Social Demographics and Infection and Contact with COVID-19

Participants were asked for their age, gender, marital status, highest educational qualification,
employment status, gross household income, housing type, and the number of individuals living
in the same household. Participants were also asked to state whether their friends, family
members, or themselves had been infected with COVID-19.

Age, educational qualification, gross household income, and housing type were grouped into
categories to ensure equal distribution across all categories. Age brackets were categorized as
21–25 and above 25 years old. Housing type was split into housing and development board
(HDB) flats (comprising one- to five-room flats), condominiums, and landed properties. Monthly
household income was divided into low (below $6000), middle ($6000–17,500), and high
(>$17,500) groups. Education was grouped as secondary education or lower (none, primary
school, or secondary school), post-secondary education (junior college, Nitec, or diploma), and
university graduates (bachelor’s, master’s, or doctorate).

Psychosocial Questionnaires

The psychosocial questionnaires included the Life Orientation Test (LOT) (10 items), Herth
Hope Index (HHI) (12 items), and General Self-Efficacy scale (GSE) (10 items), measuring
levels of optimism, hope, and self-efficacy, respectively

In the LOT, questions took the form of a 5-point scale, with each response awarding different
number of points (1 = strongly agree, 2 = agree, 3 = neutral, 4 = disagree, 5 = strongly disagree) .
The sum of items 1, 3, 4, 7, 9, and 10 was indicative of the level of optimism, while items 2, 5, 6,
and 10 were filler questions . The points for questions 3, 7, and 9 were reverse-coded prior to
scoring. A total score of 0–13, 14–18, and 19–24 correlated with low, moderate, and high
optimism, respectively .

Participants were also evaluated on various aspects of particularized hope using the HHI . The
HHI utilizes a 4-point scale (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree),
with the scores 12–23, 24–35, and 36–48 reflecting low, moderate, and high levels of hope,
respectively . The points for questions 3 and 6 were reverse-coded prior to scoring.
The GSE was used to measure one’s ability to deal with the rapidly changing environment.
Participants were questioned on how relatable the statements were to them using a 4-point scale
(1 = not true at all, 2 = hardly true, 3 = moderately true, 4 = exactly true) .

CHOOSING AN INTERESTING RESEARCH TOPIC IS YOUR

FIRST CHALLENGE. HERE ARE SOME TIPS:
 Choose a topic that you are interested in! The research process is more relevant if you
care about your topic.

 Narrow your topic to something manageable.

o If your topic is too broad, you will find too much information and not be able to
focus.

o Background reading can help you choose and limit the scope of your topic.

 Review the guidelines on topic selection outlined in your assignment. Ask your professor
or TA for suggestions.

 Refer to lecture notes and required texts to refresh your knowledge of the course and
assignment.

 Talk about research ideas with a friend. S/he may be able to help focus your topic
by discussing issues that didn't occur to you at first.

 Think of the who, what, when, where and why questions:

o WHY did you choose the topic? What interests you about it? Do you have an
opinion about the issues involved?

o WHO are the information providers on this topic? Who might publish
information about it? Who is affected by the topic? Do you know of
organizations or institutions affiliated with the topic?

o WHAT are the major questions for this topic? Is there a debate about the topic?
Are there a range of issues and viewpoints to consider?
o WHERE is your topic important: at the local, national or international level? Are
there specific places affected by the topic?

o WHEN is/was your topic important? Is it a current event or an historical issue?

Do you want to compare your topic by time periods?