level
Note. N = 150 ( n = 50 for each condition). Participants were on average 39.5 years old ( SD = 10.1), and participant age did not differ by condition.
a Reflects the number and percentage of participants answering “yes” to this question.
Results of Curve-Fitting Analysis Examining the Time Course of Fixations to the Target
Logistic parameter | 9-year-olds | 16-year-olds | (40) |
| Cohen's | ||
Maximum asymptote, proportion | .843 | .135 | .877 | .082 | 0.951 | .347 | 0.302 |
Crossover, in ms | 759 | 87 | 694 | 42 | 2.877 | .006 | 0.840 |
Slope, as change in proportion per ms | .001 | .0002 | .002 | .0002 | 2.635 | .012 | 2.078 |
Note. For each subject, the logistic function was fit to target fixations separately. The maximum asymptote is the asymptotic degree of looking at the end of the time course of fixations. The crossover point is the point in time the function crosses the midway point between peak and baseline. The slope represents the rate of change in the function measured at the crossover. Mean parameter values for each of the analyses are shown for the 9-year-olds ( n = 24) and 16-year-olds ( n = 18), as well as the results of t tests (assuming unequal variance) comparing the parameter estimates between the two ages.
Descriptive Statistics and Correlations for Study Variables
Variable |
|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
1. Internal– external status | 3,697 | 0.43 | 0.49 | — | ||||||
2. Manager job performance | 2,134 | 3.14 | 0.62 | −.08 | — | |||||
3. Starting salary | 3,697 | 1.01 | 0.27 | .45 | −.01 | — | ||||
4. Subsequent promotion | 3,697 | 0.33 | 0.47 | .08 | .07 | .04 | — | |||
5. Organizational tenure | 3,697 | 6.45 | 6.62 | −.29 | .09 | .01 | .09 | — | ||
6. Unit service performance | 3,505 | 85.00 | 6.98 | −.25 | −.39 | .24 | .08 | .01 | — | |
7. Unit financial performance | 694 | 42.61 | 5.86 | .00 | −.03 | .12 | −.07 | −.02 | .16 | — |
Means, Standard Deviations, and One-Way Analyses of Variance in Psychological and Social Resources and Cognitive Appraisals
Measure | Urban | Rural | (1, 294) | η | ||
Self-esteem | 2.91 | 0.49 | 3.35 | 0.35 | 68.87 | .19 |
Social support | 4.22 | 1.50 | 5.56 | 1.20 | 62.60 | .17 |
Cognitive appraisals | ||||||
Threat | 2.78 | 0.87 | 1.99 | 0.88 | 56.35 | .20 |
Challenge | 2.48 | 0.88 | 2.83 | 1.20 | 7.87 | .03 |
Self-efficacy | 2.65 | 0.79 | 3.53 | 0.92 | 56.35 | .16 |
*** p < .001.
Results From a Factor Analysis of the Parental Care and Tenderness (PCAT) Questionnaire
PCAT item | Factor loading | ||
1 | 2 | 3 | |
Factor 1: Tenderness—Positive | |||
20. You make a baby laugh over and over again by making silly faces. | .04 | .01 | |
22. A child blows you kisses to say goodbye. | −.02 | −.01 | |
16. A newborn baby curls its hand around your finger. | −.06 | .00 | |
19. You watch as a toddler takes their first step and tumbles gently back down. | .05 | −.07 | |
25. You see a father tossing his giggling baby up into the air as a game. | .10 | −.03 | |
Factor 2: Liking | |||
5. I think that kids are annoying (R) | −.01 | .06 | |
8. I can’t stand how children whine all the time (R) | −.12 | −.03 | |
2. When I hear a child crying, my first thought is “shut up!” (R) | .04 | .01 | |
11. I don’t like to be around babies. (R) | .11 | −.01 | |
14. If I could, I would hire a nanny to take care of my children. (R) | .08 | −.02 | |
Factor 3: Protection | |||
7. I would hurt anyone who was a threat to a child. | −.13 | −.02 | |
12. I would show no mercy to someone who was a danger to a child. | .00 | −.05 | |
15. I would use any means necessary to protect a child, even if I had to hurt others. | .06 | .08 | |
4. I would feel compelled to punish anyone who tried to harm a child. | .07 | .03 | |
9. I would sooner go to bed hungry than let a child go without food. | .46 | −.03 |
Note. N = 307. The extraction method was principal axis factoring with an oblique (Promax with Kaiser Normalization) rotation. Factor loadings above .30 are in bold. Reverse-scored items are denoted with an (R). Adapted from “Individual Differences in Activation of the Parental Care Motivational System: Assessment, Prediction, and Implications,” by E. E. Buckels, A. T. Beall, M. K. Hofer, E. Y. Lin, Z. Zhou, and M. Schaller, 2015, Journal of Personality and Social Psychology , 108 (3), p. 501 ( https://doi.org/10.1037/pspp0000023 ). Copyright 2015 by the American Psychological Association.
Moderator Analysis: Types of Measurement and Study Year
Effect | Estimate |
| 95% CI | ||
Fixed effects | |||||
Intercept | .119 | .040 | .041 | .198 | .003 |
Creativity measurement | .097 | .028 | .042 | .153 | .001 |
Academic achievement measurement | −.039 | .018 | −.074 | −.004 | .03 |
Study year | .0002 | .001 | −.001 | .002 | .76 |
Goal | −.003 | .029 | −.060 | .054 | .91 |
Published | .054 | .030 | −.005 | .114 | .07 |
Random effects | |||||
Within-study variance | .009 | .001 | .008 | .011 | <.001 |
Between-study variance | .018 | .003 | .012 | .023 | <.001 |
Note . Number of studies = 120, number of effects = 782, total N = 52,578. CI = confidence interval; LL = lower limit; UL = upper limit.
Master Narrative Voices: Struggle and Success and Emancipation
Discourse and dimension | Example quote |
Struggle and success | |
Self-actualization as member of a larger gay community is the end goal of healthy sexual identity development, or “coming out” | “My path of gayness ... going from denial to saying, well this is it, and then the process of coming out, and the process of just sort of, looking around and seeing, well where do I stand in the world, and sort of having, uh, political feelings.” (Carl, age 50) |
Maintaining healthy sexual identity entails vigilance against internalization of societal discrimination | “When I'm like thinking of criticisms of more mainstream gay culture, I try to ... make sure it's coming from an appropriate place and not like a place of self-loathing.” (Patrick, age 20) |
Emancipation | |
Open exploration of an individually fluid sexual self is the goal of healthy sexual identity development | “[For heterosexuals] the man penetrates the female, whereas with gay people, I feel like there is this potential for really playing around with that model a lot, you know, and just experimenting and exploring.” (Orion, age 31) |
Questioning discrete, monolithic categories of sexual identity | “LGBTQI, you know, and added on so many letters. Um, and it does start to raise the question about what the terms mean and whether ... any term can adequately be descriptive.” (Bill, age 50) |
Integrated Results Matrix for the Effect of Topic Familiarity on Reliance on Author Expertise
Quantitative results | Qualitative results | Example quote |
When the topic was more familiar (climate change) and cards were more relevant, participants placed less value on author expertise. | When an assertion was considered to be more familiar and considered to be general knowledge, participants perceived less need to rely on author expertise. | Participant 144: “I feel that I know more about climate and there are several things on the climate cards that are obvious, and that if I sort of know it already, then the source is not so critical ... whereas with nuclear energy, I don't know so much so then I'm maybe more interested in who says what.” |
When the topic was less familiar (nuclear power) and cards were more relevant, participants placed more value on authors with higher expertise. | When an assertion was considered to be less familiar and not general knowledge, participants perceived more need to rely on author expertise. | Participant 3: “[Nuclear power], which I know much, much less about, I would back up my arguments more with what I trust from the professors.” |
Note . We integrated quantitative data (whether students selected a card about nuclear power or about climate change) and qualitative data (interviews with students) to provide a more comprehensive description of students’ card selections between the two topics.
APA does not require a table of contents.
If the instructor requires it, follow these guidelines for an APA paper :
To create a table of contents in Microsoft Word, click on References , then click on Table of Contents .
The order of the APA style paper should be:
For an example, go to the APA Help guide and click on Sample Paper .
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Title page guide and sample papers, table of contents.
The student paper format is usually used at the undergraduate level for class assignments; the professional paper format is usually used by graduate students and by those writing a formal research paper. Ask your instructors which title page format they prefer that you use if they have not specified one.
APA provides no guidance for creating a table of contents. This is a technical/software issue; not an aspect of APA Style. You should consult your instructor about their preference as a table of contents can be constructed in many ways. We recommend that you review the links below or do an internet search to find information about creating a TOC.
©2024 St. Catherine University Library , St. Paul, Minnesota, USA
Published on October 16, 2020 by Jack Caulfield . Revised on August 9, 2022.
An appendix is a section at the end of an academic text where you include extra information that doesn’t fit into the main text. The plural of appendix is “appendices.”
In an APA Style paper, appendices are placed at the very end, after the reference list .
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Do i need an appendix, appendix format example, organizing and labeling your appendices, frequently asked questions.
You don’t always need to include any appendices. An appendix should present information that supplements the reader’s understanding of your research but is not essential to the argument of your paper . Essential information is included in the main text.
For example, you might include some of the following in an appendix:
You should refer to each appendix at least once in the main text. If you don’t refer to any information from an appendix, it should not be included.
When you discuss information that can be found in an appendix, state this the first time you refer to it:
Note that, if you refer to the same interviews again, it’s not necessary to mention the appendix each time.
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The appendix label appears at the top of the page, bold and centered. On the next line, include a descriptive title, also bold and centered.
The text is presented in general APA format : left-aligned, double-spaced, and with page numbers in the top right corner. Start a new page for each new appendix.
The example image below shows how to format an APA Style appendix.
If you include just one appendix, it is simply called “Appendix” and referred to as such in-text:
When more than one appendix is included, they are labeled “Appendix A,” “Appendix B,” and so on.
Present and label your appendices in the order they are referred to in the main text.
An appendix may include (or consist entirely of) tables and/or figures . Present these according to the same formatting rules as in the main text.
Tables and figures included in appendices are labeled differently, however. Use the appendix’s letter in addition to a number. Tables and figures are still numbered separately and according to the order they’re referred to in the appendix.
For example, in Appendix A, your tables are Table A1, Table A2, etc; your figures are Figure A1, Figure A2, etc.
The numbering restarts with each appendix: For example, the first table in Appendix B is Table B1; the first figure in Appendix C is Figure C1; and so on. If you only have one appendix, use A1, A2, etc.
If you want to refer specifically to a table or figure from an appendix in the main text, use the table or figure’s label (e.g. “see Table A3”).
If an appendix consists entirely of a single table or figure, simply use the appendix label to refer to the table or figure. For example, if Appendix C is just a table, refer to the table as “Appendix C,” and don’t add an additional label or title for the table itself.
An appendix contains information that supplements the reader’s understanding of your research but is not essential to it. For example:
Something is only worth including as an appendix if you refer to information from it at some point in the text (e.g. quoting from an interview transcript). If you don’t, it should probably be removed.
Appendices in an APA Style paper appear right at the end, after the reference list and after your tables and figures if you’ve also included these at the end.
When you include more than one appendix in an APA Style paper , they should be labeled “Appendix A,” “Appendix B,” and so on.
When you only include a single appendix, it is simply called “Appendix” and referred to as such in the main text.
Yes, if relevant you can and should include APA in-text citations in your appendices . Use author-date citations as you do in the main text.
Any sources cited in your appendices should appear in your reference list . Do not create a separate reference list for your appendices.
If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.
Caulfield, J. (2022, August 09). How to Create an APA Style Appendix | Format & Examples. Scribbr. Retrieved September 3, 2024, from https://www.scribbr.com/apa-style/appendices/
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What is a research proposal paper, why write a research proposal paper.
Research proposal examples, help & additional resources, this resource page will help you:.
A research proposal paper:
Your instructor will provide you with assignment details that can help you determine how much information to include in your research proposal, so you should carefully check your course outline and assignment instructions.
Writing a research proposal allows you to
learn how to identify a research problem that can contribute to advancing knowledge in your field of interest;
further develop skills in finding foundational and relevant literature related to your topic;
critically review, examine, and consider the use of different methods for gathering and analyzing data related to the research problem;
see yourself as an active participant in conducting research in your field of study.
Writing a research proposal paper can help clarify questions you may have before designing your research study. It is helpful to get feedback on your research proposal and edit your work to be able to see what you may need to change in your proposal. The more diverse opinions you receive on your proposal, the better prepared you will be to design a comprehensive research study.
Before starting your research proposal, you should clarify your ideas and make a plan. Ask yourself these questions and take notes:
What do I want to study?
Why is the topic important? Why is it important to me?
How is the topic significant within the subject areas covered in my class?
What problems will it help solve?
How does it build on research already conducted on the topic?
What exactly should I plan to do to conduct a study on the topic?
It may be helpful to write down your answers to these questions and use them to tell a story about your chosen topic to your classmates or instructor. As you tell your story, write down comments or questions from your listeners. This will help you refine your proposal and research questions.
This is an example of how to start planning and thinking about your research proposal assignment. You will find a student’s notes and ideas about their research proposal topic - "Perspectives on Textual Production, Student Collaboration, and Social Networking Sites”. This example is hyperlinked in the following Resource Page:
A research proposal paper typically includes:
Start your introduction by giving the reader an overview of your study. Include:
Conclude your introduction by giving your reader a roadmap of your proposal.
To learn more about paper introductions, check How to write Introductions .
A theoretical framework refers to the theories that you will use to interpret both your own data and the literature that has come before. Think about theories as lenses that help you look at your data from different perspectives, beyond just your own personal perspective. Think about the theories that you have come across in your courses or readings that could apply to your research topic. When writing the theoretical framework, include
The literature review section should help you identify topics or issues that will help contextualize what the research has/hasn’t found and discussed on the topic so far and convince your reader that your proposed study is important. This is where you can go into more detail on the gap that your study hopes to fill. Ultimately, a good literature review helps your reader learn more about the topic that you have chosen to study and what still needs to be researched
To learn more about literature reviews check What is a Literature Review .
The methods section should briefly explain how you plan to conduct your study and why you have chosen a particular method. You may also include
You should cite relevant literature on research methods to support your choices.
The conclusion section should include a short summary about the implications and significance of your proposed study by explaining how the possible findings may change the ways educators and/or stakeholders address the issues identified in your introduction.
Depending on the assignment instructions, the conclusion can also highlight next steps and a timeline for the research process.
To learn more about paper conclusions, check How to write Conclusions .
List all references you used and format them according to APA style. Make sure that everything in your reference list is cited in the paper, and every citation in your paper is in your reference list.
To learn more about writing citations and references, check Citations & APA .
These are detailed guidelines on how to prepare a quantitative research proposal. Adapted from the course APD2293 “Interpretation of Educational Research”. These guidelines are hyperlinked in the following Resource Page:
COMMENTS
Now you can generate your table of contents. First write the title "Contents" (in the style of a level 1 heading). Then place your cursor two lines below this and go to the References tab. Click on Table of Contents and select Custom Table of Contents…. In the popup window, select how many levels of heading you wish to include (at least ...
APA Table of Contents. The APA (American Psychological Association) Table of Contents is a structured outline that provides an overview of the content of a research paper or manuscript. It is typically included in the front matter of the document and lists the major sections and subsections of the paper, along with their page numbers.
Indent the first line of every paragraph of text 0.5 in. using the tab key or the paragraph-formatting function of your word-processing program. Page numbers: Put a page number in the top right corner of every page, including the title page or cover page, which is page 1. Student papers do not require a running head on any page.
At the end of the table of contents, include a page break and start the next section on a separate page. 3 Use 1-inch margins on each side of the page, the standard APA paper format. 4 Use pages that are 8½ by 11 inches—another part of the standard APA paper format. 5 The APA paper format uses a header (called the "running head") on ...
Click on the References tab; then select Table of Contents. 5. Click Insert Table of Contents (also called "Custom Table of Contents" on other version of Word) 6. Adjust Table of Contents to ensure the following settings: Checks next to "Show page num-bers" and "Right align page numbers."Tab leader set to dots (not dashes).
For a standard psychology paper, it might include listings for the introduction, method, results, and discussion sections of your paper. While the APA may not specify guidelines for a table of contents, you should use the basic APA format for formatting your table of contents: Use one-inch margins on all sides. Use 12-point Times New Roman font.
Sample papers - APA Style
APA Format [Sample: Table of Contents] Table of Contents Abstract iii Acknowledgments v Table of Contents vi List of Tables vii List of Figures viii List of Abbreviations ix List of Symbols x Preface ix I. The Heading to Chapter 1 (Level 1 Heading) 1 A. This is a Section Heading (Level 2 Heading) 1 a. This is a Subsection Heading (Level 3 ...
To summarize, the following steps will help you create a clear and concise table of contents to guide readers through your research paper: 1. Insert the table of contents after the title page. 2. List all the sections and subsections in chronological order. 3. Paginate each section.
APA Formatting and Style Guide (7th Edition) - Purdue OWL
APA Table of Contents Writing Guide (+ Example)
APA Sample Paper - Purdue OWL
te.Style ManualIt is recommended that APA Style Seventh. is used. It should be in 12-point type using Times. ew Roman font.SpacingThe test in the manuscript should be double-spaced. The right margin of the text should not be justified, but. -aligned, also known as ragged right, like the test in this guide.
Step 3: Assign Page Numbers. Once your headings and subheadings are in place, assign page numbers to each section of your document. APA format typically requires page numbers to be positioned at the top right corner of each page. Ensure that your page numbering is continuous throughout the entire document, including the Table of Contents.
Click on "Format," select "Paragraph styles," and choose a heading for the text. Apply the text style and repeat this action for all the headings you have in your document. Click where you want the table of contents. Select "Insert" in the menu tab and click on "Table of contents" to generate your table.
The table of contents is usually located at the beginning of the document or book, after the title page and any front matter, such as a preface or introduction. Table of Contents in Research. In Research, A Table of Contents (TOC) is a structured list of the main sections or chapters of a research paper, Thesis and Dissertation. It provides ...
Use the same font type and size as used in the rest of the paper, for example, Times New Roman 12. Double line space the entries. To create a table of contents using Microsoft Word, you must: Give your headings an outline level if they do not have one. Prepare the table of contents in APA format. Create the table of contents.
The table of contents should be situated between the abstract and the introduction of your paper. Format the heading on the page as "Table of Contents" using boldface and center alignment. Employ a legible font consistently throughout your document. Ensure the table of contents is double-spaced.
If the manuscript includes an appendix with tables, identify them with capital letters and Arabic numerals (e.g. Table A1, Table B2). Titles. Like the title of the paper itself, each table must have a clear and concise title. Titles should be written in italicized title case below the table number, with a blank line between the number and the ...
Sample tables - APA Style - American Psychological Association
Answer. APA does not require a table of contents. If the instructor requires it, follow these guidelines for an APA paper: To create a table of contents in Microsoft Word, click on References, then click on Table of Contents. The order of the APA style paper should be: For an example, go to the APA Help guide and click on Sample Paper.
APA provides no guidance for creating a table of contents. This is a technical/software issue; not an aspect of APA Style. You should consult your instructor about their preference as a table of contents can be constructed in many ways. We recommend that you review the links below or do an internet search to find information about creating a TOC.
How to Create an APA Style Appendix | Format & Examples
A research proposal paper: includes sufficient information about a research study that you propose to conduct for your thesis (e.g., in an MT, MA, or Ph.D. program) or that you imagine conducting (e.g., in an MEd program). It should help your readers understand the scope, validity, and significance of your proposed study.