dysthymic research
Title Page in APA style with Running Head
APA style Abstract
Introduction
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*NOTE: This first table is an example. You will need to delete the information in the table then, enter your question & data.
Results
Question: What is the relationship between academic interest and academic performance?
| Allen & Robbins (2010) | |
| Background Theory/Past Research Quote: Page 24 | “When applied to students in postsecondary education, Holland’s theory suggests that students are more likely to be satisfied and succeed when their interests are congruent with their academic environments (Smart, Feldman, & Ethington, 2000).” “In another study, first-year GPA and a measure of interest–major congruence both had relatively large effects on whether students changed major, suggesting that students with greater interest–major congruence are (a) more satisfied with their academic program and (b) more likely to graduate in a timely fashion due to not changing majors (Allen & Robbins, 2008).” |
| Background Theory/Past Research: Page 24 | Students are more likely to do well in college when their interests are related to their major and academic environment (Smart, Feldman, & Ethington as cited in Allen & Robbins, 2010). Students whose major and interests are closely related are likely to graduate more quickly because of their low likelihood of changing majors (Allen & Robbins as cited in Allen & Robbins, 2008). |
| Research Hypothesis Quote: Page 25 | “Thus, we hypothesize that higher interest–major congruence has a positive effect on first-year academic performance. By virtue of having greater satisfaction with students’ major, Holland’s theory also suggests that greater interest–major congruence will lead to students satisfying their degree requirements earlier.” “Thus, our second hypothesis is that interest–major congruence has a positive direct affect on timely degree attainment (beyond the effects of first-year academic performance).” |
| Research Hypothesis: Page 25 | Students with higher interest-major congruence will do better in their first year at college. Also, Allen & Robbins hypothesized that students with higher interest-major congruence will also earn their degree faster. |
| Methods Quote: Page 26-8 | “Furthermore, 3,860 (3,072 four-year and 788 two-year) of these students began as full-time students with expectations of earning at least a bachelor’s (4-year) or certificate (2-year) degree. This is the sample of students on which this study is based.” “To be included in the study sample, students must (a) have taken the ACT tests of educational achievement and completed the Unisex Edition of the ACT Interest Inventory (UNIACT; ACT, 1995) when registering for the ACT;” “The edition of UNIACT used in this study has 90 items (15 per scale) that describe work-relevant activities that are familiar to people either through participation or observation. For each item, students indicate whether they would dislike doing the activity, are indifferent (do not care one way or the other), or would like doing the activity. Raw scores are derived after summing over the 15 item responses (scores of 1, 2, or 3 correspond to the three response options);” |
| Methods: Page 26-8 | 3,860 full-time college students were studied. Each student completed the Unisex Edition of the ACT Interest Inventory before entering college and had selected a major. The UNIACT asks students to indicate how much, on a scale of 1 to 3, they would enjoy doing different work-related activities and suggests their interests based on this information. Researchers profiled each major based on the UNIACT and used the correlation of the student’s interest profile and the major’s profile to calculate interest-major congruence. First year success was measured using first year GPA. |
| Results Quotes: Page 30-2 | “The path coefficient (beta weight) for interest–major congruence (0.004) was not significant; thus, our first hypothesis (higher interest–major congruence will have a positive effect on first-year academic performance) was not supported by the results for the 4-year sample.” “The path coefficient for interest–major congruence (0.162; see Table 3 and Figure 2) was significant. Thus, our second hypothesis (interest–major congruence will have a positive affect on timely degree attainment, beyond the effects of first-year academic performance) was supported by the results for the 4-year sample. “ |
| Results: Page 30-2 | The first hypothesis that higher interest-major congruence would have a positive effect on academic performance in the first year was not supported. Higher interest-major congruence was not found to correlate significantly with better first-year performance. However, high interest-major congruence was found to predict timely degree attainment. |
| Conclusions Quotes: Page 32 | “We believe that college major persistence may partially mediate the relationship of interest–major congruence and timely degree attainment: Students are less likely to change their academic major when they have higher interest–major congruence (cf. Allen & Robbins, 2008; Laing, Swaney, & Prediger, 1984), and students who switch majors are more likely to require extra coursework and so prolong their graduation.” “We also hypothesized that students with greater interest–major congruence are more enthused about their coursework and thus accumulate credit hours more quickly, leading to faster degree attainment. This hypothesis could be tested by using a measure of enthusiasm for academic major and coursework. We expect that interest–major congruence will predict both major persistence and enthusiasm for coursework and that both of these factors will predict timely degree attainment.” |
| Conclusions: Page 32 | Allen & Robbins conclude that the relationship between high interest-major congruence and timely degree attainment exists because students are unlikely to change majors if their major represents their interests. Also, students with high interest-major congruence may feel more enthusiastic about classes and as a result complete credits more quickly. |
Question: [ Insert your question here ]
| Source 2 | |
| Background Theory/Past Research Quote: Page 24 | |
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| Research Hypothesis Quote: Page 25 | |
| Research Hypothesis: Page 25 | |
| Methods Quote: Page 26-8 | |
| Methods: Page 26-8 | |
| Results Quotes: Page 30-2 | |
| Results: Page 30-2 | |
| Conclusions Quotes: Page 32 | |
| Conclusions: Page 32 | |
Question 1: [ Insert your question here. ]
| Source 3 | |
| Background Theory/Past Research Quote: Page 24 | |
| Background Theory/Past Research: Page 24 | |
| Research Hypothesis Quote: Page 25 | |
| Research Hypothesis: Page 25 | |
| Methods Quote: Page 26-8 | |
| Methods: Page 26-8 | |
| Results Quotes: Page 30-2 | |
| Results: Page 30-2 | |
| Conclusions Quotes: Page 32 | |
| Conclusions: Page 32 | |
Question 2: [ Insert your question here. ]
| Source 1 | |
| Background Theory/Past Research Quote: Page 24 | |
| Background Theory/Past Research: Page 24 | |
| Research Hypothesis Quote: Page 25 | |
| Research Hypothesis: Page 25 | |
| Methods Quote: Page 26-8 | |
| Methods: Page 26-8 | |
| Results Quotes: Page 30-2 | |
| Results: Page 30-2 | |
| Conclusions Quotes: Page 32 | |
| Conclusions: Page 32 | |
Question 2: [ Insert your question here. ]
| Source 2 | |
| Background Theory/Past Research Quote: Page 24 | |
| Background Theory/Past Research: Page 24 | |
| Research Hypothesis Quote: Page 25 | |
| Research Hypothesis: Page 25 | |
| Methods Quote: Page 26-8 | |
| Methods: Page 26-8 | |
| Results Quotes: Page 30-2 | |
| Results: Page 30-2 | |
| Conclusions Quotes: Page 32 | |
| Conclusions: Page 32 | |
Question 2: [ Insert your question here. ]
| Source 3 | |
| Background Theory/Past Research Quote: Page 24 | |
| Background Theory/Past Research: Page 24 | |
| Research Hypothesis Quote: Page 25 | |
| Research Hypothesis: Page 25 | |
| Methods Quote: Page 26-8 | |
| Methods: Page 26-8 | |
| Results Quotes: Page 30-2 | |
| Results: Page 30-2 | |
| Conclusions Quotes: Page 32 | |
| Conclusions: Page 32 | |
Conclusion/Discussion with proper APA style citations; Compare, contrast and integrate information from the 6 studies you located.
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References in APA style
