Describe whether the results support or fail to support each of the hypotheses (be specific as you have to remind the reader what the hypothesis is) and summarize main findings.

Instructions

To Prepare Partial Research Report for Submission (Do not include title page and reference list)

1. Write the last paragraph of introduction, i.e., the overall aim and the hypotheses.
2. Write the Method section
3. Participants, Materials, and Procedure subsections
4. From SPSS output, prepare necessary tables in APA 6th format for the Results section
5. Write the Results section (report results for the 3 research questions)
6. Write the Discussion section (approximately 1 to 2 pages. Content beyond this will not be marked)

– APA 6th ed. format.

• Reiterate the aim of the study.
• Describe whether the bivariate correlations are what were anticipated.
• Describe whether the results support or fail to support each of the hypotheses (be specific as you have to remind the reader what the hypothesis is) and summarize main findings.
• Interpret the results in the context of theory, past research, and practical issues, e.g., compared results to what other researchers found.
• Try to explain results that were not expected, i.e., provide plausible explanations, and admit if explanations were speculations. For example, ask if there were methodological differences or theoretical reasons for the difference?

‘Last Introduction Paragraph’ Checklist

Element;

• State the overall aim of the study S
• State the bivariate correlations anticipated
• State the existing literature or theory that leads to hypotheses of research question 2 and 3
• For the hypothesis: Specify direction (higher/lower level of something will predict higher/lower level of something else)

Example 1

The overall aim of the present study was to examine if satisfied employees were also engaged employees. Using a sample of health service employees, Robinson et al. (2004) found that feeling valued was the most important while job satisfaction was the least important of four

predictors of employee engagement. On the contrary, job satisfaction was equally as important as feeling valued in a sample of employees from different sectors of their 2007 study. Based on the 2007 findings, it was hypothesised that job satisfaction and feeling valued would be equally

important as positive predictors of employee engagement.

Example 2

This study sought to provide greater clarity about the importance of communication on job satisfaction across the generations of baby boomers, generation X and generation Y. It attempted to extend previous research that relates to communication and job satisfaction (e.g.,

Krueger et al., 2002; Pincus, 1986; Rad & De Moraes, 2009) and generational differences (e.g., Cennamo & Gardener, 2008; Gursoy et al., 2008; Keepnews et al, 2010) by exploring the moderating effects of different generations on the relationship between communication and job satisfaction.

Example 3

The aim of the present study was to examine parental monitoring and parental trust in predicting adolescent risk behaviour of smoking, drinking alcohol, using marijuana and being involved sexually. Based on the current literature (e.g., Borawski et al., 2003; Kerr et al., 2012), it was anticipated that higher levels of parental monitoring and parental trust would result in adolescents less likely to engage in risk behaviours of smoking, drinking alcohol, using marijuana and being involved sexually.

Method (20 marks; Check for format according APA 6th ed. Level 1 heading)

Participants (check for format according to APA 6th ed. Level 2 heading)

You need the following:

 Resource 2: Human Ethics Application

 Resource 5: Data set

‘Participants’ Checklist

N=

Recruitment strategy

Inclusion & Exclusion criteria (if any)

Report all demographic characteristics (obtained from Resource 5 – Dataset)

 

Example 1

Participants

The data was obtained from a convenience sample of 130 participants (65% female) aged between 20 and 30 years old (M = 23.77, median = 23, SD = 3.20). The participants were recruited through personal contacts and social network or were current students of the University of Southern Queensland. The participants were from different family structures, with 66% (n = 86) living with both biological parents, 17% (n =23) living with biological mother, 5% (n = 6) living with biological father, 7% (n = 9) in step family situation and 5% (n = 6) in other living

arrangements.

Example 2

Participants

Participants were 1120 meditation practitioners (59.3% female) between 17-88 years of age (M = 40.80, SD = 13.18). Meditators from 59 countries provided data with most residing in the USA (28.75%), Australia (23%), the UK (6%), or Canada (5%). Given the significant commonalities in aim and purpose among different techniques, no restriction was placed on the specific form of meditation practiced. Participants reported practising an impressive array of techniques with forms of Buddhist Vipasana or insight meditation (21%) and Anapanasati or breath concentration (16%) being the most popular (Transcendental and other mantra meditation = 11%; Yoga = 14%; Zen = 6%).

 

Example 3

Participants

Five hundred and one university sportspeople from across Australia (all Australian states and territories except the Northern Territory were represented) were voluntarily recruited to complete the online survey. The majority of sportspeople were competing at club level (72%)

while a significant proportion were competing at an elite or professional level (26%). Participants reported between one and 43 years of experience in their current sport (M = 9.08, SD = 5.42 years) and identified over 30 different sports in which they were involved (the most

popular were netball, volleyball, basketball, touch football, soccer, and swimming with approximately 5-10% each). Approximately 33% (n = 167) of sportspeople reported receiving some form of sponsorship from an alcohol brand or company. Sponsored sportspeople were between 17 and 45 years of age (M = 21.80, SD = 3.60 years), approximately evenly distributed across gender (51.5% female), and most (89.8%) reported an income of less than $50,000 per annum. Unsponsored sportspeople had a greater age range (between 17 and 59 years), were slightly older (M = 22.3, SD = 5.2 years) and had a larger representation among female athletes (55%).

 

Materials (check for how to format according to APA 6th Level 2 heading)

You need the following:

Resource 3: Survey

 Resource 4: Constructs and Measures.

 Resource 5: Dataset (Required to report the Cronbach’s alpha of each of the multi-item scales)

 Week 10 Lecture.

 

Materials Checklist.

Detailed demographic characteristics.

For EACH multi-item scale

Name of construct and what it measures.

Name of instrument/scale.

Citation/source.

Overall Number of Items.

Number reverse-coded (if any)

The form of the items (are they items, direct statements to which participants agree or projective items?)

An example item

Response format

How final score is created?

How final score is interpreted?

Reliability information

For single-item scale

Include relevant description similar to multi-item scale

 

Example 1

Materials

The Mindful Attention Awareness Scale (MAAS; Brown & Ryan, 2003) is a 15-item instrument assessing dispositional mindfulness, defined as a trait receptive awareness of and attention to what is taking place in the present. Items refer to specific behaviours which reflect a

tendency to be mindful (e.g., “I rush through activities without being really attentive to them”) and are rated on a 6-point rating scale, ranging from 1 (almost always) to 6 (almost never). Scores range from 15 to 90 and higher scores indicate higher level of dispositional mindfulness. The scale shows strong psychometric properties and has been validated in student, community, and cancer patient samples. The internal consistency from the current sample is Cronbach’s α = .90.

Example 2

Materials

Demographic characteristics, such as gender, age, employment status, occupational group, highest level of education, and length of service were obtained.

The 9-item Communication Scale (Goh, Olliver, & Sankey, 2010) indicates the extent to which the sharing of information between management and staff within a work area is timely and open. An example item is “Communication between management and staff is open and

transparent”. A 5-point response format ranging from 1 (strongly disagree) to 5 (strongly agree) was utilised to score responses and the total score range from 9 to 45 with high scores indicating more timely and more open communication. The internal consistency from the current sample is Cronbach’s α = .88.

Example 3

Materials

Information was obtained on demographics which included age and gender, as well as illness-related variables (diagnosis, and duration of illness).

Dispositional Hope was measured by the Trait Hope Scale (THS; Synder et al., 1991). The THS is comprised of 12 items, which require respondents to rate on an 8-point scale (1 = definitely false; 8 = definitely true) the extent to which each item is true of them. There are four

pathways items (e.g., “I can think of many ways to get out of a jam”), four agency items (e.g., “I energetically pursue my goals”), and four distracter items. The mean THS score is obtained by summing the agency and pathways items together, with higher scores indicating higher

levels of hope. Alcohol misuse (i.e., dependence and abuse) were assessed using the 4-item CAGE screening questionnaire (Ewing, 1984). Respondents indicated the extent to which each statement applied to them (e.g., “Have you ever felt you ought to cut down on your drinking?”). The original “yes” or “no” response format was replaced with 5-point response scale to facilitate the assessment of small gradations in the extent that each statement applied to participants (e.g., “1=Not at all” to “5=Extremely”). Test-retest reliability estimates were excellent (α = .80 to .95) and convergent validity has been established with moderate to large associations with other screening instruments (Dhalla & Kopec, 2007). Recent evidence also indicated good concurrent validity (Skogen, Øverland, Knudsen, & Mykletun, 2011)

 

 

Results (20 marks + 5 marks for tables)

You need the following

 Resource 5 – Dataset

 Previous knowledge and skill – how to run and report an independent t-test

 Knowledge and skill to conduct a standard multiple regression analysis

o SPSS Navigation Guide Regression Analysis

 

Results (for the predictive relationship) Checklist (use past tense)

Introductory paragraph stating;

• the analysis and the purpose of the analysis (identified all variables)
• the sample size
• Type 1 error rate adopted for significance testing
• Tabulated descriptive statistics (M, SD) and bivariate correlations of all variables.
• Table is referred in text.
• Interpreted the bivariate correlations of all variables
• Reported an interpreted test of the regression model and effect size.
• Tabulated parameter estimates of predictive model. Table is referred in text.
• Reported and interpreted the strength of each predictor for the predictive model
• Reported unique variance of each predictor and shared variance of the predictors for the predictive model

Results (for comparison of well-being between 2 age groups) Checklist (use past tense)

• Reported and interpreted the descriptive statistics and inferential test.

 

An example of an introductory paragraph in Results section.

A standard multiple regression was performed to determine ________________________________. The sample size was _______ and an alpha level of .05 was used as the criterion to determine significance

Example

Present table of descriptive statistics including bivariate correlation.

Report test of regression model and the effect size.

Present table of parameter estimates

Table 1 presents the descriptive statistics and the bivariate correlations of all the variables. The combination of _________________ as predictors of ___________ was significant, ________________. The regression model accounted for approximately _______ of the variance in ____________(_________), which was considered a ________ effect size.   Table 2 presents a summary of the parameter estimates from the regression analysis.

Example

Report the strength of the contribution of each predictor.

Report the unique variance of each predictor and the shared variance

__________ was the strongest (      ), followed by _______ (        ) and ______ (      ).  _____________ accounted for approximately ________ (_______) unique variance, ___________ ___________________. The predictors accounted for ______ shared variance.

 

Example

On average, the number of errors obtained by participants at time 1 in the heart beat counting test M=25.28, SD=15.63, SE=2.31 was less than participants in the control conditin M=29.28, SD=12.63, SE=3.31. The difference, 2.48 was non significant …….. however it did represent a …….. effect, Cohen’s d= …….

 

 

 

Discussion (20 marks; use present tense)

• Reiterate/Restate the aim
• Describe whether the bivariate correlations are what were anticipated
• Describe whether the results support or fail to support each of the hypotheses (be specific as you have to remind the reader what the hypothesis is) and summarise main findings
• Interpret the results in the context of theory, past research, and practical issues, e.g., compared results to what other researchers found
• Try to explain results that were not expected, i.e., provide plausible explanations, and admit if explanations were speculations. For

example, ask if there were methodological differences or theoretical reasons for the difference?

• Point out the strengths and weaknesses/limitations of the study. Sketch out future research that could be done to correct these weaknesses or overcome these limitations.

o State at least one important strength of the study

• Explain how it strengthens the confidence one can place in the conclusions you draw

o State at least one important limitation or weakness of the study

• Explain how it weakens the confidence one can place in the conclusions you draw

(Strengths and conclusions can come from the following aspects of a study)

• Theoretical framework (having a strong conceptual framework to derive hypotheses is a strength)
• The sampling method (samples that are too specific and or small limit the extent that results can be generalised to the population the research is making conclusions about – but beware many studies do not generalise far beyond their sample so this is not always a weakness)
• The characteristics of the sample
• Measures that are used
• State one or two avenues that are important for future research in this area. These will naturally come out of your discussion of limitations since one of the avenues for future research will be to improve on what you have done.
• Practical implications of your findings
• Who will use this information? What could they do with it?
• If the sample is representative and the results are similar to what others had found, make a case for generalising the findings