of

friends, and is continuously hanging out with different groups of people. Michael is constantly

looking out for others, and often puts them in front of himself. In fact, Michael has only been in

one physical altercation which involved protecting his best friend from a bully during high

school.


Appendix E

Vignette 2

Please read the following story about a college student named Michael. When you are finished reading, turn to the next page and answer the following questionnaires based on what you derived from the story. Feel free to detach this sheet in order to refer back to the story when filling out questionnaires.

Michael is 21 years old, and a senior at Arizona State University. His hometown is

Milford, CT and currently lives at an off campus apartment with three of his roommates. All 3 of

Michael’s roommates have gone to school with him from Kindergarten through college Michael

is studying Business Management and hopes to one day open up his own restaurant or food

truck. He wants to become head chef and handle the business aspects of the restaurant. Hobbies

include working out, hanging out with his friends, and watching sports. Michael comes from a

family of two children, both sons of Ann and Angelo. Michael’s brother, Marc is not his

biological brother because Michael was adopted at birth. While growing up Michael participated

in many extracurricular activities including Football, Cross Country, and achieved a black belt in

karate. He was also in Ski and Snowboard club for 5 years, and still snowboards. During middle

school, Michael played percussion in the school band where he excelled in snare drum solos and

eventually became the section leader when he moved on to high school. Michael has an above

average social life, where he is described to have a wide array of friends, and is continuously

hanging out with different groups of people. Michael is constantly looking out for others, and

often puts them in front of himself.. In fact, Michael has only been in one physical altercation

which involved protecting his best friend from a bully during high school.

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Appendix F

Post-Vignette Quiz

Please answer these questions based on the story you previously read.

What is the name of the individual depicted in the story?

A.) NickB.) MichaelC.) RobertD.) Jason

Where did this individual go to school?

A.) Central Connecticut State UniversityB.) San Diego State UniversityC.) University of South CarolinaD.) Arizona State University

True or False: Michael is majoring in Psychological Sciences.

A.) TrueB.) False

Fill in the blank: Michael was ___________.

A.) ArrestedB.) AdoptedC.) An only childD.) Deported

Where is Michael’s hometown?

A.) MilfordB.) New HavenC.) HartfordD.) New Britain


Appendix G

Debriefing

Thank you for participating in my study. I am examining attitudes toward adoption. In particular, I am examining perceptions of likeability and trustworthiness. This topic is important because perceptions regarding adopted individuals have not been carefully studied. It would be important to understand stigma potentially associated with adoption.

To this end, I asked you to read a short story and rate the main character on tests that measure likeability and trustworthiness of an individual. Some participants received a story in which the main character was adopted. Other participants read the same story with the information about adoption omitted.

When I described to this study to you, I didn’t clearly state that I was examining whether knowledge of one’s adoption affects perceptions of the adopted individual. Rather, I told you that I was studying factors affecting person perception. I couldn’t reveal the exact nature of the study or my expectations about the outcome of the study because such information could have biased your responses. To draw valid conclusions from this study, I needed to ensure that you responded as free from bias as possible. Please do not discuss the specifics of this study with students who might participate in the future; the information you provide could bias their responses.

I asked you to participate in this study to fulfill a course requirement in my Research Methods II course (PSY 222). Your responses will help us better understand how being adopted is a factor in the way people perceive an individual. I may present or publish these findings. Your responses will be kept confidential and your individual responses will be averaged with other participants from the study.

If you are uncomfortable or dissatisfied with participating in this study, you can request that I destroy your responses right now. If you have any questions about this study, please contact me, Robert Ochman, (203.913.6862 or [email protected]) or Dr. Marianne Fallon (860.832.3181 or [email protected]).

Once again, thank you for your help!

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Appendix H

Script

BEFORE STUDY BEGINS, HAVE READY:

Demographics Questionnaire Informed Consent Forms Envelope for Informed Consent Form Pen and or Pencil Reysen Likeability Scale Trustworthiness Scale Vignette 1 (Non-Adopted Individual) Vignette 2 (Adopted Individual) Post-Vignette Quiz Debriefing Form

DURING THE STUDY:

Welcome participants and instruct them to sit… “Hi. My name is Robert Ochman and I am a student in Research Methods for

Psychological Science. As part of our course, we ask a research question develop a study to investigate it. We ask other students – you! – to participate in our studies so that we can answer our question. Thanks for coming to my study today.

Please silence your cell phones and put them away. You will not need them for the rest of the study. Thanks!

I am examining Factors Affecting Person Perception. During today’s session, you will be asked to fill out informed consent form and the still will begin only after forms are signed, returned, and closed in the Informed Consent Envelope. After reading the story, please rate the person depicted in the story to the best of your ability on both self-report measures. This study should take you 30 minutes to complete Does anyone have any questions? [Wait. Answer questions as needed.] Whenever you have a question, please put up your hand and I will address it as best I can.

First, I will distribute an informed consent form. Please read it carefully – it describes important information about my study. If you decide that you want to participate, please sign and date the back of the form and place it in this envelope. [Show envelope.] Does anyone need a pen? [Provide pens as needed.] If you choose not to participate, you can


simply leave at this time. It is your right to discontinue your participation at any time during the study without penalty. I have extra informed consent forms at the front of the room; please feel free to take one if you would like to keep it for your records. When everyone has returned his or her informed consent, we will continue with the study.”

Distribute informed consent forms. Place remaining forms at the front of the room. Wait for participants to place informed consents in envelope.

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Appendix I

Informed Consent Form

CENTRAL CONNECTICUT STATE UNIVERSITTY

Department of Psychological Sciences

1615 Stanley Street

New Britain, CT 06050

Factors Affecting Person Perception

Robert S. Ochman – Undergraduate Student in the Department of Psychological Science

e-mail address: [email protected]

Faculty Sponsor: Dr. Laura Bowman

Phone number: (860) 832-3118

e-mail address: [email protected]

INFORMED CONSENT STATEMENT

1.) Invitation to Participate and Description of the Project. As a student in CCSU’s Department of Psychological Science, I am conducting a study on factors affecting person perception in order to further our understanding of this topic. I am asking you to participate in the study. You volunteered to attend today’s session through your enrollment in the SONA online recruitment system. Your participation in this research study is voluntary. Before agreeing to be part of this study, please read/or listen to the following information carefully. Feel free to ask questions if you do not understand something.

2. ) Description of procedure. In this study, you will be asked to report some demographic information (e.g., age, biological sex). Then you will be asked to read a story and answer some factual questions about the story and make some judgments about the main character in the story. This study should take you approximately 20 minutes to complete, although some participants may require more time.


3.) Risks and Inconveniences. There is a possibility that some of the questions in the surveys may make you feel uncomfortable. This rarely happens, but if you do feel uncomfortable, you can do any of the following: you can choose not to answer certain questions; you can take a break and continue later, you can choose to stop the research. If you wish you can call Professor Laura Bowman at (860.832.3118), the Student Wellness Center at (860) 832-1945, or someone else of your choosing to talk about your feelings.

4.) Benefits. This study is not designed to benefit you directly. However, there is some possibility that you may learn things about being a participant in psychological research. Further, your participation will help us learn more about person perception.

5.) Financial (or other) considerations. You will receive 1 SONA credit for your participation or, if recruited in person, you will receive credit consistent with your course instructor’s policy.

6.) Confidentiality. Any and all information obtained from you during the study will be confidential. You will not be identified individually in any way as a result of your participation in this research. The data collected, however, may be used as part of publications and papers related to person perception. When reporting findings, I will add your responses to those of all of the other participants in the study. Thus, I will not report your individual responses. Rather, I will report group averages.

7.) Voluntary Participation. Your participation in this study is entirely voluntary. You may refuse to participate in this research. Such refusal will not have any negative consequences for you. If you begin to participate in the study, you may at ANY time, for ANY reason, discontinue your participation without any negative consequences.

8.) Other considerations and questions. Please feel free to ask any questions about anything that seems unclear to you and to consider this research and consent form carefully before you sign.

Authorization: I have read the above information and I have decided that I will participate in the project described above. The researcher has explained the study to me and answered my questions. I know what will be asked of me. I understand that the purpose of the study is to better understand factors affecting person perception. If I don't participate, there will be no penalty or loss of rights. I can stop participating at any time, even after I have started. I agree to participate in the study. My signature below indicates that I have been offered a copy of this consent form for my records and that I am at least 18 years of age or that I have filed a parental consent form with my instructor.

Participant’s signature_____________________________

Name (please print)________________________________

Researcher signature_______________________________

Name (please print) ______________________________

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Date_________________ Date________________

If you have further questions about this research project, please contact the principal investigator, Robert Ochman, at (203) 913-6862, e-mail: [email protected] or faculty supervisor If you have questions about your rights as a participant or if you have a research-related complaint please contact Dr. Jennifer Hedlund, Chair, CCSU Human Studies Council at (860) 832-2968, email [email protected].

mailto:[email protected]


Descriptive Statistics

VignetteType Mean Std. Deviation N

Likeability Adopted Individual 4.8523 1.29924 16

Non-Adopted Individual 4.9723 1.25532 23

Total 4.9231 1.25787 39

Trustworthiness Adopted Individual 3.0156 .77233 16

Non-Adopted Individual 2.8623 1.11821 23

Total 2.9252 .98245 39

30

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