The APA Methods Section Explained

1
The APA Methods Section
The APA methods section starts right after the last Hypothesis
and the word "Methods" is a centered
heading. It does not begin on a new page. The APA methods
section contains three subsections:
Subjects, Materials (and/or Apparatus), and Procedures. In
addition, the materials subsection includes
references to the Appendix. Instructions for the Appendix is
included here also.
Participants
Report the number of subjects you plan to use in your study.
The total number may be broken down
into males and females, or in the case of quasi-experiments in
the various groups from which the
subjects were selected. For example you may have beginners,
novices, and experts and need 20 in each
category. How do you know how many subjects you will need?
The past research that is summarized in
your introduction included subject’s information…how many
was typical in past research? That’s about
how many you should use too. If you are doing correlation
research you will need 30 subjects per
variable at least. If you are doing group research the minimum
number is 5 per group, but 10 per group

is better, at the minimum. These are rough guidelines; let the
past research guide you.
In addition to the total number of subjects, include how many
groups and how many per group (if you
have groups), but do not define the groups or discuss what you
will be doing with them – that info goes
in the procedures subsection to be written later. Include the kind
of subjects you plan to use. By this I
mean college students or general population, special
populations like women aged 35-55 only, etc. If
you plan to have a specific number of females and males, or
equal numbers of various ethnic
backgrounds, include this too. If you just plan to have males
and females but don’t know how many of
each and it’s not really important anyway, you can leave out the
numbers, but do say both males and
females will be included.
In addition to number and kind, include a detailed description of
your selection method. Random
selection? Stratified sampling? Use the terms learned in class
and tell the reader exactly how you plan
to implement the selection strategy. For example, let's the
research you've been reading typically uses
quota sampling to ensure that equal numbers of freshmen,
sophomores, juniors, and seniors are
represented. You decide that 40 of each class will work fine.
Now tell the reader how will do quota
sampling at MTSU. How does one go about "getting"
freshmen? sophomores? juniors? and seniors?
You could talk to professors and ask to come their classes and
recruit volunteers for your study. You
could stand in the Student Center, the lobby of the Library, and
other locations where students gather
and simply ask people to volunteer as they walk by. You could

wait in the hall outside of classes and talk
to students as they leave class. If you ask enough students,
hang out near or in 1000-level classes, 2000-
level, 3000 and 4000 level, you will get enough volunteers of
each category - just be sure that one
question you ask on a demographic survey is their college class.
Once all the surveys are in you can then
simply split them into the four class categories for analysis. If
you are doing experimental (not survey)
research, then you must first determine the college class. You
might put up flyers around campus
requesting volunteers to meet at a designated location or you
might ask professors to encourage
students to volunteer by giving them extra credit (and
announcing the meeting location and time). Once
the volunteers show up, you then simply ask them their college
class and assign them to the
experimental group or control group using a counterbalanced
procedure (as described in the textboo k).
2
Materials
This second subsection of the Methods section reports the
materials to be used in the study. Materials
refer to Questionnaires. One that everyone will include is the
consent form. The MTSU official consent
form is available in D2L Content. The form is one that I
already filled out for some past research. I've
highlighted in yellow the parts that you must change to

correspond to your proposed research. I could
have provided a blank copy, but I think if you see one that was
actually used in real-life research you will
have an easier time filling it out.
A second survey that most everyone will include is a
demographic form. Almost always we need to
know if the person is male or female, their age, and other
subject information. Sometimes these
questions can be included as first or last questions on some
other survey, but often there are sufficient
numbers of these that a one-page demographic sheet is needed.
If your proposed research is a survey type, then you will have
one or more questionnaires to describe in
this section. Provide the official name of the survey, how many
questions it has, how the questions are
scored, the range of possible scores, the meaning of a high score
and a low score, as well as quoting a
question or two as examples. Also include a full copy of the
questionnaire in the appendix (every form is
included in the appendix). Do this for each and every
questionnaire.
Most research involves providing instructions to the subjects
whether it's experimental or observational
and those instructions must be written out, put in an appendix,
and described in this materials
subsection. If you have different instructions for different
groups, you must write out the instructions
for each group.
Some studies will use various machinery (stop watches,
computers, exercise monitors, etc.) and that
would then be included in an “Apparatus” subsection just like
Materials, but describing the machinery

(make, model, where purchased, calibrations, etc.). Some
studies will have both materials and apparatus
and they may be combined into one subsection
(Materials/Apparatus) or two separate side headings (it
doesn’t matter which comes first). It is possible that you may do
a study that uses lots of stimuli that are
presented on a computer monitor or some other means of
showing them to subjects. In that case you
may have a separate subsection called “Stimuli.”
It is possible that you may use some specialized equipment or
articles that are used in your study, like
maps, or a special room with specific design features, or maybe
the study is planned for outdoors in a
city park. These things may require a special subsection with a
unique side heading…perhaps “Location
of the Study,” or “The Room of Silence” in which you would
give exact descriptions and size, shape
details; you may even need to provide diagrams.
Procedures
The third subsection of the Methods section is procedures. Here
is where you tell the reader exactly
what you plan to do in the order you plan to do it. The entire
Methods section, with subjects, materials,
and procedures is like a cooking recipe. In recipe’s you have a
list of ingredients and any particulars (like
if fresh or frozen). That part of the recipe is the things needed
list and is like the subjects and the
materials (or apparatus). The part of the recipe that tells you
how to combine the ingredients and how
to cook them is the procedures section. So the procedures
section is what you plan to do with your

3
subjects and the materials. It’s easiest sometimes to write this
subsection in the order that you can
envision doing the research.
After randomly selecting subjects from a subject pool (for
example) you may then have them all meet in
a room on campus where you randomly assign them to groups.
Or maybe you plan face-to-face
interviews one-on-one in a convenience sample. And then you
plan to have one group leave the room
and wait in the hall while you read instructions to the remaining
group. Instructions are read to the
group (see appendix X). They first fill out the consent form,
which is handed back to the researcher, and
then they are handed the survey packet with the demographic
form on top. They fill out each page of
the packet (the contents were described in the materials
subsection, so no need to do that again here).
Once all the questionnaire's are completed the subjects turn in
the entire packet to the researcher. This
is repeated in four locations across campus.
The above is a description of survey research in which students
meet the researcher as a group. Imagine
how it would read if you plan one-on-one interviews around
campus instead. Or what if you are
planning an experiment with four groups getting therapy? You
would then describe the specific
instructions, treatments, durations, etc., for each group.
Appendix

Everyone will have an Appendix. The appendix will be
composed of several items that are identified by
letter starting with A. The consent form in its entirety will be
Appendix A. If you use a demographic
form it will be Appendix B. Instructions will be another
appendix (C?) and so will the questionnaires (D,
E, F?). These appendices are full and complete copies of all the
materials and/or stimuli that you plan to
use in the research. For proposals for research it is important to
show that you are ready to go once
given the grant money or the IRB approval and the only way to
convince people that you are ready is to
have one copy of all your materials ready.
I once had a grad student ask to go ahead with IRB submission
without the questionnaire he planned to
use to save time. The questionnaire was difficult to obtain, but
one copy was being mailed from the
publisher to arrive in a week or two. I said ok, IRB approved
the project, but then when the survey came
in the mail, it was not what he thought it was and he had to
rewrite the Methods and Results section
and then go back to the IRB for permission for the "new"
research. This glitch cost him an extra
semester! And he discovered that the survey copy they sent
was a "sample" and not the real thing at
all. The real thing cost $50.00 per copy! He planned on 200
subjects! The company also did not reveal
how the items were to be scored - you send the completed
surveys back to the company who then
scores each one and returns the scores, but keeps the original
surveys! So he had double mailing costs
as well. Working with MTSU officials in the Research Office
we managed to get the company to provide
100 copies at a nominal cost. Many companies will do this for
student research, but it does take time

and lots of communication back and forth. It is best to locate
surveys that are free and publicly available
on the internet. Remember, one "rule" for this project is that it
is something you can do, with your
current knowledge, your current skill and ability, and that you
have access to everything you need to do
the project. Another rule is that you can complete the project in
one semester. The basic idea is that
this is honest-to-goodness something you can actually do, not a
pie-in-the-sky idealistic I-might-could-if!
The primary purpose of the Methods and subsections is to
provide enough detail that anyone reading
your proposal could do the study exactly the same way.
1
How to Write the Results Section of the APA-style Research
Report
The results section is best split into at least two parts:
Descriptive Statistics and Inferential Statistics.
First you want to discuss the subjects if the numbers of
different types of subjects were important. By
important I mean that numbers and percentages were relevant to
your purpose. For example if your
purpose was to find out how many or what percentage of the
population know someone who uses
physical punishment on their children, then it’s results. If you
are merely reporting how many males

and females you sampled, then it’s subjects. The analysis may
include a report of the numbers of males
and females in various groups, college class, etc. You may
want to also give percentages and/or put the
numbers in an APA style table.
The means and standard deviations are presented next. In a
proposal you don’t actually have any
numbers because you have not done the study yet. So instead of
presenting numbers you simply report
how you plan to present them, what numbers you will present,
etc. Descriptive statistics are presented
in text and also put in an APA style table. Tables (and graphs)
go on their own page with nothing else on
the page. Tables and Figures go on the first page after first
mention and there is only one per page.
Your tables can contain fake data (be sure to identify it as such)
or you can put XX's in the place where
the numbers will go.
The general strategy is to follow chronological order of the data
collection. You asked the subjects to fill
out the demographic form. An analysis of the numbers of people
in the various categories is presented.
You need to "break this down" by the groups. For example,
report the number of males and females,
numbers of freshmen, sophomores, juniors, and senior, or
whichever category variables represent the
Independent Variables. Report the range of ages. It may be
interesting to see the number of male and
female freshman for each group too, if it's relevant to your
purpose and hypotheses. You can also report
percentages. Even with a table or two you will still need a
paragraph or two reporting the interesting
demographic data and the Means and Standard Deviations of
relevant variables. Perhaps the mean age

of each group is interesting. There are too many ways to explore
your data looking for the ways your
groups differ or are similar for me to write them all up. You do
the search and include all the data you
collected broken down by whatever variables you find
interesting. When you report a mean you must
report the standard deviation too. Means cannot stand alone.
Often, means and standard deviations are
put into large tables showing all the break downs. This term,
break downs, or breaking down the data,
refers to separating the levels of one IV by the levels of
another. Tables do not substitute for written
paragraphs. You cannot simply tell the reader to "see Table 1."
You must write at least one paragraph
describing the table and reporting interesting data from the
table. This is redundant, but that's how it's
done.
You may have a table that is a correlation matrix; if your
research is a correlation study. This shows the
relationship between all pairs of variables. It is an APA table.
Present interesting correlations in the
paragraph that you write describing the correlations. Not
everyone will have a correlation matrix, it just
depends on your research design. This completes the
descriptive statistics portion of the paper.
After presenting the descriptive statistics, the inferential
statistics come next. This is a most difficult
section because you have to decide which statistical test to use
(and there are always more than one to
be done). Some of you will use the Anova and bar charts or line
drawings, some will use correlation and
scatterplots, and some of you may need both! Everyone will
include at least one table and one graph.

2
Factorial analysis of variance (2x3, or 3x4x2, or ...) are
common. At least one and maybe more graphs,
APA Figures, will be needed and you are required to use Excel
to create the graphs. Detailed step-by-
step instructions are available in the Content on D2L.
At least one graph, the APA Figure, of the means and standard
deviations for your groups is required.
The statistical analysis is usually an Analysis of Variance
procedure, the F-test, with post hoc test results.
First state the test used, whether or not it showed a statistically
significant effect, and the relevant test
statistics. The basic choices are: Oneway analysis of variance,
factorial analysis of various (including the
appropriate numbers - 2x3, 3x4, etc.) repeated measures
analysis of variance, mixed design analysis of
variance, regression analysis. Also discuss the nature of post
hoc tests and/or simple effects analysis.
Then report what it all means in everyday language. Briefly.
You may have additional analysis to consider too. For example,
you may have found that more males
take scuba class than females. So a chi-square analysis is in
order to statistically verify this finding. Or
you may have found that it appears that scuba students are
young males rather than older males or
females of any age. Contingency table analysis? These
additional analyses will depend on your data.
A regression analysis may be required. By using a stepwise
procedure in Multiple Linear Regression you
can discover all the variables that are related to your dependent
variable in one fell swoop. You can then
build a "prediction model" to determine the characteristics that

distinguish one group of people from
other groups.
I. Descriptive Statistics
1. consent forms
2. demographics
2a. table of percentages and absolute numbers.
2b. paragraph or two of important/interesting
numbers/percentages.
3. Means and standard deviations by group and demo's and
dependent variable
3a. table of M's and SD's
3b. paragraph or two of important M's and SD's
4. Correlation Matrix
4a. table
4b. paragraph
II. Inferential Statistics
1. Basic F-test (Anova and/or Factorial)
1a. graph of means and standard deviations
1b. paragraph
2. Post-Hoc tests (paragraphs only)
3. Additional analysis
3a. graph if relevant
3b. paragraph
4. Regression analysis
4a. graph if relevant
4b. paragraph
1

Risk-Takers with Specialized Survival Traits: Some
Personality Characteristics of Scuba Divers
Donald F. Kendrick and Susan M. Gant
Middle Tennessee State University
2010
1
1
The title page contains the title of the paper, the authors, the
institution affiliation, and the year, all centered and in
that order as you see above. The entire document has page
numbers in the upper right-hand corner. you may add
header info, as discussed in the textbook (chapter 15) and in the
pocket guide, but it's not needed for class.

2
Risk-Takers with Specialized Survival Traits: Some Personality
Characteristics of Scuba Divers
2
Recently there has been an increase in the popularity of high-
risk recreational activities
(Morgan, 1995; Biersner, & LaRocco, 1983).
3
Many individuals who feel drawn to participate in
these types of activities are seeking out experiences that involve
complex and varied stimulation.
They are known to put themselves at risk, physically and
socially, for the sensation that has been
commonly referred to as “a rush” (Taylor, O’Toole, Auble,
Ryan, & Sherman, 2002; Zuckerman,
1979). Since the introduction of Zuckerman’s Sensation
Seeking Scale (1979)
4
, many
researchers have explored the personality traits of “thrill -
seekers.”
5

A typical high sensation seeker chooses to participate in
activities that maximize external
stimulation (Zuckerman, 1979). Some of the personality traits
that have been assessed by
researchers as being correlated to high sensation seeking are
trait anxiety, perceived locus of
control, self-esteem, and impulsivity (e.g., Biersner & LaRocco,
1983; Zuckerman, 1979; Rossi
& Cereatti, 1993; Taylor, O’Toole, Auble, Ryan & Sherman,
2001; Furnham, 1984; Zuckerman
& Kuhlman, 2000). Much of the past research on risk-takers
used measures that were designed
to assess abnormal personality characteristics such as the
MMPI. When these types of measures
2
The title is repeated on the second page, which begins the
literature review; also notice that the title is double-
spaced and that it is double spaced from title to first sentence of
the first paragraph. Paragraph formatting puts an
extra half-space between paragraphs, so you need to go into that
menu and change it. In Word, you check the box
that says no extra space between paragraphs.
3
Citations are to journal articles in the References at end of the

paper and include the authors last names and the
year of the article. Many students try to use "et. al." in place of
authors names, but the rules for proper use for "et.
al." are complicated and students rarely use it correctly. It's
best to use all authors last names, all the time.
4
Notice that citations may have authors and years in
parentheses, or the author as text and only the year in
parentheses. If you quote, which is not a good idea, include the
page number for the quote.
5
The first paragraph starts general and the information becomes
more specific.
3
are used, recreational and professional risk-takers (such as
scuba divers) do not differ from
normative samples (Biersner & Cameron, 1970; Biersner &
LaRocco, 1983). More recent
studies, which have assessed risk-takers who participate in a
variety of activities (such as
mountain climbing, bull riding, skydiving, etc.), compare these
groups to more appropriate
normative groups (those who do not participate)
6
. Such studies have indicated that those

individuals who score high in sensation seeking score
differently in the areas of impulsivity, self-
esteem, anxiety, masculinity, and locus of control (Morgan,
1995; Taylor, O’Toole, Auble, Ryan
& Sherman, 2001; Brievic, 1994).
Few studies have been done in this area that measure specific
types of risk-takers (as
determined by the activity in which they participate) on several
personality scales at once. One
type of risk-taker that has not been thoroughly assessed as of
yet is the scuba diver. It has been
shown that individuals enrolled in beginner scuba diving classes
score lower than average in
state and trait anxiety when measured (Morgan, 1995; Biersner
& LaRocco, 1983). Some
studies have found that scuba divers score significantly lower
on locus of control measures
(Biersner & LaRocco, 1983). These results, when contrasted
with studies of other types of risk-
takers (see Migdal, 1990), suggest that some individuals who
are drawn to scuba diving may be
considered a specialized sub-group of sensation seekers whose
personality traits increase
survivability.

7
The accessibility of scuba diving as a recreational activity has
increased. At several
resorts and on many cruise lines, scuba diving has become a
popular activity. In these situations,
any guest that wishes to participate is given minimal training in
the fundamentals of diving. An
6
If you say "recent research..." or "some researchers..." or
"some studies..." you then need to provide citations of
what or who those are.
7
Although not done here, giving details of some of the studies is
required. You may even spend an entire paragraph
on one part of one study. Also, your intro will be longer than
this sample - about 6 pages or so.
4
interest in professional diving (Navy Seal, underwater welding,
salvage, etc.) has increased as
well. As some corresponding personality traits of the sensation
seeking individual, such as poor
impulse control, could prove to be a deadly combination during
diving activity, it would be

beneficial
8
to determine what personality types are best suited to this high-
risk activity.
The purpose of this study will be
9
to characterize the personality traits of the scuba diver.
A variety of personality inventories will be given including
sensation seeking, impulsivity, trait
anxiety, self-esteem, assertiveness, locus of control, and
androgyny. Three groups will be
compared: scuba diving students, experienced scuba divers, and
non-divers.
10
Hypothesis One.
11
Scuba diving students and experienced divers will show higher
levels
of sensation-seeking than nondivers.
Hypothesis Two. Scuba diving students and experienced divers
will be lower on trait
anxiety than nondivers.
Hypothesis Three. Scuba diving students and experienced
divers will differ on some of

the remaining personality surveys from nondivers.
Methods
12
Participants
Students at Middle Tennessee State University will be sampled.
They will volunteer
from the Psychology Department subject pool, come from
requests during Scuba classes, and
8
Here the authors are making a case for the need for some
additional research, issues that have not been adequately
addressed by previous research.
9
The last paragraph of the introduction is the statement of
purpose. In a proposal you use future tense "will be"
because you are proposing a project for the future. If you are
reporting a study that you did already, then you use
past tense, "the purpose of this study was..."
10
The purpose is stated in one sentence, maybe two, then a short
description of how the purpose will be fulfilled is
given. This may take one sentence or several.
11

After the purpose at least one testable hypothesis must be
stated and typically 3-6 hypothesis are stated. This is
not typical publication style, but is required for Honor's thesis,
Master's thesis, and Doctoral dissertations.
12
Notice that Methods begins right after the purpose paragraph
(not on new page).
5
may come from random sampling from around campus.
13
All volunteers will be accepted.
Approximately 100 students will be sampled.
14
Materials
The MTSU consent form will be used (see Appendix A).
15
The consent form includes a
tear-off section with the researchers contact information that
student keep. A Demographic
Survey (Appendix B) will ask gender, age, and scuba diving
experiences (none, some, training,

experience level, etc.). Next in the packet of forms will be the
Zuckerman Sensation Seeking
Scale, Form IV. This is a 36 question, self-report, forced choice
(one of two) survey that
measures a need for stimulation in the respondent (see
Appendix C). A high score (20 to 34)
indicates a great need for stimulation, an intermediate score (11
to 20) indicates an average need
for stimulation, and a low score (0 to 10) indicates an aversion
to high levels of stimulation
(Zuckerman, 1979).
16
It is composed of 4 subscales: Thrill and Adventure Seeking,
Boredom
Susceptibility, Disinhibition, and External Stimulation. Higher
subscale scores indicate a greater
tendency to seek adventure, more likely to become bored,
readier to release inhibitions, and more
enjoyment of sensory experience.
The Rotter Locus of Control Scale (see Appendix D) consists
of 29 self-report, forced
choice (internal versus external response) questions. It is
scored on an relative scale of 1-29,

13
If you use a specialized sampling technique, such as stratified
sampling, use the term and describe the details of
how you will do it. Using the subject pool includes its own
method - by posting announcements for students
enrolled in general psychology for students to select from
several studies and sign up for those they are interested in.
14
How many will it take? All studies are different, make sure
your number is reasonable for your study.
15
Full accurate copies of all forms and surveys are included in
appendices at the end of the paper, after References.
Appendices start with A and lettered in order of mention (A, B,
C, etc.). Scroll down to the end of the paper to see
the surveys in appendix format.
16
Notice that all surveys are described, terms defined, the
possible scores are given as well as the meaning of high
and low scores. For equipment (computers, stopwatches,
stimuli) detailed descriptions would be included with
make and model numbers, perhaps pictures of stimuli or
diagrams (shown as Figures).

6
with a higher score indicating more external control, and a
lower score indicating more internal
control (Rotter, 1966).
The Taylor Manifest Anxiety Scale (se Appendix E) is a 38
question, self-report, forced
choice (true or false) survey that measures the respondent’s
level of trait anxiety. A high score
(16 to 38) indicates a higher than average level of trait anxiety,
an intermediate score (6 to 15)
indicates an average level of trait anxiety, and a low score (0 to
5) indicates a lower than average
level of trait anxiety (Taylor, 1953).
The Rosenberg Self-Esteem Scale (see Appendix F) consists of
10 self-report, Likert-
style response questions that measure the respondent’s level of
positive or negative feelings
about oneself (Rosenberg & Kaplan, 1982). Responses are
summed and averaged for scores that
range from 1 to 5. Higher scores indicate higher self-esteem
The College Self-Expression Scale (see Appendix G) is a 50
question, self-report, Likert-
type response survey that measures assertiveness. The
responses to each question are summed

for a range from 0-250. A high score (146 to 250) indicates the
individual is strongly assertive.
An intermediate score (104 to 145) indicates that the individual
is average in regards to
assertiveness. A low score (0 to 103) indicates that the
individual is not assertive (Galassi, Delo,
Galassi & Bastien, 1974).
The Rosenbaum Self-Control Schedule (see Appendix H)
consists of 36 self-report,
Likert-style response questions, which measures the
respondent’s use of self-management
methods in problem solving. A high score (above 48) indicates
frequent use of self-management
strategies. An intermediate score (6 to 47) indicates average
use of self-management strategies.
A low score (below 6) indicates a minimal use of self-
management strategies (Rosenbaum,
1980).
7
Procedures
The participants will be filling out the surveys in various
campus locations depending

on where they were sampled.
The subject pool volunteers will arrive at an on-campus
classroom and take their survey's
as a group. These instructions will be read to them:
17
On each desk is a packet of surveys. The first one is the
consent
form. Please read it and sign and date if you agree to
participate in
this study. The study involves questionnaires designed to
classify
you regarding gender and age and a few other characteristics
and
relate these to your personality as measured in the remaining
surveys. There is no time limit, please answer all survey items
as
honestly as you can, do not skip any items, and if you are
unsure
about how to answer, then please make your best guess. Once
you
sign the consent form, please tear it off and hand it to me before
you begin filling out the surveys. Pencils are available; raise

your
hand if you need one. When you have completed the surveys
please bring place them in this box; you may then leave. If you
would like to know the results of the study, which should be
complete in about 3 months, please write your email address on
your consent form and I will contact you, or simply email me at
the
17
All research includes instructions to subjects. If they are short
you may simply quote them verbatim as you see
here - nicely inset. If they are long or different instructions to
different groups, then you will need to describe them
briefly here and put them in full in an appendix.
8
address shown on the bottom half of the consent form. You
may
begin.
On-campus scuba classes
18
will also be visited and students will be asked to participate in

the study. They will be approached after class is over as they
are leaving. They will fill out the
surveys on the spot, in the hallway, or in a nearby empty
classroom if available. The same
instructions will be read to them (see above) as was read to the
subject pool volunteers.
Professors will be contacted in person to request attendance
during one of their non-scuba
classes to distribute the surveys during their class. Giving extra
credit to those who volunteer
will be encouraged, but not required. The students will fill out
the surveys during the class
period. They will be read the instructions as stated above.
Finally, students will be approached at various locations on
campus such as outside the
library, the student union building, hallways and lounge areas in
campus buildings, etc. They
will be asked to participate if they agree they will be read the
same instructions as the other
participants. They may be in small groups, or lone individuals,
and may fill out the surveys
sitting in the hall, at a booth in the grill, and tables and chairs
in lounge areas.

Consent forms will be separated from survey packets
19
and put away for future use in
contacting those interested in the results. The surveys will be
scored as they become available
and the data recorded in a spreadsheet (Microsoft Excel). Data
collection is expected to take 30
days, with another two weeks for final scoring and recording.
20
18
Since subjects are being recruited from several sources, each
source is discussed separately.
19
Keeping Consent forms separate from all other research
materials is required by Ethics policies at MTSU (and
everywhere else too).
20
Think about the number of forms to score, the number of
subjects, and make an educated guess at how long it will
take.
9

Results
21
Descriptive Statistics
22
Table 1 will show the number of experienced divers, student
divers and non-divers. Also,
the number of males and females in each diver group will be
presented.
23
A breakdown of the
number of subjects in each diver group by each college class
level (freshmen, sophomore, junior,
and senior) will be presented.
24
The range of ages, mean age, and standard deviations, will be
presented next in text rather than in a table.
Table 2
25
will show the means and standard deviations for the given
personality trait
measures. On the Zuckerman Sensation Seeking Scale the mean
level of sensation seeking will

be reported with a standard deviation. On the Rotter Locus of
Control Scale the mean level of
Internal/external control will be reported with a standard
deviation. On the Taylor Manifest
anxiety Scale the mean level of trait anxiety will be reported
with a standard deviation. On the
Rosenberg Self-Esteem Scale the mean level of
positive/negative feelings will be reported with a
standard deviation. On the College Self-Expression Scale the
mean level of assertiveness will be
reported, with a standard deviation. On the Rosenbaum Self-
Control Schedule the mean level of
impulsivity will be reported, with a standard deviation. On the
BEM masculinity femininity
scale the mean level of androgyny will be reported, with a
standard deviation (see Table 2).
21
Results begin right after the Methods, not on a new page.
22
I like to separate the descriptive stats from the inferential stat
with side headings, but this is my personal
preference - you won't find it in any book on APA style.
23

The number of subjects, number of males, females, etc.,
typically go in the subjects section, but some subject info
is better presented in the results. If it relates to sampling and
obtaining subjects it goes in subjects, if it relates to the
numbers used to calculate means and standard deviations (and
other stats) then the results is better place to report.
24
Every study is different. Report only those summary stats on
the demographics that are relevant to your study.
Gender and Age are important here because the introduction
showed that sensation seeking differed for males and
females and changes with age and experience. Be sure the
variables you present here match your study; do not
blindly copy from this sample.
25
Tables and Figures go on the first page after first mention.
This is Thesis and Dissertation Style in APA. Your
book and most reference sources will show you Journal
Publication style in which the tables and graphs go at the
end. I like Dissertation style so that's what we use in this cl ass.
10

Table 1
Number of Males and Females by College Classification and
Diver Group
_____________________________________________________
_________________________
Non-Diver Student Diver
Experienced Diver
_____________________________________________________
_________________________
Gender
Male XX XX
XX
Female XX XX
XX
Classification
Freshman XX XX
XX
Sophomore XX XX
XX
Junior XX XX
XX
Senior XX XX

XX
Other XX
XX XX
*XX indicates a number will be provided once the data is
available
11
Table 2
26
Means and Standard Deviations on the Personality Scales
_____________________________________________________
_______________________
Personality Trait Survey Mean
Level Standard Deviation
Zuckerman Sensation Seeking Scale XX
XX
Rotter Locus of Control Scale XX
XX
Taylor Manifest Anxiety Scale XX

XX
Rosenberg Self-Esteem Scale XX
XX
College Self-Expression Scale XX
XX
Rosenbaum Self-Control Schedule XX
XX
BEM Masculinity/Femininity Scale XX
XX
*XX means numbers will be filled in when the data is available
26
Should this table show the means and sd's for the males and
females, rather than overall means? Yes, it would be
a better table because the introduction pointed out that in past
research sex differences are noted on many of these
traits.
12
Inferential Statistics
27

A 2x3 factorial analysis of variance
28
will be conducted to determine if sensation seeking
differed between the two genders and among the three diver
groups. This will produce a main
effect of gender, a main effect of diver group and an interaction
effect of gender by diver group.
It is expected that males and females will differ in sensation
seeking, that the diver groups will
also differ and that an interaction effect will also be seen. The
expected results are shown in
29
Figure 1. As can be seen in Figure 1, male and female non-
divers score lower than the scuba
divers. Experience divers show higher mean levels of
sensation-seeking than divers. An odd
finding shown in Figure 1 is the possibility that female scuba
divers either do not differ from
their male counterparts in sensation-seeking or may actually be
somewhat higher in sensation-
seeking.
A 2x3 factorial analysis of variance with two genders and three

diver groups will be
performed with the remaining surveys as the dependent
variables. This entails six separate
analyses, one each on impulsivity, trait anxiety, self-esteem,
assertiveness, locus of control, and
androgyny. Figures will be constructed showing the results of
those that are statistically
significant.
30
27
This subsection does not begin on a new page - it was just
coincidence here.
28
Every study will have some type of inferential statistics to
report based directly on your purpose and hypotheses
as stated in the introduction. T-tests, correlations, regression
analysis, oneway anova's, factorials, and mixed
designs are the most likely types of tests, although some studies
will include a contingency table analysis (chi-
square). Some will include more than one type of inferential
statistics.
29

The large amount of white space shown here and on some other
pages is due to these footnotes. Your paper will
not have footnotes and will not have large areas of white space.
Double Space at all times.
30
The primary purpose here is to determine if male and female
scuba divers differ in sensation seeking from non-
divers. More time is spent discussing how to analyze this and a
graph is shown. The remaining analysis are more or
less secondary and can be lumped together, and no graph
presented. Your study may need to consider two or more
analyses in detail and thus need two or more graphs.
13
0
5
10
15

20
25
30
35
Non-Diver Scuba Diver Experienced
Diver
M
e
a
n
S
e
n
sa
ti
o
n
S
e
e
k
in

g
Figure 1. Both Male and Female Divers Show
Higher Sensation Seeking than Non-Divers
Male
Female
14
References
31
Biersner, R. J. & Cameron, B. J. (1970). Betting preferences
and personality characteristics of
Navy divers. Aerospace Medicine, 41, 658 –661.
32
Biersner, R. J. & LaRocco, J.M. (1983). Personality
characteristics of US Navy divers. Journal
of Occupational Psychology, 56, 329 –334.
Furnham, A. (1984). Extroversion, sensation seeking, stimulus
screening and Type “A”
behavior pattern: The relationship between various measures of
arousal. Personality and

Individual Differences, 5, 133 – 140.
Galassi, J.P., Delo, J.S., Galassi, M.D. & Bastien, S. (1974).
The college self-expressions scale:
A measure of assertiveness. Behavior Therapy, 5, 165 – 171.
Migdal, K. (1990). Demand for stimulation as set against risk
perception and anxiety level
among mountain climbers. Biology of Sport, 7, 65 – 75.
Morgan, W.P. (1995). Anxiety and panic in recreational scuba
divers. Sports Medicine, 20, 398
– 421.
Rosenbaum, M. (1980). A schedule for assessing self-control
behaviors: Preliminary findings.
Behavior Therapy, 11, 109 – 121.
Rosenberg, M. & Kaplan, H.B. (Eds.). (1982). Social
Psychology of the Self-Concept. Arlington
Heights, Illinois: Harlan Davidson, Inc.
31
The word References is used instead of "works cited" because
this is APA style. Center this heading.
32
References are alphabetical by first authors last name. Give

initials of authors first name and middle name, do not
give full names. Use & between author's names. The year is in
parenthesis, then comes the article title, the journal
title (underlined or italicized), then the journal volume number
(also underlined or italicized), and finally the page
numbers of the article. If you used the internet to find the
article you will have to add the "doi" information (see the
pocket guide).
15
Rossi, B. & Cereatti, L. (1993). The sensation seeking in
mountain athletes as assesses by
Zuckerman’s Sensation Seeking Scale. International Journal of
Sport Psychology, 24,
417 – 431.
Rotter, J.B. (1966). Generalized expectancies for internal vs.
external reinforcement.
Psychological Monographs, 80, 10-14.
Suinn, R.M. (1968). Removal of social desirability and
response set items from the Manifest
Anxiety Scale. Educational and Psychological Measurement,
28, 1189 – 1192.
Taylor, J.A. (1953). A personality scale of manifest anxiety.

Journal of Abnormal and Social
Psychology, 48, 285 – 290.
Taylor, D.M., O’Toole, K.S., Auble, T.E., Ryan, C.M. &
Sherman, D.R. (2001). Sensation
seeking personality traits of recreational scuba divers. South
Pacific Underwater
Medicine Society (SPUMS) Journal, 31, 25 – 28. doi:
10.1016/S0001-4575(97)00017-1
33
Zuckerman, M. (1979). Sensation Seeking: Beyond the
Optimal Level of Arousal. New York:
Halsted Press. 221.
34
Zuckerman, M. & Kuhluman, D.M. (2000). Personality and
risk taking: Common biosocial
factors. Journal of Personality, 68, 997-999.
33
Articles found online require the doi code. Those found in the
library, in physical paper journals, do not have a
doi code. You can see that all the other references were found
in the library.

34
When citing books, the book title is italicized or underlined,
the publisher city is given, then the publisher name
and name finally the total number of pages of the book.
http://psycnet.apa.org/doi/10.1016/S0001-4575(97)00017-1
16
Appendix A: Consent Form
Principal Investigator: _Susan Gant_________________
Study Title: ____ Risk-Takers with Specialized Survival Traits:
Some Personality Characteristics
of Scuba Divers
Institution: Middle Tennessee State University
Name of participant:
_________________________________________________
Age: ___________
The following information is provided to inform you about the
research project and your participation in it. Please
read this form carefully and feel free to ask any questions you
may have about this study and the information given
below. You will be given an opportunity to ask questions, and
your questions will be answered. Also, you will be
given a copy of this consent form.

Your participation in this research study is voluntary. You are
also free to withdraw from this study at any time. In the
event new information becomes available that may affect the
risks or benefits associated with this research study or
your willingness to participate in it, you will be notified so that
you can make an informed decision whether or not to
continue your participation in this study.
For additional information about giving consent or your rights
as a participant in this study, please feel
free to contact the MTSU Office of Compliance at (615) 494-
8918.
1. Purpose of the study:
You are being asked to participate in a research study because
the researcher is a student
learning to conduct research and needs help with this class
assigned research project. The
project is designed to teach the student the basics of designing
research, collecting and analyzing
data, and writing results. The data will be use for no other
purpose.
2. Description of procedures to be followed and approximate
duration of the study:
Participants are asked to fill out a short form of questions
regarding a few personal items (for
example age and sex) and then to fill out a short sensation-
seeking scale. This scale measures
one's attitude toward risky activities such as riding motorcycles.
A variety of other personality

measures will be taken as well.
3. Expected costs:
There are no costs to the participants other than their time.
4. Description of the discomforts, inconveniences, and/or risks
that can be reasonably
expected as a result of participation in this study:
There are no discomforts, inconveniences, or risks expected as a
result of your participation. You
may find some of the survey items, silly, irrelevant, or
meaningless to you.
5. Compensation in case of study-related injury:
There is no compensation. No injury is expected as a result of
filling out the survey forms.
6. Anticipated benefits from this study:
a) The potential benefits to science and humankind that may
result from this study are the experience
and knowledge gained by the student-researcher as an inherent
part of her/his education.
17
b) The potential benefits to you from this study are the good
feeling and knowledge that you are

helping a college student complete assignments required for
her/his graduation and future success.
7. What happens if you choose to withdraw from study
participation: Nothing. You may
withdraw at any time for any reason with no recrimination.
8. Contact Information. If you should have any questions
about this research study or possibly
injury, please feel free to contact Donald F. Kendrick, Professor
of Psychology (615 898
2706).
9. Confidentiality. All efforts, within reason, will be made to
keep the personal information in your
research record private but total privacy cannot be promised.
Your information may be shared
with MTSU or the government, such as the Middle Tennessee
State University Institutional
Review Board, Federal Government Office for Human Research
Protections, but only if you or
someone else is in danger or if we are required to do so by law.
10. STATEMENT BY PERSON AGREEING TO PARTICIPATE
IN THIS STUDY
I have read this informed consent document and the material

contained in it has been
explained to me verbally. I understand each part of the
document, all my questions have
been answered, and I freely and voluntarily choose to
participate in this study.
Date Signature of patient/volunteer
Consent obtained by:
Date Signature
Printed Name and Title
18
Appendix B: Demographic Form

Psychological Survey Information Sheet
1. What is your gender? Male ______ Female ______
2. What is your age? ________
3. What is your marital status (circle or mark one)?
Single Divorced Married wo/children Married
w/children
4. What are your hobbies, interests, and/or sports (please list
below)?
5. What is your birth order (circle or check one)?
Only Child First Second Third Fourth
More than Fourth
6. What is your Education level? (circle or check one)?
Some High School High School Graduate College
Freshman
College Sophomore College Junior College Senior

College Graduate Graduate School, Master's
Graduate School, Doctorate
7. Do you work: Full Time? Part-Time? Not at all?
8. Do you scuba dive (circle or check one)?
Yes.
No, but I'm in a beginning scuba class.
No, but I would like to.
No, and I don't want to.
9. If you scuba dive: How Long since your last class?
__
How Many total dives have you made? ____
Most Common Type of Diving (reef, cave, wreck): ____

19
Appendix C: Sensation-Seeking Scale
Sensation Seeking Scale -form V (SSS-V)
Interest and preference test
Directions: Each of the items below contains two choices A and
B. Please
indicate which of the choices most describes your likes or the
way you feel. In some cases you
may find items in which both choices describe your likes or
feelings. Please choose the one
which better describes your likes or feelings. In some cases you
may find items in which you do
not like either choice. In these cases mark the choice you
dislike least. Do not leave any items
blank. It is importanr you respond to all items with only one
choice, A or B. We are interested
only in your likes or feelings, not in how others feel about these
things or how one is supposed to
feel. There are no right or wrong answers as in other kinds of
tests. Be frank and give your

honest appraisal of yourself.
1.
A. 1 like "wild" uninhibited parties.
B. I prefer quiet parties w~th good conversation.
2. A. There are some movies I enjoy seeing a second or even
third time.
B. I can't stand watching a movie that I've seen before.
3.
A. I often wish I could be a mountain climber.
B. I can't understand people who risk their necks climbing
mountains.
4.
A. I dislike all body odors.
B. I like some of the earthy body smells.
5.
A. 1 get bored seeing the same old faces.

B. I like the comfortable familiarity of everyday friends.
6.
A. I like to explore a strange city or section of town by mysel f,
even if
it means getting lost.
B. I prefer a guide when 1 am in a place I don't know well.
7.
A. I dislike people who do or say things just to shock or upset
others.
B. When you can predict almost everything a person will do and
say he
or she must be a bore.
20
8.
A. I usually don't enjoy a movie or play where I can predict
what will
happen in advance.
B. I don't mind watching a movie or play where I can predict

what will
happen in advance.
9.
A. I have tried marijuana or would like to.
B. I would never smoke marijuana.
10.
A. I would not like to try any drug which might produce strange
and
dangerous effects on me.
B. I would like to try some of the drugs that produce
hallucinations.
11.
A. A sensible person avoids activities that are dangerous.
B. I sometimes like to do things that are a little frightening.
12.
A. I dislike "swingers" (people who are uninhibited and free
about
sex).

B. I enjoy the company of real "swingers."
13.
A. I find that stimulants make me uncomfortable.
B. I often like to get high (drinking liquor or smoking
marijuana).
14.
A. I like to try new foods that I have never tasted before.
B. I order the dishes with which I am familiar so as to avoid
disappoint-
ment and unpleasantness.
15.
A. I enjoy looking at home movies, videos, or travel slides.
B. Looking at someone's home movies, videos, or travel slides
bores
me tremendously.
16.
A. I would like to take up the sport of water skiing.

B. I would not like to take up water skiing.
17.
A. I would like to try surfboard riding.
B. I would not like to try surfboard riding.
21
18.
A. 1 would like to take off on a trip with no preplanned or
definite
routes, or timetable.
B. When I go on a trip I like to plan my route and timetable
fairly care-
fully.
19.
A. I prefer the "down to earth" kinds of people as friends.
B. I would like to make friends in some of the "far-out" groups
like
artists or "punks."

20.
A. I would not like to learn to fly an airplane.
B. I would like to learn to fly an airplane.
21.
A. I prefer the surface of the water to the depths.
B. I would like to go scuba diving.
22.
A. I would like to meet some persons who are homosexual (men
or
women).
B. I stay away from anyone I suspect of being "gay" or
"lesbian."
23.
A. I would like to try parachule jumping.
B. I would never want to try jumping out of a plane, with or
without
a parachute.

24.
A. I prefer friends who are excitingly unpredictable.
B. I prefer friends who are reliable and predictable.
25.
A. I am not interested in experience for its own sake.
B. 1 like to have new and exciting experiences and sensations
even if
they are a little frightening, unconventional, or illegal.
26.
A. The essence of good art is in its clarity, symmetry of form,
and
harmony of colors.
B. I often find beauty in the "clashing" colors and irregular
forms of
modem paintings.
27.
A. I enjoy spending time in the familiar surroundings of home.

22
B. I get very restless if I have to stay around home for any
length
of time.
28.
A. I like to dive off the high board.
B. I don't like the feeling I get standing on the high board (or I
don't go near it at all).
29.
A. I like to date persons who are physically exciting.
B. I like to date persons who share my values.
30.
A. Heavy drinking usually ruins a party because some people
get loud
and boisterous.
B. Keeping the drinks full is the key to a good party.
31.
A. The worst social sin is to be rude.
B. The west social sin is to be a bore.

32.
A. A person should have considerable sexual experience before
mar-
riage.
B. It's better if two married persons begin their sexual
experience with
each other.
33.
A. Even if I had the money, I would not care to associate with
flighty
rich persons in the "jet set."
B. I could conceive of myself seeking pleasures around the
world with
the "jet set."
34.
A. I like people who are sharp and witty even if they do
sometimes
insult others.
B. I dislike people who have their fun at the expense of hurting

the
feelings of others.
35.
A. There is altogether too much portrayal of sex in movies.
B. I enjoy watching many of the "sexy" scenes in movies.
36.
A. I feel best after taking a couple of drinks.
B. Something is wrong with people who need liquor to feel
good.
37.
23
A. People should dress according to some standard of taste,
neatness,
and style.
B. People should dress in individual ways even if the effects are
some-
times strange.

38.
A. Sailing long distances in small sailing crafts is foolhardy.
B. I would like to sail a long distance in a small but seaworthy
sailing
craft.
39.
A. I have no patience with dull or boring persons.
B. I find something interesting in almost every person I talk to.
40.
A. Skiing down a high mountain slope is a good way to end up
on
crutches.
B. I think I would enjoy the sensations of skiing very fast down
a high
mountain slope.
END OF TEST
Note. Some of the items have been slightly modified from the
original

version of form V in order to explain outmoded colloquial or
slang terms like swingers, to use
terms more relevant to current times such as videos with home
movies and substituting punks for
hippies, to remove currently offensive terms like queer and
substitute prevalent terms like gay.
and to make the items more inclusive as in substituting persons
for members of the opposite sex
in item 29 referring to dating preferences. These should
probably make no differences in item
response characteristics but the author would 3apreciate any
new information from item
analyses.
Scoring key for SSSform V
One point for each agreement (if subject chose A for number 3,
that's one point for TAS.
TAS 10 3A llB 16A 17A 20B 21B 23A 28A 38B 40B
ES 10 48 6A 9A 10B 14A 18A 19B 22A 268 378
Dis 10 1A 12B 13B 25B 29A 30B 32A 33B 358 36A

BS 10 2B 5A 7B 8A 15B 24A 27B 31B 34A 39A
Total 40 1A 2B 3A 4B 5A 6A 78 8A 9A 10B
1lB 12B 13B 14A 15B 16A 17A 18A 19B 208
218 22A 23A 24A 25B 26B 278 28A 29A 30B
24
31B 32A 338 34A 35B 36A 378 38B 39A 40B
"The Total score may also be obtained by summing the four
subscale scores but it may be
desirable to also score the 40 items and check with the sum of
the subscales.
25
Appendix D: Locus of Control
Locus of Control Scale
For each of the fol1owing items, read through both sentences.

Then decide which
statement is truer, as far as your own experience is concerned.
If you think statement "a" is truer
for you, mark or highlight "a." If you think statement "b" is
truer, mark or highlight "b." You
mark or highlight just the letter, or the whole statement.
I more strongly believe that:
1. a. Children get into trouble because their parents punish
them too much.
b. The trouble with most children nowadays is that their
parents are too easy with them
2. a. Many of the unhappy things in people's lives are partly
due to bad luck.
b. People's misfortunes result from the mistakes they make.
3. a. One of the major reasons why we have wars is because
people don't take enough
interest in politics.
b. There will always be wars, no matter how hard people try to
prevent them.

4. a. In the long run people get the respect they deserve in this
world.
b. Unfortunately, an individual's worth often passes
unrecognized no matter how
hard he tries.
5. a. The idea that teachers are unfair to students is nonsense.
b. Most students don't realize the extent to which their grades
are influenced
by accidental happenings.
6. a. Without the right breaks one cannot be an effective leader.
b. Capable people who fail to become leaders have not taken
advantage of their
opportunities.
7. a. No matter how hard you try some people just don't like
you.
b. People who can't get others to like them don't understand
how to get along with
others.
8. a. Heredity plays a major role in determining one's
personality.

b. It is one's experiences in life which determine what they're
like.
9. a. I have often found that what is going to happen will
happen.
b. Trusting to fate has never turned out as well for me as
making a decision to take
a definite course of action.
10. a. In the case of the well prepared student there is rarely if
ever such a thing
26
as an unfair test.
b. Many times exam questions tend to be so unrelated to course
work that studying
is really useless.
11. a. Becoming a success is a matter of hard work; luck has
little or nothing to do
with it.
b. Getting a good job depends mainly on being in the right
place at the right time.

12. a. The average citizen can have an influence in government
decisions.
b. This world is run by the Few people in power, and there is
not much the little
guy can do about it.
13. a. When I make plans, I am almost certain that I can make
them work.
b. It is not always wise to plan too far ahead because many
things turn out to
be a matter of good or bad fortune anyhow.
14. a. There are certain people who are just no good.
b. There is some good in everybody.
15. a. In my case getting what I want has little or nothing to do
with luck.
b. Many times we might just as well decide what to do by
flipping a coin.
16. a. Who gets to be the boss often depends on who is lucky
enough to be in the right
place first.
b. Getting people to do the right thing depends upon ability,

luck has little or
nothing to do with it.
17. a. As far as world affairs are concerned, most of us are the
victims of forces
we can neither understand, nor control.
b. By taking an active part in political and social affairs the
people can
control world events.
18. a. Most people don't realize the extent to which their lives
are controlled by
accidental happenings.
b. There really is no such thing as "luck".
19. a. One should always be willing to admit mistakes.
b. It is usually best to cover up one's mistakes.
20. a. It is hard to know whether or not a person really likes
you.
b. How many friends you have depends upon how nice a person
you are.

21. a. In the long run the bad things that happen to us are
balanced by the good ones.
b. Most misfortunes are the result of lack of ability ignorance,
laziness on all
three.
22. a. With enough effort we can wipe out political corruption.
27
b. It is difficult for people to have much control over the things
politicians
do in office.
23. a. Sometimes I can't understand how teachers arrive at the
grades they give.
b. There is a direct connection between how hard I study and
the grades I get.
24. a. A good leader expects people to decide for themselves
what they should do.
b. A good leader makes it clear to everybody what their jobs
are.
25. a. Many times I feel that I have little influence over the
things that happen to me.

b. It is impossible for me to believe that chance of luck pla ys
an important part in
my life.
26. a. People are lonely because they don't try to be friendly.
b. There's not much use in trying to hard to please people, if
they like you, they
like you.
27. a. There is too much emphasis on athletics in high school.
b. Team sports are an excellent way to build character.
28. a. What happens to me is my own doing.
b. Sometimes I feel that I don't have enough control over the
direction my life
is taking.
29. a. Most of the time I can't understand why politicians
behave the way they do.
b. In the long run the people are responsible for bad
government on a national
as well as on a local level.

28
Appendix E: Trait Anxiety Scale
Taylor Manifest Anxiety Scale
The statements below inquire about your behavior and
emotions. Consider each statement
carefully. Then indicate whether the statement is generally true
or false for you. Record your
responses, True (T) or False (F), in the spaces provided on the
left.
_____1. I do not tire quickly.
_____2. I believe I am no more nervous than most others.
_____3. I have very few headaches.
_____4. I work under a great deal of tension.
_____5. I frequently notice my hand shakes when I try to do
something.

_____6. I blush no more often than others.
_____7. I have diarrhea once a month or more.
_____8. I worry quite a bit over possible misfortunes.
_____9. I practically never blush.
_____10. I am often afraid that I am going to blush.
_____11. My hands and feet are usually warm enough.
_____12. I sweat very easily even on cool days.
_____13. Sometimes when embarrassed, I break out in a sweat
which annoys me greatly.
_____14. I hardly ever notice my heart pounding and I am
seldom short of breath.
_____15. I feel hungry almost all the time.
_____16. I am very seldom troubled by constipation.

_____17. I have a great deal of stomach trouble.
_____18. I have had periods in which I lost sleep over worry.
29
_____19. I am easily embarrassed.
_____20. I am more sensitive than most other people.
_____21. I frequently find myself worrying about something.
_____22. I wish I could be as happy as others seem to be.
_____23. I am usually calm and not easily upset.
_____24. I feel anxiety about something or someone about all
the time.
_____25. I am happy most of the time.

_____26. It makes me nervous to have to wait.
_____27. Sometimes I become so excited that I find it hard to
get to sleep.
_____28. I have sometimes felt that difficulties were piling up
so high that I could not overcome
them.
_____29. I must admit that I have at times been worried beyond
reason over something that
really did not matter.
_____30. I have very few fears compared to my friends.
_____31. I certainly feel useless at times.
_____32. I find it hard to keep my mind on a task or job.
_____33. I am unusually self-conscious.
_____34. I am inclined to take things hard.
_____35. At times I think I am no good at all.

_____36. I am certainly lacking in self-confidence.
_____37. I sometimes feel that I am about to go to pieces.
_____38. I am entirely self-confident.
30
Appendix F: Self-Esteem Scale
Self-Esteem Scale
For each of the statements below, write down your level of
agreement using the following scale:
1 = Agree very much
2 = Agree
3 = Neither agree nor disagree
4 = Disagree

5 = Disagree very much.
1. At times I think I am no good at all.
2. 1 take a positive view of myself.
3. All in all, I am inclined to feel that I am a failure.
4. 1 wish I could have more respect for myself.
5. 1 an1 able to do things as well as most other people.
6. 1 feel that I am a person of worth, at least on an equal
plane with others.
7. On the whole, I am satisfied with myself.
8. 1 feel I do not have much to be proud of.
9. 1 feel that I have a number of good qualities.
. 10. 1 certainly feel useless at times.

31
Appendix G: Assertiveness Scale
Please answer the questions by filling in the appropriate number
from 0-4 in the blank provided
at the left of each item, where
0: Almost Always or Always
1: Usually
2: Sometimes
3: Seldom
4: Never or Rarely
Your answer should reflect how you generally express yourself

in the situation. If in responding
to any of the questions you find that the situation described is
not presently applicable to you -for
example, you do not have a room mate, please do not skip the
question. Instead, answer it in
terms of how you think you would be likely to react if you were
in the situation. Please do not
skip any questions.
_____1. Do you ignore it when someone pushes in front of you
in line?
_____2. When you decide that you no longer wish to date
someone, do you have marked
difficulty telling the person of your decision?
_____3. Would you exchange a purchase you discover to be
faulty?
_____4. If you decided to change your major to a field which
your parents will not
approve, would you have difficulty telling them?
_____5. Are you inclined to be over-apologetic?

_____6. If you were studying and if your room mate was
making too much noise,
would you ask him to stop?
_____7. Is it difficult for you to compliment and praise others?
_____8. If you are angry at your parents, can you tell them?
_____9. Do you insist that your room mate do his fair share of
the cleaning?
_____10. If you find yourself becoming fond of someone you
are dating, would you have
difficulty expressing these feelings to that person?
32
_____11. If a friend who has borrowed $5.00 £ran you seem to
have forgotten about it,
would you remind this person?
_____12. Are you overly careful to avoid hurting other people's
feelings?
_____13. If you have a close friend wham your parents dislike

and constantly criticize,
would you inform your parents that you disagree with them
and tell them of
your friend's assets?
_____14. Do you find it difficult to ask a friend to do a favor
for you?
_____15. If food, which is not to your satisfaction is served in a
restaurant, would you
comp1ain about it to the waiter?
_____16. If your room mate, without your permission, eats food
that he knows you have
been saving, can you express your displeasure to him?
_____17. If a salesman has gone to considerable trouble to show
you some merchandise
which is not quite suitable, do you have difficulty saying
no?
_____18. Do you keep your opinions to yourself?
_____19. If friends visit when you want to study, do you ask
them to return at a more

convenient time?
_____20. Are you able to express love and affection to people
for whom you care?
_____21. If you were in a small seminar and the professor made
a statement that you
considered untrue, would you question it?
_____22. If a person of the opposite sex whom you have been
wanting to meet smiles or
directs attention to you at a party, would you take the
initiative in beginning
conversation?
_____23. If someone you respect expresses opinions with which
you strongly disagree,
would you venture to state your own point of view?
_____24. Do you go out of your way to avoid trouble with other
people?
_____25. If a friend is wearing a new outfit which you like, do
you tell that person so?

_____26. If after leaving a store you realize that you have been
"short-changed," do you
go back and request the correct amount?
_____27. If a friend makes what you consider to be an
unreasonable request, are you able
to refuse?
33
_____28. If a close and respected relative were annoying you,
would you hide your
feelings rather than express your annoyance?
_____29. If your parents want you to come home for a weekend
but you have made
important plans, wou1.d you tell them of your
preference?
_____30. Do you express anger or annoyance toward the
opposite sex when it is
justified?

_____31. If a friend does an errand for you, do you tell that
person him much you
appreciate it?
_____32. When a person is blatantly unfair, do you fail to say
something about it to him?
_____33. Do you avoid social contacts for fear of doing or
saying the wrong thing?
_____34. If a friend betrays your confidence, would you
hesitate to express annoyance to
that person?
_____35. When a clerk in a store waits on someone who has
cone in after you, do you
call his attention to the matter?
_____36. If you are particularly happy about someone's good
fortune, can you express
this to that person?
_____37. Would you be hesitant about asking a good friend to
lend you a few dollars?

_____38. If a person teases you to the point that it is no longer
fun, do you have difficulty
expressing your displeasure?
_____39. If you arrive late for a meeting, would you rather
stand than go to a front seat
which could only be secured with a fair degree of
conspicuousness?
_____40. If your date calls on Saturday night 15 minutes before
you are supposed to meet
and says that she (he) has to study for an important
exam and cannot make it,
would you express your annoyance?
_____41. If someone keeps kicking the back of your chair in a
movie, would you ask him
to stop?
_____42. If someone interrupts you in the .middle of an
important conversation, do you
request that the person wait until you have finished?
_____43. Do you freely volunteer information or opinions in
class discussions?

34
_____44. Are you reluctant to speak to an attractive
acquaintance of the opposite sex?
_____45. If you lived in an apartment and the landlord failed to
make certain necessary
repairs after promising to do so, would you insist on it?
_____46. If your parents want you home by a certain time which
you feel is much too
early and unreasonable, do you attempt to discuss or
negotiate this with them?
_____47. Do you find it difficult to stand up for your rights?
_____48. If a friend unjustifiably criticizes you, do you express
your resentment there
and then?
_____49. Do you express your feelings to others?
_____50. Do you avoid asking questions in class for fear of

feeling self-conscious?
35
Appendix H: Impulsivity Scale
Indicate how characteristic or descriptive each of the following
statements is of you by using the
code given below.
+3 very characteristic of me, extremely descriptive
+2 rather characteristic of me, quite descriptive
+1 somewhat characteristic of me, slightly descriptive
-1 somewhat uncharacteristic of me, slightly undescriptive
-2 rather uncharacteristic of me, quite undescriptive
-3 very uncharacteristic of me, extremely undescriptive
Record your responses in the spaces provided on the left.
______1. When I do a boring job, I think about the less boring
parts of the job and the

reward that I will receive once I am finished.
______2. When I have to do something that is anxiety arousing
for me, I try to visualize
how I will overcome my anxieties while doing it.
______3. Often by changing my way of thinking I am able to
change my feelings about
almost everything.
______4. I often find it difficult to overcome my feelings of
nervousness and tension
without any outside help.
______5. When I am feeling depressed I try to think about
pleasant events.
______6. I cannot avoid thinking about mistakes I have made in
the past.
______7. When I am faced with a difficult problem, I try to
approach its solution in a
systematic way.

______8. I usually do my duties quicker when somebody is
pressuring me.
______9. When I am faced with a difficult decision, I prefer to
postpone making a
decision even if all the facts are at my disposal.
______10. When I find that I have difficulties in concentrating
on my reading, I look for
ways to increase my concentration.
______11. After I plan to work, I remove all the things that are
not relevant to my work.
______12. When I try to get rid of a bad habit, I first try to find
out all the factors that
maintain this habit.
36
______13. When an unpleasant thought is bothering me, I try to
think about something
pleasant.

______14. If I would smoke two packages of cigarettes a day, I
probably would need
outside help to stop smoking.
______15. When I am in a low, I try to act cheerful so my mood
will change.
______16. If I had the pills with me, I would take a tranquilizer
whenever I felt tense and
nervous.
______17. When I am depressed, I try to keep myself busy with
things that I like.
______18. I tend to postpone unpleasant duties even if I could
perform them immediately
______19. I need outside help to get rid of some of my bad
habits.
______20. When I find it difficult to settle down and do a
certain job, I look for ways to
help me settle done.
______21. Although it makes me feel bad, I cannot avoid
thinking about all kinds of

possible catastrophes in the future.
______22. First of all I prefer to finish a job that I have to do
and then start doing the
things I really like.
______23. When I feel pain in a certain part of my body, I try
not to think about it.
______24. My self-esteem increases once I am able to overcome
a bad habit.
______25. In order to overcome bad feelings that accompany
failure, I often tell myself
that it is not so catastrophic, and that I can do something
about it.
______26. When I feel that I am too impulsive, I tell myself
"stop and think before you
do anything."
______27. Even when I am terribly angry at somebody, I
consider my actions very
carefully.

______28. Facing the need to make a decision, I usually find
out all the possible
alternatives instead of deciding quickly and spontaneously.
______29. Usually, I do first the things I really like to do even
if there are more urgent
things to do.
37
______30. When I realize that I cannot help but be late for an
important meeting, I tell
myself to keep calm.
______31. When I feel pain in my body, I try to divert my
thoughts from it.
______32. I usually plan my work when faced with a number of
things to do.
______33. When I am short of money, I decide to record all my
expenses in order to plan

carefully for the future.
______34. If I find it difficult to concentrate on a certain job, I
divide the job into smaller
segments.
______35. Quite often I cannot overcome unpleasant thoughts
that bother me.
______36. Once I am hungry and unable to eat, I try to divert
my thoughts away from my
stomach or try to imagine that I am satisfied.
Instructions for the Discussion Section
The discussion section is comprised of three parts. The first
part is a restatement of the major results -
stated this time in everyday language rather than the statistical
jargon of the results section. The
second part is a description of how the results relate to the
literature you reviewed in the Introduction.
The third part looks to the future in discussing limitations of the
study, implications of the findings, and
potential directions for future research. As you can see the
discussion section is all about your major

findings - what they are, how they fit what is already known,
and how they change our understanding.
The restatement of the major findings is done in the first
paragraph. Lay out the one, two, or three
major findings; at least what you consider will be the major
findings. Relate back to the purpose and the
hypotheses at the end of the introduction. What major findings
will support each hypothesis? Do not
use statistical jargon - you are not actually presenting the
results of the statistical tests - you did that in
the results section. In the discussion you are discussing the
major potential findings as they relate to
your purpose and hypothesis and without jargon.
The next paragraph takes up the previous literature and may
bring in some new literature related to
your major findings. You will have citations here as you show
how your findings agree or disagree with
the findings of past research. Since you don't really have any
findings, you are actually suggesting that IF
this is the result, THEN the findings of "Johnson (2011) will be
supported in that cell phone use among
college students is directly related and negatively related to
grades (for example)." You will need to
relate your major findings to more than one previous study -
here's where you show how your study fits
the whole history of research in the topic area.
The next paragraph...or the next or next depending on how
many paragraphs you wrote earlier, covers
the big picture. Most findings have limited external validation
and this is where you describe the limits
of your findings. Obviously a study that used only MTSU
college students is limited in application to that
population. Even studies with a broad range of subjects are

limited in ways. Results are not always
limited by the subject characteristics - they can be of limited
practical value, require massive changes in
cultural attitude in order to be effective outside the experiment,
or perhaps would be effective only in
some specific situations (this kind of schizophrenia, but not
others, for example). The limitations often
suggest the need for future research to determine if the current
(your future potential) findings would
hold up in a slightly different method, with a different
population, when applied to real-life, etc.
I always like to end the discussion with a big-picture glorious
statement or two, much like the beginning
of the Introduction. Indeed, you can paraphrase your first
sentence of the introduction in order to end
the discussion. For example, "The present study, should it
produce positive findings, could potentially
alter the use of cell phones among college students, which in
turn, would promote learning, encourage
face-to-face exchanges, and return the U.S.A. to a nation of
involved, connected, learned, citizens ready
and able to take on the difficult tasks of war, balancing the
budget, and the coming financial crises."
Ok, so that's a bit much....but the one thing you do what to do is
end on the high note. You spent a lot
of time and effort doing this proposal and your final sentences
should reflect the high-value, the worth,
and the importance of the potential results.

The
APA
Introduction
The
Introduction
is
a
review
of
the
past
published
original
research
reports
in
the
areas
of
concern
to
the
present
study.
One
interesting
aspect
is
that
the
present

study
--‐
the
one
you
are
proposing
--‐
is
not
mentioned
at
all
until
the
very
end
of
the
introduction.
The
introduction
starts
off
in
the
most
general
and
big--‐ picture
way,
bringing
in

the
major
concepts
of
the
title,
then
focuses
in
more
detail
on
each
major
concept
in
turn.
For
example,
the
first
sentence
might
read
something
like
this:
"Stress
and
the

need
to
relax
have
concerned
Psychologists
since
the
earliest
days
of
the
discipline
(Cormick,
1934;
Jung,
1899;
Rogers,
1968;
Zelner,
Abbott,
Perel,
&
Lovitt,
1987)."
Big--‐ picture
statement
backed
up
with
a
series
of

citations
that
show
a
long
history
of
concern.
Notice
the
citations
are
in
alphabetical
order,
and
separated
by
semi--‐ colons.
Presumably
these
citations
refer
to
articles
that
support
the
statement.
Cormick
(1934)

for
example
wrote
extensively
on
the
history
of
stress
and
stress--‐ related
research.
This
is
not
an
original
research
article,
but
remember
you
may
quote
books
and
other
information
as
long
as
you
also

include
at
least
8
original
research
articles
as
published
in
journals.
Since
our
example
is
the
student
article
on
music
therapy,
progressive
neuromuscular
relaxation
(pnr),
and
problem--‐ solving,
the
introduction's

first
paragraph
would
include
brief
statements
of
all
these
areas.
The
student's
paper
is
included
in
the
Content
in
D2L
and
in
the
Powerpoint
on
How
to
write
an
APA
proposal
for
research.

The
second
and
third
sentences
then
might
look
like
this:
"From
psychodynamic
theory
to
strange
medical
interventions,
people
have
sought
relief
from
anxiety
and
stress
(Freud,
1911;
Saks,
2001).
The
use
of
machines

that
could
read
brain
waves
were
used
to
help
with
relaxation
training
in
the
1960's
biofeedback
craze
in
Psychology
and
the
use
of
relaxing
music
was
refined
into
a
therapy
(Bohns,
1967;
Hevel
&

Brookside,
1972)."
So
now
music
therapy
has
been
brought
into
the
discussion.
Similarly
in
the
next
few
sentences
pnr
and
problem--‐ solving
should
be
included
to
conclude
the
first
paragraph.
You
have

now
laid
out
all
the
major
topics/concepts
that
will
be
dealt
with
in
more
detail
in
the
following
paragraphs.
It
is
not
necessary
to
take
the
historical
approach
as
I
did
here.

In
fact
the
actual
student's
paper
took
a
different
tack
entirely.
What
is
important
is
that
all
major
concepts
are
included
in
this
first
paragraph
and
then
expounded
upon
in
subsequent
paragraphs.

It
is
best
to
take
up
each
concept
in
turn,
covering
all
you
want
to
cover
in
that
topic
before
moving
on
to
the
next
one.
For
example,
Stress

needs
to
be
defined
and
discussed
as
it
appears
in
the
research.
Then
the
types
of
therapy
may
be
touched
on
briefly
before
concentrating
on
music
therapy
research
and
findings.
Next,
pnr
is

taken
up
and
the
more
modern
therapy
for
stress.
And
then
the
introduction
considers
as
it
relates
to
stress,
maybe
suggesting
that
this
link
between
high--‐ stress
and
poor
although
well--‐ established
has

not
been
convincingly
applied
to
college
students,
who
are
typically
highly
stressed
to
get
complex
problems
solved
and
turned
in
for
grades!
Towards
the
end
of
the
introduction
is
where
you
begin

to
bring
the
concepts
together,
forming
a
justification
for
the
your
purpose.
Having
now
presented
the
relevant
research
into
music
therapy,
pnr,
the
relationship
between
stress
and
problem--‐ solving,
and
the
suggestion
that
the

past
research
has
not
addressed
the
kinds
of
stress
we
see
in
college
students,
you
are
neatly
set
up
for
the
last
paragraph,
the
purpose.
The

purpose
paragraph
begins:
"The
purpose
of
this
study
will
be
to...."
I
will
be
looking
for
this
exact
phrase
as
the
first
part
of
the
first
sentence
of
the
last
paragraph
of
your
introduction.

All
students
will
use
this
same
exact
phrase.
In
our
example
the
sentence
might
read
something
like
this:
"The
purpose
of
this
study
will
be
to
test
the
effectiveness
of
music
therapy

and
progressive
neuromuscular
relaxation
to
enhance
in
stressed
college
students."
The
next
2--‐ 3
sentences
briefly
described
the
procedures
that
will
be
used
to
fulfill
this
purpose.
It
might

be
questionnaire
research
in
which
students
are
given
a
stress--‐ evaluation
survey,
then
asked
if
they
have
used
music
therapy
or
pnr
and
if
they
think
it
helped
with
problem--‐ solving.
This
kind
of
self--‐ report

research
is
not
the
best
in
this
case,
but
valid
to
determine
if
college
students
believe
the
therapies
work
or
not.
To
find
out
if
they
do
indeed
work
a
more
experimental
approach

would
be
needed
in
which
"Students
will
be
given
30
minutes
of
music
therapy,
or
pnr
therapy,
and
then
required
to
solve
a
puzzle
problem.
The
time
to
solve
the
puzzle
will
be

recorded.
Stress--‐ related
behaviors
will
be
observed
before
and
after
the
therapy."
Finally,
a
list
of
testable
hypotheses
is
presented
using
the
indented
paragraph
heading
style.
Something
like
this:

Hypothesis
One.
Music
Therapy
will
result
in
faster
puzzle--‐ solving
times
and
reduced
stress--‐
related
behaviors
compared
to
a
No
Therapy
control
group.
Hypothesis
Two.
PNR
Therapy

will
result
in
faster
puzzle--‐ solving
times
and
reduced
stress--‐
related
behaviors
compared
to
a
No
Therapy
control
group.
Hypothesis
Three.
PNR
Therapy
will
result
in
faster
puzzle--‐ solving
times
and
reduced
stress--‐

related
behaviors
compared
to
Music
Therapy.
There
could
be
more
hypotheses,
or
fewer.
Notice
that
I
included
one
that
says
PNR
is
better
than
Music,
but
I
don't
really
know
if

that's
a
valid
hypothesis
or
not.
The
past
research
is
your
guide
as
to
what
is
and
is
not
logical.
If
some
past
studies
show
that
PNR
is
better
than
Music,
and
others

show
the
opposite,
then
it
might
be
a
good
idea
to
compare
the
two
in
your
study
to
find
out
which
side
of
the
debate
your
results
support.
If
past
studies
clearly
indicate

that
PNR
is
better
than
Music,
you
might
argue
that
Music
Therapy
is
still
better
than
No
therapy
and
that
college
students
might
use
Music
therapy
since
it
is
easier
and
they
already
have

the
personal
resources
for
it.
And
that
brings
us
to
the
end
of
the
Introduction.
The
complete
assignment
will
include
the
APA
Title
Page,
the
Introduction,
and
the

Reference
list.
1
Research Proposal Consent Form
Conducting a research study of any type requires that the
researcher obtain informed consent from each subject. MTSU
has a website where you can find the basic information for
obtaining consent, including the form required by MTSU’s
Institutional Review Board (http://www.mtsu.edu/irb/).
The next page shows a modified form that we use for this class.
The yellow highlight is what I typed for a previous project.
You must delete all the highlighted information and then add
your own information based on your specific study. Include
your consent form in your proposal as appendix A.
Appendix B may be a demographic form you create if your
proposal includes collecting basic subject information such as
gender, age, race, etc. Appendices C, D, E, etc., will be copies
of your surveys, if you are using surveys. If you are not doing
survey research, then they will be copies of your data recording
sheet or other materials that you may be presenting to your
subjects, such as a copy of the instructions you will be giving
the subjects.
Remember, you must treat all groups the same, except for the
IV, so your instructions must be written out and read to subjects

to ensure you say the same thing each and every time. And
these instructions must then be included in your proposal.
Principal Investigator: __________________
Study Title:
_____________________________________________________
_______
Institution: Middle Tennessee State University
Name of participant:
_____________________________________________________
____ Age: ___________
The following information is provided to inform you about the
research project and your participation in it. Please read this
form carefully and feel free to ask any questions you may have
about this study and the information given below. You will be
given an opportunity to ask questions, and your questions will
be answered. Also, you will be given a copy of this consent
form.
Your participation in this research study is voluntary. You are
also free to withdraw from this study at any time. In the event
new information becomes available that may affect the risks or
benefits associated with this research study or your willingness
to participate in it, you will be notified so that you can make an
informed decision whether or not to continue your participation
in this study.
For additional information about giving consent or your rights
as a participant in this study, please feel free to contact the
MTSU Office of Compliance at (615) 494-8918.
1. Purpose of the study:

You are being asked to participate in a research study because
the researcher is a student learning to conduct research and
needs help with this class assigned research project. The project
is designed to teach the student the basics of designing
research, collecting and analyzing data, and writing results.
The data will be use for no other purpose.
2. Description of procedures to be followed and approximate
duration of the study:
Participants are asked to fill out a short form of questions
regarding a few personal items (for example age and sex) and
then to fill out a short sensation-seeking scale. This scale
measures one's attitude toward risky activities such as riding
motorcyles.
3. Expected costs:
There are no costs to the participants other than their time.
4. Description of the discomforts, inconveniences, and/or risks
that can be reasonably expected as a result of participation in
this study:
There are no discomforts, inconveniences, or risks expected as a
result of your participation. You may find some of the survey
items, silly, irrelevant, or meaningless to you.
5. Compensation in case of study-related injury:
There is no compensation. No injury is expected as a result of
filling out the survey forms.
6. Anticipated benefits from this study:
a) The potential benefits to science and humankind that may
result from this study are the experience and knowledge gained
by the student-researcher as an inherent part of her/his
education.
b) The potential benefits to you from this study are the good

feeling and knowledge that you are helping a college student
complete assignments required for her/his graduation and future
success.
7. What happens if you choose to withdraw from study
participation: Nothing. You may withdraw at any time for any
reason with no recrimination.
8. Contact Information. If you should have any questions
about this research study or possibly injury, please feel free to
contact Donald F. Kendrick, Professor of Psychology (615 898
2706).
9. Confidentiality. All efforts, within reason, will be made to
keep the personal information in your research record private
but total privacy cannot be promised. Your information may be
shared with MTSU or the government, such as the Middle
Tennessee State University Institutional Review Board, Federal
Government Office for Human Research Protections, but onlyif
you or someone else is in danger or if we are required to do so
by law.
10. STATEMENT BY PERSON AGREEING TO PARTICIPATE
IN THIS STUDY
FORMCHECKBOX
I have read this informed consent document and the material
contained in it has been explained to me verbally. I under stand
each part of the document, all my questions have been
answered, and I freely and voluntarily choose to participate in
this study.
Date
Signature of patient/volunteer

Consent obtained by:
Date
Signature
Printed Name and Title

The APA Methods Section Explained

Recommended

Recommended

More Related Content

Similar to The APA Methods Section Explained

Similar to The APA Methods Section Explained (20)

More from VannaJoy20

More from VannaJoy20 (20)

Recently uploaded

Recently uploaded (20)

The APA Methods Section Explained