psychology honours research proposal example

Psychology Research Proposal

Proposal maker.

Proposals, whatever they may be, may it be a wedding proposal , business proposal , or a research proposal , all have a similar goal. It is to hear the word “yes” from the mouths of the recipient. Despite that, these proposals give different feelings to the proposer. If you are here to get tips on coming up with a research proposal, you get what I mean. Don’t worry, this article will help you get ideas on how to devise your psychology research proposal.

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What Is a Psychology Research Proposal?

A psychology research proposal is an academic document that a person submits to propose a research project, specifically in the field of clinical psychology. The purpose of research proposals is to outline the research questions and summarize your selected research topic. Another necessary reason for creating this proposal is to present ways that you think would be best in conducting the study and justifying it.

How to Compose a Reliable Psychology Research Proposal

There’s a time psychology students dread. It’s the moment that signifies the beginning of hell week or maybe hell month. It is when the professors ask their students to submit their research proposals.  Coming up with a psychology research proposal might cost you a lot of sleepless nights. To get back the sleep that you deserve, instead of pulling your hair out, read this article and follow the steps mentioned below. 

1. Formulate a Working Title

The title of your educational research should reflect what your study will discuss. Omit unnecessary words. Only keep those words that contribute to the meaning and the impact of your title. Make your title engaging to attract the attention of the readers. It is necessary to take a moment to think about a research title that is both powerful and meaningful.

2. Construct Your Abstract

Abstracts should be short and concise. That said, it should be at least a hundred words and three hundred words at most. Describe your research in your proposal but don’t include too many details yet. A good abstract would provide an introduction to the key objectives and the hypothesis of your proposed research.

3. Include Necessary Components

There are necessary components that make an abstract complete. After your title and abstract statement, you should also include the research scope and your methodology. This segment will explain who your respondents are and how you will deal with possible problems you will encounter while conducting your study. Also, you should include the resources that you will use in the process.

4. Devise Your Appendices

Appendices have sections A to E. Appendix A is where you should cite a list of your sources. In the second section, Appendix B is where you should present your project timeline . Your list of skills and achievements relevant to the research belongs in Appendix C. You should detail your budget plan in Appendix D and print your approval letter in the last appendix.

What are interesting psychology research topics?

You can choose from plenty of compelling topics. Discrimination, social cognition, propaganda, gender roles, and bullying are some examples of it. Whatever topic you choose, the quality of your paper depends on how well you carry out your research. Even the most boring topics can be made interesting by a good researcher.

What are the differences between quantitative and qualitative approaches?

These approaches are two very different things. Qualitative research focuses more on analyzing and interpreting ideas, theories, and data. The methods employed in this approach are discourse analysis, content analysis, and thematic analysis. In contrast, quantitative research deals more with statistics and numbers and often involves a research survey , experiment, and testing hypotheses.

What are the qualitative approaches?

You can apply different approaches in conducting qualitative research. The most common ones are narrative research, action research , ethnography, grounded theory, and phenomenological research. Although all of these falls under the qualitative approach, they incorporate different data collection. Researchers implementing these approaches have varying aims. They also have different perspectives in the direction they should take in conducting their thesis.

The study of psychology focuses on people’s minds and cognitive behavior and how they function in different social settings and environments. That said, there are still a lot of mysteries about how people process their thoughts. If your goal is to uncover one of them, take your first step by composing a foolproof psychology research proposal and get it approved.

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Reading Sample Theses

As you prepare for your thesis, you might want to get a sense of what you can accomplish in your finished product. Reading past theses can show you the scope and nature of well-done undergraduate projects. Because theses in different areas of psychology often look quite different, it will help you to examine several in the same general area you plan to conduct your research in.

The Psychology Undergraduate Office has hard copies of several prize-winning theses from the past five years that you may sign out to see what the best undergraduate work looks like. Above, you can browse the titles of past undergraduate theses to give you an idea of the topics of theses students typically write.

Only hard copies of recent prize-winning theses are currently available.

Please note: Recent theses stored in the Social Relations Library (which recently closed) are unavailable. Inquirers needing a thesis that is not listed in HOLLIS should contact the authors of theses directly to attempt to obtain a copy.  

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How to Write a Psychology Research Proposal

• Rachel R.N.
• June 15, 2024
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What You'll Learn

How to Write an Effective Psychology Research Proposal

Writing a solid research proposal is a crucial first step in conducting a successful psychology study. A well-crafted proposal not only demonstrates your understanding of the research topic but also convinces others that your study is methodologically sound, feasible, and likely to yield valuable insights. This comprehensive guide will walk you through the essential components of a psychology research proposal, providing detailed explanations, examples, and tips to help you create a compelling and well-structured document.

Introduction

The introduction sets the stage for your research by providing background information, establishing the significance of your study, and clearly stating your research question or hypothesis.

Background and Rationale

Start by briefly describing the broader context of your research topic and the existing literature. Use this section to demonstrate your familiarity with the subject matter and highlight the importance of your study. For example:

“Stress and anxiety are common experiences among college students, and numerous studies have explored their impact on academic performance. However, most of these studies have focused on traditional classroom settings. With the growing popularity of online education, it’s essential to understand how stress and anxiety affect the performance of students enrolled in virtual learning environments, where the learning experience and potential stressors may differ from those in traditional classrooms.”

Explain why your study is necessary and how it will contribute to the field of psychology. Highlight any gaps or limitations in the current knowledge that your research aims to address.

Research Question or Hypothesis

Clearly and concisely state your research question or hypothesis. This statement should be focused and directly aligned with the purpose of your study. For example:

“This study aims to investigate the relationship between perceived stress levels, anxiety symptoms, and academic performance among online nursing students.”

Alternatively, you could present a specific hypothesis, such as:

“It is hypothesized that higher levels of perceived stress and anxiety will be associated with lower academic performance among online nursing students.”

Literature Review

The literature review section demonstrates your in-depth understanding of the existing research related to your topic and highlights the gaps that your study aims to fill.

Summarize Relevant Research

Provide a comprehensive overview of the key theories, concepts, and findings from previous studies that are relevant to your research question or hypothesis. Organize this section logically, using subheadings to group related studies together. For example:

Stress and Academic Performance

• Summarize studies that have explored the relationship between stress and academic performance in various student populations.
• Highlight any conflicting findings or limitations in these studies.

Anxiety and Academic Performance

• Summarize research focused specifically on the impact of anxiety on academic performance.
• Discuss any differences or similarities between the findings and those related to stress.

Online Learning and Student Well-being

• Review studies that have investigated the unique challenges and stressors faced by online students.
• Discuss how these factors may influence academic performance in virtual learning environments.

Identify Gaps and Limitations

After summarizing the existing literature, clearly point out the gaps or limitations in the current knowledge that your study will address. Explain how your research will contribute to filling these gaps or overcoming these limitations. For example:

“While several studies have examined the impact of stress and anxiety on academic performance in traditional classroom settings, there is a lack of research specifically exploring these relationships among online nursing students. Additionally, most existing studies have focused on stress or anxiety in isolation, rather than investigating their combined effects. This study aims to address these gaps by examining the influence of both perceived stress levels and anxiety symptoms on the academic performance of online nursing students.”

Research Methodology

This section outlines the specific methods and procedures you will use to conduct your study. It should be detailed enough for others to understand and potentially replicate your research.

Study Design

Describe the type of study you will be conducting (e.g., experimental, correlational, qualitative) and provide a clear rationale for your choice. For example:

“This study will employ a correlational research design to investigate the relationships between perceived stress levels, anxiety symptoms, and academic performance among online nursing students. A correlational design is appropriate for this research as it allows us to examine the strength and direction of associations between these variables without manipulating them experimentally.”

Participants and Sampling

Explain who your target population is and how you will recruit and select participants for your study. Provide details on your sampling method (e.g., random, convenience, stratified), sample size calculations, and any inclusion or exclusion criteria. For example:

“The target population for this study is undergraduate nursing students enrolled in online degree programs at [University Name]. Participants will be recruited through email invitations sent to all eligible students. A convenience sampling method will be used, with the goal of obtaining a sample size of at least 200 participants. To be included in the study, participants must be currently enrolled in an online nursing program and be at least 18 years old.”

Data Collection

Describe the instruments or measures you will use to collect data and provide information on their reliability and validity. Explain the procedures you will follow for data collection, including any specific instructions or protocols. For example:

“Perceived stress levels will be measured using the Perceived Stress Scale (PSS), a widely used and validated self-report instrument (Cohen et al., 1983). The PSS consists of 10 items that assess the degree to which individuals appraise situations in their lives as stressful over the past month. Anxiety symptoms will be assessed using the Generalized Anxiety Disorder-7 (GAD-7) scale (Spitzer et al., 2006), a reliable and valid measure of anxiety severity.

Academic performance data, including current grade point average (GPA) and course grades, will be obtained from the university’s student records system with participants’ consent.

Data collection will be conducted online through a secure survey platform. Participants will receive a link to the survey, which will include informed consent information, demographic questions, the PSS, the GAD-7, and instructions for providing access to their academic records.”

Data Analysis

Outline the statistical tests or analytical methods you plan to use to analyze your data and answer your research question or test your hypothesis. Justify your choice of analytical approach and explain how it aligns with your study design and data collection methods. For example:

“Descriptive statistics, including means, standard deviations, and correlations, will be calculated for all study variables. Multiple regression analysis will be used to examine the relationships between perceived stress levels, anxiety symptoms, and academic performance (GPA and course grades). Perceived stress and anxiety scores will be entered as predictor variables, and academic performance measures will serve as the outcome variables.

Moderation analyses will also be conducted to investigate whether the relationship between perceived stress and academic performance is moderated by anxiety levels, and vice versa. Appropriate assumptions for multiple regression will be checked, and any violations will be addressed using recommended techniques (e.g., data transformations, robust standard errors).

An alpha level of 0.05 will be used to determine statistical significance for all analyses. Effect sizes (e.g., R-squared, Cohen’s f-squared) will be reported to assess the practical significance of any significant findings.”

Expected Outcomes and Implications

In this section, you should discuss the potential outcomes of your study and their significance for the field of psychology and related areas.

Anticipated Results

Based on your literature review and research question or hypothesis, describe the results you expect to find and how they might contribute to existing knowledge or theory. For example:

“Based on previous research suggesting negative associations between stress, anxiety, and academic performance, it is expected that higher levels of perceived stress and anxiety symptoms will be associated with lower GPAs and course grades among online nursing students.

Additionally, it is hypothesized that anxiety may moderate the relationship between perceived stress and academic performance, such that the negative impact of stress on academic performance is more pronounced among students with higher levels of anxiety.”

Implications and Applications

Explain the broader implications of your anticipated results and how they might be applied in practice. Consider how your findings could inform interventions, policies, educational practices, or support services related to your research topic. For example:

“The findings from this study could have important implications for supporting the academic success and well-being of online nursing students. If perceived stress and anxiety are found to be significant predictors of academic performance, this could inform the development of targeted interventions or support services aimed at helping online students manage stress and anxiety more effectively.

Additionally, the results may guide the implementation of stress management and anxiety reduction programs tailored specifically for online learners, taking into account the unique challenges and stressors they face in virtual learning environments.

Furthermore, insights from this study could inform institutional policies and practices related to online course design, workload management, and the provision of mental health resources for online students, ultimately enhancing the overall online learning experience and promoting student success.”

Ethical Considerations

“This study will be conducted in compliance with ethical guidelines and principles outlined by the [Institutional Review Board or Ethics Committee]. Participation in the study will be voluntary, and informed consent will be obtained from all participants before data collection. Participants will be informed of their right to withdraw from the study at any time without consequences.

To protect participant confidentiality, all data will be de-identified and stored securely. Only research personnel directly involved in the study will have access to the data. Participant names or other identifying information will not be included in any reports or publications resulting from this research.

While the study procedures are not expected to cause significant distress or harm, there is a potential risk that some participants may experience heightened anxiety or stress when completing the self-report measures or reflecting on their academic experiences. To mitigate this risk, the survey will include resources for mental health support services available to students. Additionally, the research team will be prepared to provide referrals to counseling services if needed.

No deception will be used in this study, and participants will be fully informed about the nature and purpose of the research before providing consent.”

Timeline and Resources

Provide a realistic timeline for completing your study, including key milestones and deadlines. Additionally, outline the resources (e.g., personnel, equipment, funding) required to carry out your research and explain how you will secure them. For example:

“The proposed study is expected to span approximately 12 months, with the following tentative timeline:

• Months 1-2: Obtain ethical approval, finalize study materials and procedures
• Months 3-4: Participant recruitment and data collection
• Months 5-6: Data entry, cleaning, and preliminary analyses
• Months 7-8: Advanced statistical analyses and interpretation of results
• Months 9-10: Write-up of research report/thesis
• Months 11-12: Dissemination of findings (e.g., conference presentations, publication submissions)

To successfully complete this research, the following resources will be required:

Personnel: The research team will consist of the principal investigator (a graduate student in psychology) and a faculty supervisor with expertise in the research area. Additional research assistants may be recruited to aid in data collection and entry if needed.

Equipment and Software: Access to a secure online survey platform (e.g., Qualtrics) for data collection, as well as statistical software (e.g., SPSS, R) for data analysis. Computers and office supplies will also be necessary.

Funding: Funding will be sought through internal grants and awards offered by the university to support graduate student research. Additionally, external funding opportunities relevant to the research topic will be explored.

If additional resources are required, alternative sources of funding or support will be identified and pursued as necessary.”

Summarize the main points of your research proposal, emphasizing the significance of your study and its potential contributions to the field of psychology and related areas.

“In conclusion, this research proposal outlines a study designed to investigate the relationships between perceived stress levels, anxiety symptoms, and academic performance among online nursing students. By addressing existing gaps in the literature and employing rigorous methodological approaches, this study has the potential to generate valuable insights into the unique challenges and experiences of online learners.

The findings may inform the development of targeted interventions, support services, and institutional policies aimed at promoting the well-being and academic success of online students. Additionally, this research could contribute to a deeper understanding of the complex interplay between stress, anxiety, and academic outcomes, potentially informing theoretical frameworks and future research directions in this area.

With a well-established research design, appropriate data collection and analysis methods, and a commitment to ethical research practices , this study is well-positioned to make meaningful contributions to the fields of psychology, nursing education, and online learning. By shedding light on the factors influencing the academic performance of online nursing students, this research has the potential to positively impact the educational experiences and outcomes of this growing student population.”

By including detailed explanations, examples, and methodological considerations throughout each section, this guide aims to provide a comprehensive resource for developing a strong and well-structured psychology research proposal. Remember to tailor the content to your specific research topic and ensure that your proposal aligns with the guidelines and requirements of your institution or funding agency.

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How to Write a Psychology Research Proposal

Writing a brief research proposal cultivates all kinds of intellectual skills..

Posted May 3, 2018 | Reviewed by Matt Huston

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NOTE: This post was co-authored with the SUNY New Paltz students in PSY 307 (1) of Spring 2018 (in particular, Zachary Ertrachter, Mariah Griffin, and Gianna Petrera).

A solid psychology education should lead to all kinds of outcomes related to analytical skills, statistical reasoning, and research design. One of the core skills that I try to cultivate in my students is the ability to write a clear and concise research proposal. Being able to write a solid research proposal demonstrates the following qualities:

* An understanding of some theoretical concepts in the behavioral sciences

* The ability to organize one's ideas in a coherent and efficient way

* The ability to get to the foundation of a set of research ideas

* The ability to write clearly and concisely in a scientific manner

* The ability to describe a hypothesis, proposed methodology, and proposed set of statistical analyses

* The ability to efficiently contextualize one's ideas in the existing scientific literature in some area

* The ability to think about how statistics can be used to examine some research-based predictions

* and probably more

Toward this end, I tend to give the following assignment to students in my undergraduate class in evolutionary psychology :

"Evolutionary psychology is a research-based enterprise. And learning about evolutionary psychology tends to lead people to develop hypotheses about human nature. For this assignment, you are to write a brief paper that does the following:

• Articulates a hypothesis based on evolutionary reasoning
• Describes methods that would test this hypothesis
• Includes predicted outcomes and implications

Importantly, this paper is to be no more than two pages—printed on two sides of a single page. And it should be double-spaced.

This kind of assignment, forcing you to get your ideas reduced in a small space matches the kinds of assignments that professionals have all the time—this assignment will help prepare you for this kind of assignment in your future."

As an end-of-the-semester activity, to demonstrate the process of writing a research proposal, we actually worked together today (5/3/2018) as a class to develop and to fully create a research proposal. The document below is the result of this work. Nice job, evolutionary psychology students!

Research Proposal: A Proposed Study on the Mental Health Effects of Outdoor Experiences

Written by the SUNY New Paltz Spring 2018 Evolutionary Psychology Class

The evolutionary psychological perspective on human behavior suggests that instances of evolutionary mismatch may lead to adverse psychological functioning (e.g., Geher, 2014). Mismatch can exist in multiple domains, including nutritional offerings, exercise, community size, technology, transportation, and the nature of one’s physical environment—among many others.

One important way that modern environments are mismatched to ancestral environments pertains to the proportion of time that people spend in the out of doors. In fact, many evolutionists have made the case that humans have a natural love of the living world (see Wilson, 1984). Based on this reasoning, it may be the case that increased time spent in the outdoors leads to positive mental health outcomes. On the other hand, we might predict that increased time spent in human-made, non-natural environments might have adverse mental health outcomes.

Several mental health outcomes have been documented as important in all kinds of human psychological functioning. In particular, this research will focus on depressive tendencies, tendencies toward anxiety , and general psychological well-being. The basic prediction is that increased out-of-door experiences will correspond to less depression and anxiety and higher scores on a measure of well-being.

This study will utilize a randomized between-groups design using 200 relatively fit American adults ranging in age from 18-34 selected from Southern California. Using a random-assignment process, participants will be assigned to either (a) the outdoor condition or (b) the indoor condition.

Participants in the two experimental conditions will all be included in a climbing camp for two weeks. The outdoor participants will be at an all-outside version of the camp in the Sierra Nevada Mountains of Southern California in September. The indoor participants will be at an all-indoor version of the camp at an indoor climbing gym for the same two weeks. Importantly, these climbing experiences will be overseen by the same Climbing Camp with the same activities and personnel.

This methodology would allow for the isolation of the “out of doors” variable and will have participants across groups have the same experiences otherwise. Given the random assignment to experimental conditions, this methodology would allow for an examination of the specific effects of the outdoor experience.

To measure anxiety, Liebowitz’s (1987) measure of social anxiety will be used. To measure depressive tendencies, Kessler et al.’s (2003) measure will be used. We will create a 5-item Likert scale of subjective well-being that participants will also complete.

Anticipated Results

Across the three outcome measures, including social anxiety, depressive tendencies, and subjective well-being, it is predicted that the outdoor group will score as less anxious, less depressed, and as higher in subjective well-being. These results will be examined using three between-groups t-tests.

Potential Implications

Evolutionists are interested in the mismatches between modern conditions and ancestral conditions. Simply being in the out-of-doors or not is a classic mismatch that surrounds us all the time, often unbeknownst to ourselves. The experimental design here would allow us to zero in on the effects of the outdoor experience as it relates to mental health outcomes, controlling for individual differences between groups.

If the predicted pattern of results is obtained, then we would have strong evidence suggesting that people function best when they are provided with outdoor experiences. Such a pattern would support an evolutionary-mismatch approach to understanding the interface of people with their physical environments.

Here is a PDF link to the two-page paper. Enjoy!

Geher, G. (2014). Evolutionary Psychology 101. New York: Springer.

Kessler, R .C., Andrews, G., Colpe, L.J., Hiripi, E., Mroczek, D.K., Normand, S.L....Zaslavsky,A.M. (2002) Short screening scales to monitor population prevalences and trends in non-specific psychological distress. Psychological Medicine, 32, 959-956.

Liebowitz, M. R . (1987). Social phobia. Modern Problems of Pharmacopsychiatry, 22, 141-173.

Wilson, Edward O. (1984). Biophilia. Cambridge: Harvard University Press

Glenn Geher, Ph.D. , is professor of psychology at the State University of New York at New Paltz. He is founding director of the campus’ Evolutionary Studies (EvoS) program.

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Honours Thesis Handbook

This handbook,  effective September 1, 2016 , is the course outline for PSYCH 499A/B/C (Honours Thesis) from Fall 2016 and onward.

Table of contents

• What is an honours thesis ?
• Who should do an honours thesis ?

Prerequisites for admission to PSYCH 499

Selecting a topic for the honours thesis, finding a thesis supervisor.

• Research interests of the Psychology faculty and recent honours thesis supervised

Class enrolment for PSYCH 499A/B/C

Warnings regarding a decision to discontinue psych 499.

• Course requirements for PSYCH 499A progress report and thesis reviewer nominations
• Course requirements for PSYCH 499B - oral presentation of the thesis proposal

Course requirements for PSYCH 499C - completing the thesis and submitting it for marking

Obtaining ethics clearance for research with human or animal participants, evaluation of the honours thesis, honours thesis award, annual ontario psychology undergraduate thesis conference, avoid academic offences, computing facilities, honours thesis (psych 499a/b/c), what is an honours thesis.

Psychology is a scientific approach to understanding mind and behaviour. Honours Psychology students all learn about the body of knowledge that exists in psychology as well as the scientific procedures for making new discoveries. The honours thesis course (PSYCH 499A/B/C) is an optional course for those who have a strong interest in conducting original research and wish to gain greater experience in research design, data analysis and interpretation.

Students carry out the honours thesis project under the supervision of a faculty member and present the findings in a scholarly paper. An honours thesis can be an empirical research project or more rarely a thesis of a theoretical nature. For an empirical project, the student develops a testable hypothesis and uses scientific procedures to evaluate the hypothesis. For a theoretical project, the student integrates and evaluates existing evidence to offer new interpretations and hypotheses. The difference between the two types of projects is basically the same as the difference between an article in Psychological Review or Psychological Bulletin , and an article in any of the experimental journals. A regular journal article typically reports the result of some empirical investigation and discusses its significance. A Psychological Review paper on the other hand, offers a theoretical contribution (e.g., suggesting a new theoretical approach or a way of revising an old one and showing how the new approach may be tested). A Psychological Bulletin article usually offers a review of an evaluative and integrative character, leading to conclusions and some closure about the state of the issue and future directions for research.

Students who plan to apply for admission to graduate school in psychology are typically advised to do an empirical research project for the honours thesis. Students who choose to do a theoretical paper should discuss their decision with the PSYCH 499 coordinator  (see below) early in the PSYCH 499A term.

The topic of investigation for the honours thesis will be based on a combination of the student's and the supervisor's interests .

Students in year two or three who are considering whether or not they want to do an honours thesis can learn more about what is involved in doing an honours thesis by doing any of the following:

• attending an honours thesis orientation meeting. The meeting is typically the first week of classes each academic term. The official date and time of the meeting will be posted on the PSYCH 499 website .
• attending PSYCH 499B oral presentations by other students. 
• reading a few of the honours thesis samples that are available  online PSYCH 499 SharePoint site  (site only accessible to students currently enrolled in PSYCH 499) or via our Learn shell (only available when enrolled).

In addition to the student's honours thesis supervisor, another resource is the PSYCH 499 course coordinator . The PSYCH 499 coordinator conducts the thesis orientation meeting at the start of each term and is available to discuss any course-related or supervisor-related issues with potential students and enrolled students . If students have questions or concerns regarding the procedures for doing an honours thesis that cannot be answered by their thesis supervisor, they should contact the PSYCH 499 coordinator.

The honours thesis course (PSYCH 499A/B/C) is worth 1.5 units (i.e., 3 term courses). The final numerical grade for the thesis will be recorded for each of PSYCH 499A, 499B, and 499C.

Who should I do an honours thesis?

Honours Psychology majors are not required to do an honours thesis.

Good reasons for doing an honours thesis include:

• An honours thesis is a recommended culmination of the extensive training that honours Psychology majors receive in research methods and data analysis (e.g., PSYCH 291, 292, 389, 390,  492). PSYCH 499 is a good choice for students who have a strong interest in, and commitment to, conducting original research and wish to gain greater experience in research design, data analysis and interpretation.
• An honours degree in Psychology that includes a thesis is typically required for admission to graduate programs in Psychology.
• Thesis supervisors are able to write more meaningful reference letters for students' applications for further studies, scholarships, or employment.

The prerequisites for PSYCH 499 are all of the following:

• enrolment in honours Psychology
• successful completion of PSYCH 291, 292, 391, and at least one of: PSYCH 389, 390, 483, 484
• 60% cumulative overall average
• 82% cumulative psychology average

* calendar descriptions as well as course outlines

The course prerequisites for enrolment in PSYCH 499A are strictly enforced because the courses provide essential background for success in PSYCH 499, and it is necessary to restrict the number of students enrolling in PSYCH 499. Appeals to enrol in all 3 of the following courses concurrently will not be accepted:

• Advanced research methods course (PSYCH 389, 390, 483, 484)

In addition to the above formal prerequisites, we assume that all students who are enrolling in PSYCH 499 will have completed at least 4 of the "discipline core courses" (i.e., PSYCH 207, 211, 253, 257, 261) prior to the PSYCH 499A enrolment term.

See " Class enrolment for PSYCH 499A/B/C " below for further details regarding course enrolment, and the PSYCH 499 Application for students without the course prerequisites (e.g., PSYCH average between 81%-81.9%).

The topic of the honours thesis will be based on a combination of the interests of the student and his/her thesis supervisor. One approach for selecting an honours thesis topic is for the student to first find a thesis supervisor who has similar interests to his/her own, and then for the student and the thesis supervisor to develop an honours thesis proposal which compliments the faculty member's current research. Alternatively, some students have more specific research interests and will seek an appropriate thesis supervisor. Students are advised against developing an honours thesis project in too much detail before securing a thesis supervisor.

Review some of the honours thesis titles recently supervised by our faculty members.

See research interests of individual faculty members in the next section.

Each student who enrols in PSYCH 499 must find their own supervisor for his/her honours thesis project. A thesis supervisor must be finalized by the eighth day of classes for the PSYCH 499A term.

Full-time faculty members in the UW Psychology Department, and the four Psychology faculty members at St. Jerome's are all potential thesis supervisors. Think carefully about what you want to tell faculty members about yourself before making contact (think 'foot-in-the-door'). For example, inform a potential supervisor of the following:

• for which school terms you are seeking a thesis supervisor (If not planning to do PSYCH 499 over back-to-back school terms, please explain why, e.g., co-op work term).
• why you are interested in doing an honours thesis
• the program that you are enrolled in (e.g., BA versus BSc, co-op versus regular stream)
• your year of study and target date for graduation
• when you will complete the prerequisites for enrolment in PSYCH 499A
• your cumulative overall and psychology average (highlight improvement if applicable)
• your grades for research methods and statistics courses
• your educational and career goals
• your volunteer/work experience that you have had previously and with whom
• Did you work in his/her lab as a volunteer or paid research assistant?
• Did you take a course with him/her previously?
• Have you read articles that he/she wrote?
• Do his/her interests relate to your interests for studies at the graduate level and/or future employment?
• Were you referred by someone and why?

The search for a thesis supervisor will be easier if you establish rapport during second and third year with faculty members who are potential thesis supervisors. Ways to network with faculty members include the following:

• get involved in the faculty member's lab. See ' Research experience ' on the Psychology undergraduate website for further details
• the Associate Chair for Undergraduate Affairs - currently Stephanie Denison
• faculty members who attended the school(s) you are interested in applying to in the future. See the Psychology Department's Faculty listing for details
• faculty members who have interests that relate to your future plans. See Research interests of faculty members in our department.
• faculty members whose labs you worked or volunteered in
• be an active participant in the class discussions for the advanced research methods courses (PSYCH 389, 390) and honours seminars (PSYCH 453-463).
• enrol in a directed studies course (PSYCH 480-486) where you will receive one-on-one supervision from a faculty member. See the course application form for further details
• read articles that the faculty member has written and discuss the material with him/her
• attend departmental colloquia and divisional seminars where students can engage in discussions with faculty members about the material presented. Postings appear on the right sidebar of the Psychology Department home page

You may find that some faculty members that you approach will have already committed to supervising as many honours thesis projects as they feel able to handle for a given year. Be persistent in your search for a thesis supervisor and do not feel discouraged if you need to approach several (i.e., six or eight) people.

If you are unable to obtain a thesis supervisor, please speak to the PSYCH 499 coordinator .

Faculty members other than the thesis supervisor can also be very useful resources during the course of the thesis project. Feel free to discuss your thesis work with any relevant faculty (or graduate students).

Research interests of the faculty members in the Psychology Department and recent honours theses supervised

For research interests of faculty members please refer to the "Our People" page in the main menu and click on the faculty member's name. You can sort the list by "Name" or "Area of Study". Note that faculty members may not be available to supervise honours theses during sabbatical dates indicated on the web site.

For recent honours theses supervised by individual faculty members please refer to the honours theses supervised website.

Refer to the course enrolment information/instructions on the PSYCH 499 website.

The honours thesis (PSYCH 499A/B/C) is worth 1.5 units (i.e., 3 term courses). Students may not enrol for all of PSYCH 499A/B/C in one term. Students should consult with their thesis supervisor regarding the appropriate class enrolment sequence for PSYCH 499. Students can spread the class enrolment for PSYCH 499A, 499B, and 499C over three terms beginning in the 3B term or over two terms beginning in 4A. Those choosing to do the honours thesis over two terms will enrol in PSYCH 499A/B in 4A and PSYCH 499C in 4B. Alternative sequencing (e.g., 499A/B/C over three terms) should be discussed with the thesis supervisor. Although students can start an honours thesis in any term, the Fall term is typically recommended.

Factors that students should consider when deciding which terms to enrol for PSYCH 499A/B/C:

• When will the prerequisites for PSYCH 499 be completed? For example, Honours Psych & Arts and Business Co-op students will not enrol in PSYCH 499A until the 4A term because the prerequisites for PSYCH 499 won't be completed until the 3B term.
• Will the thesis supervisor be available to supervise the project during the terms that the student proposes to enrol for PSYCH 499A/B/C (e.g., is the supervisor planning a sabbatical leave or to retire)?
• For co-op students, how will the work/school sequence interfere with the project?
• The amount of time necessary to obtain ethics clearance varies depending on the participants required and research design.
• When is the optimal timing for data collection? For example, if PSYCH 101 students will be participants for the study, one has to consider the ratio of PSYCH 101 students to researchers that are available in a given term. The Fall term is typically the best time to collect data from this population, Winter term second best, and the Spring term the poorest.
• What other responsibilities does the student have (e.g., course selections, personal circumstances) in a given term?
• The thesis supervisor requires a sufficient amount of time to get to know the student before he/she is asked to write the student reference letters (e.g., for applications for graduate school, scholarships, or employment).

Details are provided in the next 3 sections regarding the course requirements for each of PSYCH 499A, 499B, and 499C.

Students should be diligent about their responsibilities for the honours thesis. Procrastination leads to delays in firming up the research proposal, doing the oral presentation, obtaining ethics clearance, and beginning data collection. Ultimately procrastination can lead to poor quality work and/or a postponement of graduation.

Students should consult with their thesis supervisor and the Psychology undergraduate advisor before dropping any of PSYCH 499A, 499B, or 499C.

• If a student wants to drop any of PSYCH 499A, 499B, and 499C in the current term, the individual course requests are governed by the same course drop deadlines and penalties (e.g., WD and WF grades) as other courses. Refer to important dates on Quest.
• Dropping PSYCH 499B and/or PSYCH 499C in the current term does not remove PSYCH 499A or PSYCH 499B from earlier terms.
• If a student does not complete the honours thesis, any INC (incomplete) grades for PSYCH 499A/B/C will be converted to FTC (Failure to Complete = 32% in the average calculations). Further, any IP (In Progress) grades for PSYCH 499A/B/C will be converted to FTC (=32%).
• Honours students with INC and/or IP grades will be unable to graduate (e.g., with a General BA in Psych) until those grades are replaced by a final grade(s) (e.g., 32%) and the grade(s) has been factored into the average calculation. In such cases, the student must meet all graduation requirements, including overall average, Psychology average and minimum number of courses required.
• Those who want any grades (e.g., INC, IP, WD, WF, FTC, 32%) for PSYCH 499 removed from their records are advised to submit a petition to the Examinations and Standings Committee. Before doing so, they should consult with the Psychology undergraduate advisor.

Course requirements for PSYCH 499A - progress report and thesis reviewer nominations

Students should attend the honours thesis orientation meeting during the PSYCH 499A term even if they attended a meeting during second or third year. The meeting is usually the first week of classes each academic term. The official date and time will be posted on the PSYCH 499 website . At the meeting, the PSYCH 499 coordinator will describe what is involved in doing an honours thesis and answer questions. Students will also receive information regarding library resources and procedures for obtaining ethics clearance.

Students must report the name of their thesis supervisor to the PSYCH 499 course administrator in the Psychology Undergraduate Office by the eighth day of classes for the PSYCH 499A term. During the PSYCH 499A term, students must

• conduct background research on the thesis topic (e.g., formulate a research question, review relevant literature, formulate major hypotheses)
• nominate potential thesis reviewers
• submit a progress report to the PSYCH 499 coordinator .

Progress reports

Progress reports are due the last day classes for the PSYCH 499A term. The thesis supervisor must sign the progress report before it is submitted to the PSYCH 499 coordinator . Submit the progress report directly to the course coordinator's mailbox in PAS 3021A or via email, cc'ing the course administrato r and your supervisor to give confirmation that they have "signed off" on your progress report (this can pose as the signature). Students should keep a copy of their progress report because the reports will not be returned. The PSYCH 499 coordinator will contact individual students by email if there is a problem with their progress report.

The progress report should be about 5-10 pages in length and include the following information:

• a title page identifying the document as a "PSYCH 499A Progress Report", with the proposed title of the project; student's name, address, telephone number, and email address; the student's ID number, the name of the honours thesis supervisor; and the signature of the supervisor indicating that he or she has read the report and approved it;
• a statement of the general topic of the proposed research;
• a brief account of the background literature the student has read, together with a brief explanation of its relevance for the project;
• a clear statement of the research questions and/or the major hypotheses that the study will address;
• a brief statement of the further steps that will be necessary to complete (e.g., settling on a research design, etc.) before the student will be ready to submit a research proposal and do an oral presentation.

PSYCH 499A students who are not concurrently enrolled in PSYCH 499B typically do not have a fully developed research proposal by the end of the first term of PSYCH 499. The progress reports should be submitted on time and should include as much detail regarding the research proposal as possible (see next section for further details).

Some PSYCH 499A students who are not concurrently enrolled in PSYCH 499B will firm up their research proposals earlier than expected and will want to do, and are encouraged to do, the oral presentation of the research proposal in the first term of PSYCH 499 (see next section for further details). In these cases, the IP (In Progress) grade for PSYCH 499B will be applied to the academic term in which the student formally enrols for PSYCH 499B.

Students who submit progress reports will receive an IP (In Progress) grade for PSYCH 499A; those who do not will receive an INC (Incomplete) grade for PSYCH 499A. INC and IP grades for PSYCH 499 do not impact on average calculations and students with either of these grades can be considered for the Dean's honours list. However, students with INC grades are not eligible for scholarship consideration. Note that INC grades convert to FTC (failure to complete = 32%) after 70 days.

Thesis reviewer

The thesis reviewer is due by the last day of classes for the term for students who enrol in PSYCH 499A only and they are due by the end of the third week of the term for students who enrol concurrently in PSYCH 499A/B.  You will work with your supervisor to decide who would be a strong reviewer and will plan this out with that reviewer. Once your reviewer is determined, please email the course administrator . The thesis reviewer’s duties will include reading the thesis proposal and attending the oral presentation in the PSYCH 499B term and reading and grading the final thesis at the end of the PSYCH 499C term.

Full-time faculty members in the UW Psychology Department and the four Psychology faculty members at St. Jerome's are all potential thesis reviewers. (Note: the student’s thesis supervisor cannot be the thesis reviewer). Students may consult with their thesis supervisors for advice about which faculty members to request as potential thesis reviewers. Several types of considerations might guide whom students seek as potential reviewers. For example, a student may seek a reviewer who has expertise in the topic they are studying, or they may seek breadth by requesting a reviewer with expertise in a quite distinct area of study, or they may seek a reviewer who has expertise in a relevant type of statistical analysis. It is up to the student, in consultation with their supervisor, to determine what factors to prioritise in selecting potential reviewers.

Course requirements for PSYCH 499B - oral presentation of the thesis proposal

During the PSYCH 499B term, students must finalize the research proposal for their honours thesis project and present this information orally to their thesis reviewer and the student’s thesis supervisor. Although the presentation is not graded, it is a course requirement that must precede the completed thesis. The presentation gives the student an opportunity to discuss their research proposals with a wider audience and to receive feedback regarding their literature review and the scope, design, testing procedures, etc., for their projects.

It is also essential that students who are doing an empirical research project involving human or animal participants formally apply for ethics clearance, and that they receive ethics clearance before beginning data collection (see 'Obtaining Ethics Clearance for Research with Human or Animal Participants' for further details).

Students should contact the   PSYCH 499 course administrator in the Psychology Undergraduate Office early in the PSYCH 499B term to book the date and time for their oral presentation. When booking, students are asked to indicate if they will be presenting virtually, or in-person and should mention if the presentation is open to other students to attend. Students are asked to book their presentation as early as possible to ensure space is available The thesis reviewer will attend and conduct the presentation. Presentations occur during the first three months of each term (available dates/times and current presentation schedule are posted on the PSYCH 499 website ). The presentation should be 25 minutes in length followed by a 25 minute period for discussion and questions. Students are encouraged to attend other students' presentations when available.

A written version of the research proposal must be submitted to the mailbox or email of the thesis reviewer at least two business days prior to the scheduled date of the student's oral presentation of the proposal (meaning no later than 4:30pm Thursday for a Tuesday presentation). For empirical research projects, the proposal must include the following: a title page identifying the document as a "PSYCH 499B Research Proposal"; a brief review of the relevant scientific literature; a clear statement of the research question and major hypotheses to be examined; the planned method, including the number and types of participants, the design, the task or tests to be given, and the procedure to be used; the statistical tests and comparisons that are planned; and the expected date for beginning data collection. For a theoretical research project, the proposal must include a clear review of the issues, theories, or constructs to be analyzed; a description of the scholarly database to be used (including a list of important references); and a clear account of the intended contribution of the work (i.e., how it will advance understanding).

The research proposal must be approved and signed by the student's thesis supervisor before the proposal is submitted to the thesis reviewer . Students can get a better idea of the content and format required for the research proposal by referring to the methods section of completed honours theses. Students should keep a copy of their research proposal because the copy that is submitted to the  thesis reviewer will not be returned.

All PSYCH 499 students must complete the ' TCPS 2 Tutorial Course on Research Ethics (CORE) ' before the research ethics application on which they are named is submitted for approval. In addition, all PSYCH 499 students must complete a "Researcher Training" session with the REG Coordinator .

Students who have completed the oral presentation requirement will receive an IP (In Progress) grade for PSYCH 499B; those who have not will receive an INC (Incomplete) grade for PSYCH 499B. INC and IP grades for PSYCH 499 do not impact on average calculations and students with either of these grades can be considered for the Dean's honours list. However, students with INC grades are not eligible for scholarship consideration. Note that INC grades convert to FTC (failure to complete = 32%) after 70 days.

Students who enrol in PSYCH 499A and 499B in the same term and satisfy the oral presentation requirement that term will not be required to also submit a progress report.

On-line surveys

Honours thesis students who require assistance regarding research software and the development of on-line surveys, beyond advice from the honours thesis supervisor, may wish to seek advice from Bill Eickmeier (Computer Systems Manager and Research Programmer; PAS 4008; ext 36638; email  [email protected] ). Students are expected to manage much of this process independently and will be given access to a self-help website. Most students will be able to work independently using a Qualtrics account provided by the thesis supervisor, or using the  web form template notes  Bill has posted on the web. However, Bill is available to provide additional guidance if he is given at least three to four weeks advance notice.

Caution regarding off-campus data collection

If you are planning to collect data off-campus, please read carefully the " Field Work Risk Management " requirements provided by the University of Waterloo Safety Office. "Field Work" refers to any activity undertaken by members of the university in any location external to University of Waterloo campuses for the purpose of research, study, training or learning.

We assume that insurance for private vehicles is up to the owners and that insurance for rental vehicles, if applicable, would be through the rental company. Further details of University of Waterloo policies regarding travel .

Please discuss your plans for off-campus data collection with your thesis supervisor and the  PSYCH 499 coordinator in advance to ensure that all bases are covered with regards to waivers, insurance, etc.

In the PSYCH 499C term, students will complete the data collection for their project (see the previous paragraphs if using on-line surveys or doing off-campus data collection), analyze/evaluate the data, and finish writing the honours thesis. The honours thesis must be written in the form indicated by the American Psychological Association (APA) Publication Manual (available at the Bookstore), but may be more abbreviated than a regular journal article. Sample honours theses can be found in the Learn shell.

For an empirical research project, the following sections are required in the thesis:

• introduction (literature review and the hypothesis)
• methods (participants, design, task or test to be given, testing procedures, measures)

It is not necessary to append ORE application forms to the completed honours thesis. However, a copy of the formal notification of ethics clearance is required.

The sections and subsections required for theoretical papers will be slightly different than for empirical research projects, and will vary according to the topic being studied. If possible, students should plan the layout for the theoretical paper in the PSYCH 499B term because the plan may guide their literature review. Students should consult with their thesis supervisor and the  PSYCH 499 coordinator  about the layout.

Normally students will receive feedback from their thesis supervisor on at least one or two (and often more) drafts of the thesis before the final paper is submitted for marking. Be sure to leave adequate time for this process.

Submitting the thesis for marking

The final version of the thesis is due the last day the class period for the PSYCH 499C term.  However, due dates do change each term dependent on grade submission deadlines held by the registrar’s office, so it is important to follow the due date on our official due date page.  See 'Extensions on the thesis submission deadline' below regarding requests for extensions.

In order for the Psychology Department to track theses that are submitted for marking and ensure that marks are forwarded to the Registrar's Office as quickly as possible, students must submit an electronic copy of the honours thesis to  the PSYCH 499 course administrator  who will coordinate grading by the thesis supervisor and the thesis reviewer , and will submit PSYCH 499 grades to the Registrar's Office. The honours thesis does not need to be signed by the thesis supervisor. The marking process is as follows:

• Receipt of the thesis will be recorded and an electronic copy of the thesis will be forwarded to the student's thesis supervisor and reviewer with a grading form for comments.
• The thesis supervisor will return the grading form with comments and a grade recommendation to the PSYCH 499 course administrator and the thesis reviewer.
• The thesis reviewer will be responsible for assigning the final grade and will return the completed grading form to the PSYCH 499 course administrator .
• T he PSYCH 499 course administrator will notify the student and the Registrar's Office of the final grade. The final numerical grade for the thesis will be recorded for each of PSYCH 499A, 499B, and 499C.
• Page 2 of the grading form will be returned to the student.

Extensions on the thesis submission deadline

We will do our best to ensure that students graduate at the preferred convocation date; however, we cannot guarantee that students who submit honours theses for marking after the deadline will be able to graduate at the preferred convocation date.

Students should refer to the PSYCH 499 website on a regular basis for information regarding PSYCH 499 deadlines that may affect the target date for submitting the honours thesis for marking (e.g., for getting one's name on the convocation program, for sending transcripts and/or letters regarding completion of the degree to other schools for admission purposes, to be considered for awards, etc.).

We strongly advise that students submit the thesis for marking at least four to six weeks prior to the date of convocation. Further, they should confirm that their thesis supervisor will be available to grade the thesis within a few days following submission of the thesis.

Students who do not submit an honours thesis for marking by the end of the examination period for the PSYCH 499C term require approval for an extension from their thesis supervisor. After speaking with the thesis supervisor, the student must report the revised date of completion to the PSYCH 499 course administrator . They will be given an IP (In Progress) grade for PSYCH 499C if they have done the oral presentation for PSYCH 499B and if they are making reasonable progress on the thesis. Otherwise, an INC (Incomplete) grade will be submitted for PSYCH 499C. INC and IP grades for PSYCH 499 do not impact on average calculations and students with either of these grades can be considered for the Dean's honours list. However, students with INC grades are not eligible for scholarship consideration. Note that INC grades convert to FTC (failure to complete = 32%) after 70 days.

Notes: 1. Honours students with INC and/or IP grades for PSYCH 499ABC will be unable to graduate (e.g., with a General BA in Psychology) until those grades are replaced by final grades (e.g., 32%) and the grades have been factored into the average calculation. In such cases, the student must meet all graduation requirements, including overall average, Psychology average, and minimum number of courses required. 2. If IP grades for all of PSYCH 499ABC remain on the record for 12 months following the PSYCH 499C term, the Registrar's Office will convert the IP grades to FTC (failure to complete = 32%). If this occurs, consult with the Psychology undergraduate advisor regarding your options.

Capture your thesis on video!

As of Fall 2012, we are asking honours thesis students if they'd like to take part in a voluntary "video snapshot" of their work. This is a great way to tell others about your thesis, and your experience at the University of Waterloo.

Upon completion of your thesis and submission of your 499C document, we are asking students to arrange for someone from their supervisor's lab to take a short 1-2 minute video clip of you the student.  In that video, we'd like to hear a 'grand summary of what you researched, and what you found out'. We'd also love to hear about 'what you learned in the honours thesis course'.

These video clips can be taken with a smartphone (or other video camera), then emailed to the PSYCH 499 coordinator  or the PSYCH 499 course administrator . Alternatively you can arrange a time to be videotaped by the course administrator (ideally when handing in your 499C final thesis document).

Completing a video is optional, and should be done ideally within two weeks of submission of your thesis. Whether or not you choose to capture your thesis on video will in no way affect your grade in the 499 honours thesis course. Once we have reviewed the video we will upload it to our Psychology website for general viewing by the public. Permission forms to release your photo/video on the Department of Psychology’s website will be available from the  PSYCH 499 coordinator . The Model Release Form can also be found on Waterloo's Creative Services website.

Convocation awards

Each year the Psychology Department nominates a student(s) for the following awards: Governor General Silver Medal (university level), the Alumni Gold Medal (faculty level), and the Psychology Departmental convocation award. These awards are only given at the June convocation. Typically, only honours students who have final grades for all course work, including the honours thesis, by the first week of May can be considered for these awards. Students whose overall and Psychology averages fall in the 88-100% range are strongly encouraged to adhere to the thesis submission deadlines noted above.

The Office of Research Ethics (ORE) at the University of Waterloo is responsible for the ethics review and clearance of all research conducted on and off-campus by University of Waterloo students, staff, and faculty that involves human and animal (live, non-human vertebrates) participants.

Research involving human or animal participants must not begin until notification of full ethics clearance has been provided by the ORE.

Information regarding the application and ethics review process for research involving human participants is available on the Office of Research Ethics web site. However, specific information regarding the ethics application process for Honours thesis research is provided below.

Information regarding the application and ethics review process for research involving animals is also available on the Office of Research Ethics web site.

For individual contacts in the ORE, see 'Contacts' in this handbook.

Ethics Application: Once the rationale and hypotheses for the thesis project have been formulated and basic design and procedures have been determined, the student may submit the project for ethics review and clearance.

In order to ensure that students have a good understanding of the ethics review process and guidelines they are required to complete the TCPS2 -2022 CORE Tutorial (described below) prior to preparing your ethics application.

Upon completion of the CORE Tutorial, the student may begin the ethics application by signing onto the Kuali System for Ethics located at UWaterloo Ethics either starting the application on their own, or having the Thesis Advisor begin it. Please note that the student will need to have accessed the Kuali system in order for the Advisor to add them to the protocol. The advisor should be listed as the Principal Investigator and the level of research should be Senior Honours Thesis.

All Thesis projects require new ethics unless alternative arrangements have been made to make use of a currently running project. This should be discussed with the thesis advisor and approval should be obtained from the department to create an amendment for the project.

Upon receipt of Full Ethics Clearance, and if the student and supervisor are sure that there will be no revisions to the design or procedures, then data collection may begin. Whenever possible though, we encourage you to complete the Research Proposal and Oral Presentation before you begin data collection.

Note that procedures for applying for ethics clearance vary according to the type of sample -- for example, university students versus children in the Early Childhood Education Centre, etc. Further details are provided below.

Study Modifications: Based on feedback provided at the student’s Oral Presentation, the student and thesis supervisor may decide to make some modifications to the research plans. If the ethics application has not yet been submitted for review, then the changes can be incorporated into the application. If you have received ethics clearance, then you will need to submit an amendment by logging into Kuali and selecting the amendment option from the right hand side.

Human Participants in Research

Honours Thesis students must read and be familiar with the University of Waterloo guidelines and procedures for conducting research with human participants before submitting their applications for ethics clearance to conduct research.

The following is an excerpt from the guidelines:

“The ethics review process is intended to offer a level of assurance to research participants, the investigators and the University that research participants will be involved in ethically sound and well-designed research, and will be engaged in a prior consent process that is fully informed and voluntary. The ethics review process also ensures adequate protection of individuals’ privacy as well as confidentiality of information they provide. In addition, the ethics review process increases the probability that all known and anticipated risks associated with the research are identified and adequately communicated to participants prior to participation. Moreover, it ensures that the known and potential risks are judged to be outweighed by potential benefits from conducting the research. Procedures used to recruit participants are examined to ensure they are free of explicit or implicit coercion and enable participants to withdraw their consent at any time without fear of reprisal.”

Research conducted in the Psychology department follows the ethical guidelines set out in the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans, 2nd edition (TCPS 2 - 2022).

Please note that effective January 1, 2024 you will need to be up to date with your TCPS to include the 2022 version. If you have only completed the TCPS2 you will need to renew your certification.

Associated with the TCPS 2-2022 is an online tutorial called Course on Research Ethics (CORE). CORE is comprised of 9 modules, is self-paced and includes interactive exercises and multi-disciplinary examples. A certificate of completion is provided. CORE replaces and updates the earlier TCPS Tutorial. In order to ensure that you have a better understanding of the ethics review guidelines you are required to complete the CORE Tutorial prior to submitting your ethics application. Please note that if you have already completed the CORE Tutorial as an RA for example, you are not required to complete it again. Upon completion of the CORE Tutorial please send a copy of the Completion Certificate to the DERC Officer . The link to CORE is: http://pre.ethics.gc.ca/eng/education/tutorial-didacticiel/

The particular procedures for applying for ethics clearance for research with human participants depends on the population from which participants are obtained; however, all projects require the submission of an application form to the Office of Research Ethics (ORE).

Note : All research ethics applications must include:

• REG (Sona Description), PSYCPool (email/phone scripts), SLC (Flyer/Poster)
• Information/Consent Letter (+ Post-debriefing Consent if deception)
• Feedback/Appreciation Letter (+ Oral Debriefing if deception)
• Survey/Questionnaire/Interview items/Stimulus Appendices
• Research Proposal

Thesis supervisors and reviewers are given the following guidelines when they are asked to recommend a final grade for the honours thesis:

Each year, the Psychology Department recognizes the achievement of a small number of students who have produced the most outstanding honours theses. Theses will be considered for a thesis award if the thesis supervisor nominates the student and the thesis receives a final grade of 93 or above. Theses submitted for marking after the second Friday in May will not be considered for a thesis award. Nominated theses will be reviewed to select the award recipients and the recipients will be notified by the Psychology Undergraduate Office.

The thesis conference is an informal forum for students to present (orally or in poster format) a summary of their honours thesis to a friendly and enthusiastic audience of their peers and to discuss their work with others who have similar interests.

Registration is required. There is no registration fee for presenters or thesis supervisors and lunch is provided. Participants report that the event is very worthwhile and enjoyable. Clearly a great way to end fourth year!

The conference is typically held at the end of April or early May. If you will be presenting at the conference, data collection for the thesis should be completed by March. You are not required to present a complete analysis of your thesis results at the conference.

Further details about the thesis conference

Failing to adhere to established standards in the conduct of research is a serious offence. Please refer to "Obtaining ethics clearance for research" above for further details.

Students should also familiarize themselves with Policy 71 (Student Academic Discipline Policy) as well as the advice from the Faculty of Arts regarding avoiding academic offences .

Please check the Information Systems & Technology (IST) Department website for information regarding setting up your University of Waterloo computer account, accessing the internet, costs for printing, accessing your account from off-campus, etc. If you are enrolled in the Faculty of Arts, please also check the Arts Computing Office website for information.

The University of Waterloo computer accounts give students free access to applications such as word processing, statistical and graphics packages, spreadsheets, and electronic mail. Students also have access to the internet which allows them to use Waterloo's Electronic Library including the electronic journal article databases. Students are charged for printing and can put money for printing on to their resource account at various locations across campus including PAS 1080 using their WatCard.

It is critical that the University (e.g., administration, instructors, academic advisors, etc.) can reach you reliably by email (e.g., regarding academic standing, degree requirements, deadlines, etc.). If you are using a web email account such as Hotmail or Yahoo, we strongly encourage you to consider using a more reliable email account such as your Waterloo account. Your Waterloo account is just as easy to use from off-campus as other free web accounts but is more secure. You can access your Waterloo account from the " mywaterloo " website.

If you are using an email address other than your Waterloo email address you should do one of the following two things:

• change the email address that you want posted on the university directory, or
• activate your Waterloo account and arrange for the email from your Waterloo account to be forwarded to your alternate email address. The alternate email address will not appear on the university directory.

Intent to Graduate Forms and general convocation information is available on the Registrar's Office website. Students who want to graduate in June must submit an Intent to Graduate Form to the Registrar's Office before March 1. The deadline to apply for  October convocation is August 1. Students who apply to graduate, but do not complete their honours thesis in time to graduate at the preferred convocation must submit another Intent to Graduate Form for the next convocation.

Those who submit their thesis for marking beyond the end of the final examination period for the PSYCH 499C term should refer to " Extensions on the thesis submission deadline " for further details regarding graduation deadlines.

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Examples of research proposals

How to write your research proposal, with examples of good proposals.

Research proposals

Your research proposal is a key part of your application. It tells us about the question you want to answer through your research. It is a chance for you to show your knowledge of the subject area and tell us about the methods you want to use.

We use your research proposal to match you with a supervisor or team of supervisors.

In your proposal, please tell us if you have an interest in the work of a specific academic at York St John. You can get in touch with this academic to discuss your proposal. You can also speak to one of our Research Leads. There is a list of our Research Leads on the Apply page.

When you write your proposal you need to:

• Highlight how it is original or significant
• Explain how it will develop or challenge current knowledge of your subject
• Identify the importance of your research
• Show why you are the right person to do this research
• Research Proposal Example 1 (DOC, 49kB)
• Research Proposal Example 2 (DOC, 0.9MB)
• Research Proposal Example 3 (DOC, 55.5kB)
• Research Proposal Example 4 (DOC, 49.5kB)

Subject specific guidance

• Writing a Humanities PhD Proposal (PDF, 0.1MB)
• Writing a Creative Writing PhD Proposal (PDF, 0.1MB)
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Psychology Honours: Your Research Question

Finding your research question, search frameworks.

• Literature Search Techniques
• Evaluating Sources and Critical Appraisal of Literature
• Traditional or Narrative Literature Reviews
• Scoping Reviews
• Statistics and Research Methods
• Research Methods
• Referencing
• Write and Reference

Defining your research question

You can start by:

• Writing down a broad topic of research interest.
• Brainstorming or mind mapping the specific areas you wish to examine within this topic.
• Tip : The keywords describing these themes and topics can also be your search terms to use later when you are searching for literature. See Keeping a record of your search activity below.
• Determine how to work these themes and ideas into your research question.

Your supervisors will be looking for these key factors in your research question proposal:

• What new knowledge will be generated for the discipline?
• Why is it valuable?
• How can the reader be assured the conclusions will be valid?
• How will you present your findings?

Search frameworks are mnemonics which can help you focus your research question. They are also useful in helping you to identify the concepts and terms you will use in your literature search. There are several frameworks:

• PICO is a search framework commonly used in the health sciences to focus clinical questions:

Variations of PICO include:

• PICOT (which adds T ime)
• PICOS (which adds S tudy design)
• PICOC (which adds  C ontext).

For qualitative questions you can use:

• SPIDER: S ample,  P henomenon of  I nterest,  D esign,  E valuation,  R esearch type  

For questions about causes or risk, there is:

• PEO: P opulation,  E xposure,  O utcomes

For evaluations of interventions or policies, you can use 

• SPICE : S etting,  P opulation or  P erspective,  I ntervention,  C omparison,  E valuation 
• ECLIPSE : E xpectation,  C lient group,  L ocation,  I mpact,  P rofessionals,  SE rvice 

For examples of questions and their related frameworks , see the Question Frameworks from the University of Notre Dame Australia. 

For some information and exercises on using PICO see  Using PICO to frame clinical questions and Using PICO to identify search terms from the National Library of Medicine's training course on Using PubMed in Clinical Practice .

This article shows examples of different frameworks: Kabir, R., et al. (2023). The systematic literature review process: A simple guide for public health and allied health students. International Journal of Research in Medical Sciences, 11 (9), 3498-3506.  https://doi.org/10.18203/2320-6012.ijrms20232496

• You might not need all the elements of your search framework in your search. In a PICO search, you will often need only the P and I elements search concepts/terms.
• Contact your Library Faculty Team for help or advice!  
• << Previous: Home
• Next: Literature Search Techniques >>
• Last Updated: Sep 4, 2024 5:30 PM
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• Honours thesis in psychology

• 1 Finding and working with a supervisor
• 2 Developing a topic
• 3.2 Sections
• 4 Ethical approval
• 5.1 What is a literature review?
• 5.2.1 Topic development
• 5.2.2 Guided reading
• 5.2.4 1st draft
• 5.2.5 2nd draft
• 5.2.6 3rd draft
• 5.2.7 4th draft
• 5.2.8 Tables and figures
• 5.3 Marking criteria
• 5.4 File management
• 5.5 Word processing
• 5.6 Citation management
• 5.7 Relationship to the research article
• 6.1 General tips
• 6.2.1 Formatting
• 6.2.2 Title page
• 6.2.3 Abstract
• 6.2.4 Introduction
• 6.2.5 Method
• 6.2.6 Results
• 6.2.7 Discussion
• 6.2.8 References
• 6.2.9 Appendices
• 7.1 General tips
• 7.2 Structure
• 7.3 Post-submission
• 8 Accessing past theses

Finding and working with a supervisor

Different institutions adopt different approaches to allocating students to research project supervisors. Usually your preferences will be taken into account but without any guarantee that you'll get your first preference. You can follow the processes of the institution and see what you end up with and/or be more proactive and approach supervisors whose work or style is of particular interest.

Some supervisors will offer more pre-defined projects within their specific areas of expertise and interest; others be more open to negotiation. There are pros and cons to each approach. Don't get too hung up and getting exactly the supervisor or project you want. There is plenty to learn about how to do research from any project and supervisor.

Have an initial discussion with your supervisor about how you will work together, including what you expect of each other, when and how you are going to meet, what collaborative tools will be used, and swap contact details. Some student-staff partnerships may wish to go so far as to discuss and co-sign an agreement about mutual expectations. Regardless, the process of the student-staff supervisory relationship itself should be part of ongoing discussions in addition to necessarily focusing on the details of the specific project.

Developing a topic

In the initial stages, don't be in too much of a hurry to nail down a specific topic. Ideas, options, pros, and cons need to be explored before refining the focus. But then, it becomes imperative to be very specific about exactly what this aims, research questions, and hypotheses are for the project.

Following something like these steps, with supervisor guidance, will increase the likelihood of developing a mature, well-considered research focus:

• Generate (brainstorm) possible topics - use blue sky thinking; focus on "why" and "what", don't worry about "how".
• Phrase the topics as research questions .
• Consider pros and cons of each question, including conceptual and methodological issues.
• Narrow the selection of topics (e.g., by merging or grouping some questions, dropping questions, or writing new, improved questions) to no more than three.
• Do some background reading (e.g., identify a few key articles).
• Decide on final topic - express it as a clear research question(s)
• Identify independent and dependent variables .
• Draft hypotheses .

Preparing a research proposal

Developing a research proposal and having it academically reviewed before implementation is strongly recommended for scientific research projects , especially for student research projects. It is much better to find out about potential research design flaws early on, while they can still be addressed, than to find out later (e.g., from examiners).

A research proposal can take different forms depending on the course. For example it might be an oral or poster presentation at a meeting of academic staff and/or fellow students.

Expect to speak about the proposal with some audiovisual material (such as visual slides or a poster). You should also be expected to answer questions about your proposal. It can also be helpful to prepare some questions for the reviewers ahead of time, to seek their advice about areas of concern.

Here's are some ways of presenting research proposals and gathering feedback:

• Presentation share about the key points in the proposal verbally and visually with reviewers and fellow students at a live in-person or virtual gathering, or pre-record the presentation
• Discussion share proposal electronically with peers and create a discussion thread with questions
• Hard-copy poster . Provide easy-to-read, key details about about the proposed study to help reviewers understand the study and provide critique. Keep it simple (no need for glossy printing or lamination) e.g., 9 x A4 sheets (in a 3 x 3 layout) using large font (min. 18 pt) bullet-points could be very effective
• Include copies of relevant additional information (e.g., draft survey)

Reviewers will ask questions, discuss your proposal with you, and provide some written comments for further discussion with your supervisor. You should obtain at least two reviews from academic staff. Fellow students may provide additional feedback. If appropriate, make adjustments to the study's focus and design.

These sections are recommended for research proposals (check with your supervisor for further advice):

• Working title
• Student name
• Supervisor name
• Introduction : A brief review of the literature and justification for why the topic is important.
• Aims & Hypotheses : Concise statement of research question(s) (aims) and briefly how these aims fit into the literature area (justification of your aims). Clearly state the study’s hypotheses (Note: Hypotheses need to be testable – see also Analyses).
• Design : Describe the research design (e.g., experimental, quasi-experimental, or non-experimental, between-subjects or within-subjects, etc.). Consider potential confounds and how they will be dealt with ( internal validity ).
• Participants : Consider the target population , sampling frame , sampling technique, anticipated return rate , sample size and power (demonstrate how the sample size is adequate for your design). Note whether you or your supervisor have a dependent relationship with this target population. Describe how participants will be recruited.
• Materials/Measures : Describe how the independent and dependent measures are to be operationalised and the psychometric properties of proposed measures.
• Procedure : How will the study be carried out? How will the data be collected? What steps will be followed with participants? What will be done with the data?
• Ethical issues : Summarise potential ethical issues and explain how they will be dealt with. Consider whether approval is required from the University’s Committee for Ethics in Human Research or any other organisation.
• Costs : Provide details of any project costs, such as equipment, and how these will be paid. Where possible, students are encouraged to use free materials.
• Analyses : Summarise the planned data analytical techniques for addressing the hypotheses.
• Timeline : Outline key project milestones and their due dates, including ethical clearances. See timeline for more information.
• Appendices : e.g., a copy of the instrumentation to be used, participant information and informed consent statement

Ethical approval

Before doing any research, permission is needed from an appropriate human or animal research ethics authority in the local jurisdiction. Universities have special committees to consider whether research is ethically sound. When the research is on humans, such committees are called a "Human Research Ethics Committee" (HREC) or "Institutional Review Board" (IRB). For animal research, the committee is called something like the "Animal Research Ethics Committee" (AREC). These committees typically have their own application forms for describing the proposed research.

The research supervisor(s) should help in the preparation of the ethics application. There may also be classes which provide general guidance about ethical principles for research.

For more information, see:

• Australian code for the responsible conduct of research
• Human ethics (University of Canberra)
• Some general advice on how to respond to ethics committee requests for changes

Developing a literature review

What is a literature review.

A literature review identifies a particular research question, establishes its importance, and summarises, reviews, and critiques key theory and research. Finally, the literature review weighs the strengths and limitations of the existing literature and recommends future directions.

Present an APA style manuscript which presents a review of key theoretical and research literature about the topic/problem and which is ready for submission to a journal for publication.

Drafting process

Here is a suggested stage-by-stage drafting process:

Topic development

• Brainstorm (cast the net widely initially).
• Sort through, merge, discard, and prioritise these ideas.
• Whittle down
• research question
• draft title
• identify a gap/problem
• contribute a useful review to the existing literature

Guided reading

• Reading can go on for ever, so it is important to become systematic.
• Develop a bibliography of key references about the topic.
• Major literature reviews (especially recent systematic and meta-analytic reviews).
• Highly cited, peer reviewed, published articles relevant psychological theory and specific research studies.
• Access these references.
• Read the references, making notes about key points relevant to the topic.

Develop a 2 to 3 page outline of the chapter and discuss with the thesis supervisor:

• Example plan
• ~2-3 pages or 300-500 words
• Introduce and describe the topic/problem, establish its importance, familiarise the reader with key terminology/concepts, show familiarity with the key literature, establish the research question, and orient the reader to the direction of the review.
• Include major citations
• By the end of this section a reader should be clear about the purpose, need for, and focus of the review.
• Major content headings which will provide a critical review of key theory and research
• This will help to ensure a balanced plan which will fit into the overall word count
• It also helps with "chunking" the drafting process into smaller sections.
• The literature review is worth 40% of the 10,000 to 12,000 word thesis; on a proportional basis then the literature review could be 4,000 to 4,800 words, but often it is longer, up to perhaps ~7,000 words.
• Indicate any questions about aspects of the plan which you'd like to flag for discussion.
• It can be helpful to model the literature review on a favourite article (or thesis) - have a close look at the heading structure.
• Consider using the ' [1] ' in which the review starts broadly and gradually narrows down to focus on a specific problem.
• Seek feedback about the plan for the thesis supervisor, discuss, and revise the plan.
• Turn the plan into a first draft by fleshing out the dot points into paragraphs.
• Aim for a "Pass" standard.
• May include specific comments or questions students want to address to supervisor.
• Seek supervisor feedback.
• Turn the 1st draft into a 2nd draft by rewriting, addressing supervisor feedback.
• Aim for a "Credit" standard.
• Seek supervisor feedback via electronic Comments and Tracked Changes.
• Turn the 2nd draft into a 3rd draft by rewriting, addressing supervisor feedback.
• Aim for a "Distinction" standard.
• Seek peer/other feedback via electronic Comments and Tracked Changes.
• Turn the 3rd draft into a 4th draft by rewriting, addressing peer/other feedback.
• Aim for a "High Distinction" standard.

Tables and figures

• Use of tables and figures to illustrate theories or conceptual ideas can be an effective, powerful way to communicate (e.g., Example conceptual path diagram )

Marking criteria

• Quality of written expression, spelling, punctuation, and grammar
• Overall impression
• Appropriate title
• Concise summary of problem, relevant literature, and conclusions
• Importance, relevance, and context of issue established
• Theoretical or conceptual framework established
• Appropriate scope (depth and breadth)
• Appropriate quality and quantity of citations
• Consideration of alternative perspectives
• Appropriate emphasis on the most important and relevant research
• Critical interpretation of the research and its implication
• Summary of literature
• Implications and recommendations
• Make revisions to more clearly address the marking criteria.

File management

• Smart word-processing techniques from the outset will pay off down the track.
• 00 Proposal
• 10 Literature review
• 11 Research article
• 20 Appendices
• 30 Final version
• Prepare the thesis sections as separate documents, with major drafts saved as different files using a systematic numbering system e.g.,
• Literature review 1.docx, Literature review 2.docx etc. or
• Literature review_2016_04_21, Literature review_2016_05_04 etc.
• Make sure there are external copies around in case something goes pear-shaped.
• e.g., use automated cloud-based backup storage or manually email your latest versions to peers and/or supervisor

Word processing

• Using Heading 1, 2, 3 etc. styles for headings (this will facilitate consistent styling and generation of Tables of Contents)
• Similarly, style-based captions for Tables and Figures could be used.
• Consider using a downloadable APA style template e.g., Paul Rose

Citation management

• Source citations and reference list generation can be done manually or use citation management software; regardless, be organised and systematic from the outset in collecting, using, citing, and referencing key sources.

Relationship to the research article

• The focus of the literature review may well be similar to, but its purpose should differ from, the research study.
• The literature review provides a critical review of theory and research about a specific topic and makes recommendations about future directions.
• The research article identifies a gap in the literature and reports about an original study designed to address this gap.
• The literature review will be longer than the introduction to the research article.
• The literature review may be broader in scope than the introduction to the research article.
• The introduction to the research article should state specific research question(s) and/or hypotheses to guide the study.
• Avoid presenting duplicate sentences in the literature review and introduction to the research article (self-plagiarism).

Developing a research article

This workshop discusses development of the main sections and content for a publication-ready psychological research study manuscript.

General tips

• Model the manuscript on one or more top-level examples
• Fellow students
• Online social networks
• Pay attention to the marking criteria [2]

Structure and content

This section covers the key components of a research manuscript.

Use APA style , paying particular attention to:

• Page orientation and margins
• Running head and page numbering
• Font type and size
• Heading styles [3]
• Paragraph style
• Quality of written expression
• Spelling and grammar
• Citation style
• Tables and Figures
• Provide an APA style Title page for the manuscript (a separate title/cover page is needed for the whole thesis)
• Use student number instead of author name (for blind review)
• Strive for an accurate, cogent 10-15 word title
• Probably the most important yet poorly written section of a manuscript
• Like the first few seconds of a job interview, the Abstract makes an early impression on the reader
• Deserves more drafting than any other section
• 150 - 250 words
• An Abstract reader should be able to walk away with a clear understanding of the study, its findings, and the implications.
• Keywords - include up to 5

Introduction

• ~1 page introduction to, and overview of, the topic/problem, explaining key constructs and their possible relations.
• May be organised with several headings
• Critical review of key theory and research with regard to a problem or question
• Avoid extraneous matters - provide a disciplined focus around a central purpose
• Set up a narrative that leads logically into the research question and hypotheses
• Conclude the critical review narrative
• Consider clearly stating a research question
• Propose and outline rationale for hypotheses to be tested
• A common problem is a pedestrian description of the sample
• Strive to offer clear insight into who participated in the study
• A litmus test is whether someone on the other side of the world in 50 years time will understand what kind of responses were in the sample
• Understanding of results and their interpretation
• Replication
• Avoid extraneous detail
• Optional - usually only for complex designs or unusual analytic techniques
• Provide a brief, high-level overview of the process using to screen the data
• Generally, avoid presenting extensive descriptive statistics etc. which are not tied to addressing specific hypotheses
• Use the hypotheses as the key organising structure
• Explain how each analysis was conducted and why and present and explain the results in a clear, understandable way
• Avoid interpretative discussion
• The Discussion book-ends the article, along the the Introduction. It should be possible to read from the Introduction and into the Discussion, skipping the technical Method and Results sections, and be able to understand the research study, its findings, and implications.
• A common problem is quickly-written, insufficiently drafted, a|nd somewhat pedestrian or immature Discussion sections.
• While some summary of results is appropriate, focus on the forest rather the trees , and interpret the results in light of the theories and previous research considered in the Introduction.
• Include a conclusion, with recommendations about practical implications and future research directions
• Check that all citations are referenced and all references are cited.
• Use APA style, including the latest doi formatting .
• Optional, use sparingly (e.g., for measurement items that haven't previously been published)
• Only include what a journal would realistically consider publishing
• More extensive appendices can be included for the thesis itself, but not for the research article manuscript (e.g., a full copy of a questionnaire)

Thesis preparation

This workshop discusses the final stages of thesis preparation, including overall thesis structure, marking criteria, submission, examination, and the publication process.

• PDF Split and Merge
• Online PDF merger (Google search)
• Consider printing out the penultimate draft and reviewing - this will likely help to identify areas for improvement that wouldn't have been identified electronically
• Ask the supervisor to have a look over the final package
• Seek peer review from as many others as possible - consider providing targeted questions to reviewers to help get focused reviews. For example, some reviewers might be best used by focusing on spelling and grammar etc., others may scrutinise use of APA style , and others may be able to provide bigger picture feedback about how easy the concepts are to understand.
• Self-examine the thesis against the marking criteria. In general, the correlation between self-marking and examiner-marking is reasonably high if you try to be objective. Chances are, if you make objective use of the marking criteria, you will be aware of the main areas of strength and weakness in the thesis.
• embed Tables and Figures (involves more work in order to avoid splitting across pages and later in moving to the end of the manuscript prior to journal submission)
• place tables and figures at the end (as per APA style, but maybe not as user friendly for a reader)
• Coversheet (as a single PDF document)
• Thesis (as a single PDF document; use your student number instead of your name; the name of the files should be the title of the thesis)
• A word processing copy of the thesis file(s) so that the word count can be checked
• Evidence of HREC-compliant institutional data file storage and archiving (to allow verification of analysis). This could include confirmation from the HREC that the project completion checklist has been completed or an email from the supervisor stating the data has been appropriately stored as per the HREC application description
• Output file(s) (to allow verification of analysis, in pdf or spv or data+syntax)
• Provide receipts and request for reimbursement via email to the Honours Course Convenor by the thesis due date/time. Details of this process are available on the Thesis Submission module on Canvas.
• In addition, there are human research ethics committee requirements to finalise a project, which include ensuring your supervisor has read/write access to the ethics submission and has copies of relevant documents, removing raw data from any other locations (e.g., survey hosting sites, talk to your supervisor first), contacting any participants who wanted further information with a summary of the project, and ensuring any prize draws etc. have been completed and allocated.

It is important to be clear about the overall thesis structure and purpose of each section:

• Thesis title page
• Acknowledgements
• Table of contents
• Research article (an APA style manuscript)
• Appendices (optional)

Post-submission

• Make an appointment with the thesis supervisor for as soon as possible after marks and feedback are released to debrief the project and plan next steps towards submitting for publication
• Thesis marks and feedback for on-time submissions by the original due date will be provided on the official Semester 2 university results release day
• Consider depositing the thesis into the university research repository so that it is publically available and has a permanent URL. This does not undermine or preclude journal publication.
• Identify a target list of peer-reviewed academic journals and rank them
• Revise the research article (and/or literature review) based on examiner feedback, debrief with supervisor, and target journal author requirements
• Submit the literature review and/or research article to a journal for publication
• Apply for a thesis publication award by 30 May in the year following thesis enrolment
• Provide feedback about your experience of this course via the Student Experience Survey

Accessing past theses

To access past theses, options include:

• Ask your supervisor, or other supervisors, who may be able to share electronic copies of past theses
• Guidelines for a 4th year Honours thesis in psychology
• Marking criteria guidelines

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PSYCHOL 4200A - Honours Thesis in Psychology: Part 1

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Writing an Honours Thesis Proposal

How do you write an honours thesis proposal - here be some tips!

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This book has been authored with PhD scholars in mind. The author believes that this would be a good starting point for these scholars. The following chapters have been included: Chapters: 1. Introduction to Thesis Writing 2. Choosing a Topic and Developing a Thesis Statement 3. Conducting Literature Review 4. Methodology and Data Collection 5. Writing the Introduction and Background of Your Thesis 6. Presenting Your Findings and Analysis 7. Writing the Discussion and Conclusion of Your Thesis 8. Formatting and Structuring Your Thesis 9. Referencing and Citations 10. Defending Your Thesis: Preparing for the Viva Voce 11. Revising and Editing Your Thesis 12. Time Management and Staying on Track 13. Overcoming Writer's Block and Staying Motivated 14. Using Technology and Tools to Enhance Your Thesis Writing Process 15. Publishing Your Thesis and Next Steps. 16. Data visualization 17. Statistical tools This book also contains tips about choosing an ideal thesis topic. It also warns the student about the various pitfalls involved in choosing a research topic. The topic on referencing citations would be very useful for even a novice researcher. This book also introduces the researcher to the myriad of software tools that are available to the scholar. Using these software tools would make the life of the researcher that much easier.

Tadesse Fufa

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Key Elements of Psychology Research Proposals + Sample Templates

Table of Contents

Need help writing a research proposal for your psychology study? Then you’ve come to the right place! In this article, we’ll guide you through the key elements you should include for a winning proposal. We’ll also share a  research proposal sample psychology that you can refer to! With a well-written research proposal, you’ll be able to showcase the significance of your study. Plus, it can impress potential reviewers and secure the necessary funding for your project.

What is a Psychology Research Proposal?

A psychology research proposal outlines a proposed study consisting of the objectives, hypotheses, methods, and expected outcomes . This document serves as the blueprint for conducting a successful experiment or data collection effort in the field of psychology. Research proposals are often required by granting agencies or academic institutions. Taking the time to create an effective proposal is essential for ensuring the success of any research project.

Key Elements of Psychology Research Proposals

The section you should include in a research proposal depend on the requirements set by your professor or grant agency. But in general, research proposals will need to have the following key elements:

Research Topic

This is the main focus of the research proposal. It should be explained clearly and concisely. This section aims to:

• Identify the specific area of psychology that will be explored.
• Provide a brief overview of existing knowledge on the subject.
• Outline the objectives and goals of the proposed study.

Research Questions

A list of research questions should be included in the proposal to help guide the study’s investigation. These can range from broad inquiries into a given topic to more specific queries regarding certain aspects or areas related to the topic.

Literature Review

An effective literature review serves two essential purposes:

• It provides an overview of the current understanding of the topic.
• Demonstrates that the researcher has conducted adequate background research to develop an informed hypothesis.

Hypothesis/Research Objectives

The hypothesis forms the basis of the research project and outlines what the researcher expects to find. It should also include any specific objectives associated with testing the hypothesis.

Methodology

This sections focuses on the methods used to conduct the study. It provides information on the study’s sample size, participant demographics, research environment, data collection techniques, and so on.

Data Analysis Plan

Once data has been collected, it must be analyzed to draw meaningful conclusions. Outlining a data analysis plan helps ensure that all relevant aspects are considered during analysis.

Expected Results

You won’t be able to predict precisely how an experiment will play out. But you can still give some insight into expected outcomes based on available evidence. This will allow readers to evaluate the validity and practicality of the proposed research project.

Significance and Implications

Explaining the project’s significance gives readers a better idea of why it was conducted in the first place. Detail the potential implications of the findings. This will help others consider the study’s broader application beyond simply answering the research question.

Research Proposal Sample Psychology Template

Introduction.

A. Background of the study : Provide an overview of the studied topic. This includes pertinent facts and figures demonstrating the need for further research. Be sure to include any relevant literature reviews and a concise explanation of the focus of your proposal. B. Rationale/Rationale for Study : Explain why this study should be conducted, including its value to the scientific community. Include evidence from previous studies or theories that may suggest your proposed project’s potential outcomes. C. Hypothesis/Objectives : State your hypothesis or research objectives clearly and succinctly. Describe how you plan to conduct the study and provide detailed information on collecting and analyzing data.

A. Participants : Detail the criteria used to identify and select participants for the study. Specify how many participants are needed and describe their demographic profiles (e.g., age range, gender, education level, etc.). B. Instruments : Identify the instruments (e.g., questionnaires, interviews, surveys) used to collect data and discuss how they were developed and validated. Cite any sources consulted when creating these instruments. C. Procedures : Outline all procedures to be followed during the study, including recruitment methods, data collection techniques, and analysis processes.

D. Data Analysis

Describe the statistical tests to analyze data and explain how results will be interpreted. Make sure to specify whether any ethical issues have been considered when conducting the study and discuss any implications for future research projects.

A. Summarize your study’s purpose, methodology, and findings and make recommendations for future action based on these results. B. Conclude by comprehensively reviewing what has been learned through your work. You can also thank anyone who assisted or supported you throughout the process.

A. Background : Describe the need for research in psychology and how it relates to your study. Give a brief overview of past studies or experiments conducted on the same topic and explain why further exploration is necessary. B. Purpose & Significance : Explain why you are undertaking this research project and what impact it could have on society. Elucidate what questions will be answered by carrying out the proposed study and which theories may be examined as part of the process. C. Objectives : Outline the specific objectives of the research, such as exploring certain phenomena or measuring particular variables. Specify any hypotheses that may be tested during the investigation. D. Study Design & Methodology : Summarize the methods chosen to achieve the project’s aims and justify their selection. Describe key components of the methodology used, including participant selection criteria, data collection techniques, and analysis plans.

A. Overview : Include relevant literature on your research question and discuss its implications. B. Strengths & Limitations : Analyze the strengths and limitations of existing work in the field. You can also identify gaps that need to be filled with further research. C. Synthesis & Recommendations : Present a literature review synthesis and make recommendations for future studies based on your findings.

Results & Analysis

A. Data Collection : Describe how data was collected from participants, such as surveys or interviews, along with details about sample size and demographics. B. Analysis Techniques : Clarify which statistical tools were used for analyzing results, such as linear regression or ANOVA tests. Explain how data was processed before being presented in charts or tables. C. Findings & Implications : Present the key findings from the analysis, commenting on both positive and negative outcomes where applicable. Discuss potential implications for psychological theory, practice, or policy in light of these results.

Discussion & Conclusions

Summarize the main points discussed throughout the paper and reiterate the purpose of the study and its results/implications.

Final Words

 So there you have it: the key elements of a psychology research proposal and some sample templates to get you started. Writing a winning proposal is not easy. But by taking a cue from this  research proposal sample psychology , you can present your project more effectively.

Abir Ghenaiet

Abir is a data analyst and researcher. Among her interests are artificial intelligence, machine learning, and natural language processing. As a humanitarian and educator, she actively supports women in tech and promotes diversity.

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