A. APA AssignmentsThroughout the course, the student will comple.docx

A. APA Assignments
Throughout the course, the student will complete four APA
assignments that are specifically designed to help improve
his/her understanding of research methods, writing styles,
revision techniques, and APA formatting. Each assignment
requires the student to revise some aspect of a Sample APA
Paper that is provided in the course. Each of the four revision
assignments is described below:
1. Title Page and Reference Page
The student is required to revise the incorrect reference and title
pages that are provided in the Sample APA Paper. These
revisions will require the student to obtain the articles via the
LU Library Research Portal and interlibrary loan.
2. Outline
The student is required to reorganize the body of the Sample
APA Paper by creating a logical topical outline of the body.
The student does not have to rewrite the whole body of the
paper for this assignment. Instead, the student should
reconceptualize the content of the paper in outline format.
Creating this outline may require the student to supply
additional information using the sources he/she obtained for the
reference list.
3. Topical Revision
The student is required to rewrite part of the body of the Sample
APA Paper by focusing on one of the following topics: 1)
Motivation, 2) Demographics, or 3) Products. The student
should read through the paper, gather the information that is
pertinent to his/her chosen topic, reorganize the information
into a logical format, and rewrite incorrect or out-of-place
portions of the section. The result of this revision should be a
1–2-page focused and synthesized section of the paper. This

assignment is due by the end of Module/Week 7.
4. Method
The student is required to rewrite the Research Methods section
of the Sample APA Paper. This assignment will require the
student to do a significant amount of original writing because
the Method section in the Sample Paper is severely
underdeveloped. Additionally, the student is required to
create—but not conduct— a survey that attempts to answer the
research question for the Method section.
INSTRUCTIONS
Title Page
Correctly crediting sources is very important in APA style. The
reference list in the Sample APA paper contains several
mistakes--none of the six references is formatted correctly.
Revise the list by formatting the page in correct APA style.
Also, revise the title page included with the Sample APA paper
and submit it with your reference page. You should only submit
the title page and reference page for this assignment, not the
body of the Sample APA Paper.
Several of the article citations are missing information or
contain some incorrect information. Thus, in order to complete
this assignment fully, you need to find all six of the sources
from the reference page using the LU Library Research Portal
available through the Services/Support link on the course
menu. Make sure that the information on your reference list
reflects the correct citation information from the article. The
last article on the list must be obtained through the interlibrary
loan tool, which will require you to set up an interlibrary loan
account through the LU library. You will need to have all of
these articles on hand for subsequent assignments in this course.

Outline
·
The body of the Sample APA Paper is not organized topically.
Instead, it contains a series of article summaries chained
together. Reorganize the information into a logical topical
outline. Do not rewrite the whole paper. Instead,
reconceptualize the content in outline format with detailed
bullets of the articles that are cited.
There is no APA guideline for outlines but you should adhere to
APA guideslines when citing articles in your outline. Every
heading must have at least two entries (e.g., A, B; 1, 2). Supply
missing information, using the sources that you obtained from
the Library research portal for the reference list. You may
include other resources if you like but it is not required. Also,
include the reference page with your submission. If you
received any feedback from the instructor for your previous
reference page, be sure that you have made the necessary
corrections.
Topical Revision
·
The body of the Sample APA Paper is poorly organized and
lacks sufficient comparison and synthesis of research. Rewrite
part of the body of the paper by focusing on one of the
following topics: 1) Motivation, 2) Demographics, or 3)
Products. Read through the Sample APA Paper and gather the
information--paragraphs, parts of paragraphs, or sentences--that
relates to your chosen topic. Then, reorganize the information
in to a clearly organized section of the paper. You may may
need to rewrite portions of the information you gathered for
clarity. Additionally, may need to do some original writing to
fill in areas you think lack proper synthesis/comparison. Use
the pertinent sources from the reference page to gather the
additional information that you need. Refrain from doing any
new research.

Your rewritten section should be 1 - 2 pages and should include
the following:
3. A properly formatted title page
4. An introduction
5. A single heading (as if the section was somewhere in the
middle of the paper)
6. A properly formatted reference page (with only the
references used in your section on it)
Method
·
There is no method section in the Sample APA paper. The key
to writing an effective method is to have a clear set of research
questions and/or hypotheses. Write a Method section for the
paper based on the following research question: "What are the
factors associated with online purchases?" For this assignment,
you can use the information included in the original paper, but
you will also need to do original writing to fully develop the
Method section. You should consult chapter 2 in your APA
manual for a complete explanation and an example of a correct
Method section.
The Method section should be divided into two categories with
different emphases: 1) describing participants, and 2) describing
the procedure. Within those two broad categories, you should
include subsections that address the following elements: 1)
experimental manipulations or interventions, 2) sampling
procedures/size, 3) measurement approaches, and 4) research
design/procedure. Be sure to state the methodology clearly so
that the study is understandable and repeatable.
As part of this assignment, you should also create a survey that
attempts to answer the research question. You can use survey

items from other research to construct your instrument. In most
cases, it is best to have some research precedent on which your
instrument is designed. This makes your research more
comparable to other research, and helps in synthesizing your
results with the body of work that has already been completed
on the topic. You are not required to conduct the research;
simply create the survey.
SAMPLE PAPER BELOW
Running head: ONLINE CONSUMER BEHAVIORS
Exploring online consumer Behaviors
John A. Smith & Jane L. Doe
Liberty University
Abstract
Internet usage has skyrocketed in the past few decades,
along with this increase comes the increase in internet shopping
by consumers. This research examines the behaviors,
motivations, and attitudes of this new form of consumer entity.
Online consumer behavior has been studied for over 20 years
and will undoubtedly be the source of many future researches as
internet consumerism expands. This paper will examine the
following research questions: (1) How do factors previously
researched affect the online purchasing behavior of consumers
and (2) what are the significant consumer behaviors both
positive and negative that affect internet consumerism? By
identifying these factors and variables, new strategies can be
formulated and both consumer and supplier can gain knowledge
and understanding of behaviors which exist. The purpose of this
research paper is to integrate the varied research information

together and draw coherent linkages to how consumer thoughts,
attitudes and motivational behavior affect online buying, thus
building a broader framework of analysis in which to build
upon.
Introduction
The Internet has been accessible to the public for over
twenty years. It came upon the scene and has exploded in
popularity like few things have ever done in the history of the
world. Since the introduction of the World Wide Web, the
interest in the value of commerce and individuals has been
growing. Skeptical at first, online consumerism has steadily
increased and along with it has come some positive and negative
behaviors. The purpose of this research is to understand how
individual behaviors affect online consumerism. According to
Lars Perner,
consumer behavior is defined as “the study of individuals,
groups, or organizations and the processes they use to select,
secure, use, and dispose of products, services, experiences, or
ideas to satisfy needs and the impacts that these processes have
on the consumer and society” (2008).
By identifying the behaviors that support buying online and
those which do not, businesses can help to increase profits and
will help to assure their share of the market, as electronic trade
may well out-step traditional buying in the not to distant future.
There are many variables to consider when outlining
behaviors of Internet consumerism. According to Delia Vazquez
and Xingang XU
,
online consumer behavior is affected by three main things:
“attitudes towards online shopping, motivations, such as price,
convenience and hedonic motivations, and online information
search” (2009, p.409

). If a person is positive about the experience of shopping on
the Internet then that attitude will affect the outcome of
purchasing online. Also online consumers feel more in control
when they can search with relative ease, prices and special
offers. This price comparison is in itself, a great motivational
tool. The fact that more information is available online
concerning products also allows the consumer to feel that better
information, will lead to better decision making on their part.
Research was conducted through a self-given online
questionnaire. Important data was collected
concerning the scale items of attitude, motivations and searches
of information. The group consisted of students in three
different age categories. The first were between 15 and 24. The
second group was between 25-34 years old. The last group fell
between the ages of 35 and 44. The 35-44 year old group was
rated as first in Internet buying. The 25-30 year olds were next,
followed by the younger group.
A further study was done through the use of email and
administered questionnaires. Two hundred students were
surveyed in person and 300 students were asked to fill in an
email survey. Between the two groups, 406 responded and
participated in the research. Data analysis using a quantitative
approach was used. Reliability analysis was formulated and
used to test the data obtained. Canonical analysis was also used
to help understand the data and build a framework around online
consumer behavior.
The analysis showed that 49.8% of those surveyed were
women and 50% were male. The group under age 24 made up a
little less than two thirds of the total. Those over 24 accounted
for the rest. Respondents who had used the Internet for five
years or more represented 79% of the study. The results clearly
showed that online shopping motivations, information searches,
and attitude all had a significant affect
on online purchases.

Other variables to consider in online consumer behavior
are online experience, sexual preference, and the primary place
in which the Internet is accessed. In a study performed by
Cuneyt Koyuncu and Donald Lien,
research showed that all three of these had “large statistically
significant effects on online shopping”
(2003, p.721
). They concluded that consumers, who had more experience
with the internet, felt more comfortable navigating it.
Consumers also felt safer in using the internet at their residence
or on the job, rather than community computers. Sexual
preference, according to their research, showed that bisexuals
bought online in greater numbers than heterosexuals. This
behavior may have resulted because of the bias against this
portion of the population that is present in society. The survey
which supports this data was conducted by Georgia Institute of
Technology.
There were over 10,000 participants. The total amount of
samples used was 8717.
Data such as an individual’s demographic; economics, sexual
preferences, and primary places of online access were collected.
The findings showed 7026 considered themselves online
shoppers, while 1691
did not. The average for education was considered, “some
college” for both groups. Online shoppers’ income was between
$50 and $74K. The non-online shoppers’ income was between
$30 and $40K. The average ages of both groups were between
36 and 40 years old. Almost 90% were white and 60% were
male. A little under half of all the participants were married.
The conclusion of this research clearly identified that both the
primary place to access the Internet and sexual preference had
very important positive effects on online shopping.
Unlike shopping in a store on-site, making purchases
online has other positives associated with it. According to

Anthony Ammeter and Donghyun Kim, they stated “one of the
most important traits of online shopping is bidirectional
communication capability”
(2008, p.9).
They go on further to explain how online shoppers have greater
assess to communicate with those they are buying from. This
communication can take place in such ways as bulletin boards
and e-mails. This gives consumers a perception of personalized
assistance. In contrast to this scenario, is the fact that we are
losing our ability to maintain a high level of customer service
on-site. The employees many shoppers encounter seem more to
be filling a spot than actively engaging in helping consumers
with purchases or becoming knowledgeable about what they
sell.
Online consumerism is not however without its
apprehensions. Set forth in the research by Janda Swinder were
concerns. She stated in her article that there were, “four
consumer online concerns, identified as privacy, security,
credibility, and virtual experience” (2008, p. 339). Each of
these factors is considered when people think of making online
purchases.
Privacy issues, security, credibility and virtual experience have
all shown to have negative effects on consumer purchasing. It is
relatively simple for information to be collected from
consumers whenever one logs onto a site or makes a purchase.
Some information, such as name, address, phone number and
credit card, is gathered through direct questioning and other
information is gathered through tracking software. This
transference of information makes some consumers nervous and
they do not want to take the risk. Another point to consider is
the credibility of the person or business in which one is dealing
with. Questions arise about trust, description of merchandise,
warranties, shipment, returns, and follow-up correspondence.
Although this concern, though valid, has according to research,
had very limited negative effect on consumer buying habits

(2008).
Another negative behavioral pattern well documented is
that of compulsive buying tendencies. These tendencies to over
buy can have detrimental affects on the consumer, notably
affecting monies, feelings, and relationships. According to “The
Relationship Between Consumers’ Tendencies to Buy
Compulsively and Their Motivation to Shop and Buy on the
Internet,” somewhere between 5 and 9 percent of America’s
population could be identified as people who have a propensity
to compulsively buy (Kukar-Kinney, Ridgway, and Monroe,
2009).
Motivators of this type of behavior include the very key
ingredients of online shopping. These motivations are the
following; items may be purchased at any time, shopping can be
done frequently, a broader variety exists, and also purchases
may be brought in private.
The actual detailed research conducted involved many
aspects. The first method of research was a survey of over 300
people in 42 states. As quoted from the article, “the sample
consisted of 98.5% women, 63% of the respondents were
married, the average age was 53 years, and the average
household income was $82,000” (2009, p.300).
The penchant to buy compulsively was measured using a buying
scale that included six focuses. These scale items included,
unopened packages at home, labeled by others as a shopaholic,
how much time actually spent shopping, buying unneeded items,
buying unplanned items, and if the surveyed considered
themselves an impulse buyer.
Research was also conducted using a 22 statement survey
in which the surveyed agreed or disagreed with the following
statement, “In comparison to retail stores, I shop on the Internet
when buying clothing and accessories for myself because”
(2009, p.301).

The 22 statements included areas that linked to, “buying
unobserved, product variety, social interaction, and immediate
positive feelings.”
An analyses of the information was obtained through a series of
“linear regression analysis, with individual shopping and buying
motivations in the role of the dependent variable, and
compulsive buying index as an independent variable” (2009,
p.302).
The final research was defined as cluster analysis. Taken
into account were such categories as demographics, age, gender,
income, education level, marital status, average income spent at
retail and internet stores, frequency of purchase, and the number
of credit cards used. All of this research data was well defined
and explained. The findings of each method was then charted
and analyzed with easy to understand tables and terminology. In
keeping with the theme of the method section, the
interpretations and conclusions made by these researchers were
very detailed and data supported. The results showed that
compulsive online consumer behavior was in part explained by
motivations of the shopper. All motives set forth in this study
exhibited an important positive connection to the compulsive
buying scale except for one and that was the product variety
motive. The overall findings concluded, as the researchers had
hypothesized that
compulsive buying strongly affected consumers’ decisions to
make purchases using the Internet.
This research group acknowledges that one of its
weaknesses was the sampling of consumers used. Subjects were
relatively wealthy women, who frequented expensive internet
retailers. I believe, as they do, that this assessment represents a
bias in the general population.
The research also only tracked the behavior of women.

Compulsive online consumer behaviors are not gender specific
and therefore this research, in my opinion, is somewhat flawed.
Another weakness noted in this study was the amount of people
surveyed in the first example with a total number of a little over
300. I do however think that one of this study’s greatest
strengths was the broad base of surveys conducted (2009).
There are differences in online behaviors as identified by
gender in the research of Janda (2008). Main differences
account for shopping behaviors, attitudes to technology, and
processing of information. Women were found to be more
venerable to risks and perceived risks as higher than that of the
male population. It was also found that women used the Internet
less often and were less confident about their online ability.
Females were found to enjoy the experience of shopping more
than men. Women leaned more toward the sites which provided
information and education about items.
The data for this gender research was gathered through
surveys that were handed out. The opinions were taken from a
quota sampling of different age groups. Responses totaling 404
were collected. The sample included a total of 196 men and 208
women. The median age was 32.8 years old. Another noted
point was that the participants each had a history of Internet
usage for about five years(2008
).
This is valuable research and asserts that these differences must
be addressed in order for online distributors to appeal to both
sexes in a meaningful way.
In research done by Christy
Crutsinger, Sua
Jeon, and Haejung
Kim, they identified seven motivators of online auction
participants. These motivators were, “search costs, product
assortment and price, brand equity, transaction costs, customer

orientation, perceived quality, and social interaction” (2008,
p.31).
Never before has there been such a vehicle for buying and
selling merchandise and services. Online auctions are tapping
into this relatively new trend. More than 1,660 sites have been
procured and are available to cater to this type of consumer.
The study on online auctions was done through a questionnaire,
based on 36 auction motivators, online behavior, and
demographics of participants. The Likert scale was used to
determine responses. These participants totaled 410 and were
selected from a pool of college students. Data was retrieved
from 341 responses. There were 74.8% female and 42.6%
labeled as
white. The ages ranged from 18 to 40 years old. The collected
data revealed 90.9% were regular
users of the Internet. A low 20% revealed they had no online
auction experience. The remaining who did have experience
with online auctions were identified as follows; 5.3% used the
Internet daily, 15.2% weekly, 29.9% monthly, and 29.3% said
one to two times per year. An interesting note to this research
was that although most of those surveyed had participated in
online auctions, the majority of them (80.6%) conveyed that
they had never sold anything online.
According to this research the following results showed that,
“search costs were the most important motivation, followed by
product assortment/price, brand equity, transaction costs,
customer orientation, and perceived quality. Social interaction
was the least important motivation associated with online
auction behaviors” (2008, p. 36).
There
is no doubt that college students

are very involved Internet participants. Studies like this one
show the need for businesses to see the value of online auctions
and use this prospect to increase their customer base. This
research, however did not addressed the negative component of
online auction consumer behavior. These types of behavior may
fall into one of two categories, such as impulse buying or
compulsive buying. Further research would need to be done in
order to fully understand online consumer
auction behavior.
A major part of esthetics is how information is arranged on the
web page. Too much information can overwhelm a consumer,
too little can decrease consumer confidence. J.M. Stibel
conducted research which included this topic of interest. Tests
performed by him showed how online information presentation
failed in many ways. His results showed clearly that “category
information presented in an alphabetical list allowed consumers
the ability to navigate to their destination much faster than
when they were asked to traverse a hyperlinked hierarchy”
(2005, p.
149).
Simplicity is the key. Consumers want to navigate with the least
amount of effort. Clarity in the web design gives consumers the
confidence in their ability to do so. This research led Stibel to
identify a mental model of consumers, which concluded that
people wanted information presented in concise and
understanding ways. The ability of online businesses to do this
is imperative because it leads to a “more intuitive and
compelling online experience (2005, p.149).
There is a sub-group of online consumers that have been
recently identified. This group has been termed, the “net-geners
or net generation.” This term is defined as, “individuals born

between 1977 and 1997 and is the first generation to grow up
surrounded by digital media and the Internet” (Donghyun Kim
& Anthony Ammeter 2008, p.7). This group understands
technology and is comfortable with Internet commerce. The net-
geners are the first generation that will actually surpass the
baby-boomers in population size. Because of their knowledge
and their numbers, it is safe to say that business as usual is in
for a transformation. As the elderly portion of our population
die and new individuals are born, this new way of doing
business will be the reality that is known throughout life. The
sky is indeed the limit in the progression of online
consumerism.
Method
Reference Page
Crutsinger, Christy. Jeon, Sua & Haejung, Kim. (2008).
Exploring online auction behaviors and
motivations. Journal of Family and Consumer Sciences,
100(2), 31-40.
Janda, Swinder. (2008) Does gender moderate the effect of
online concerns on purchase
likelihood? Journal of Internet Commerce, 7(3), 339-357.
Koyuncu, Cuneyt & Lien, Donald. (2003). E-commerce and
consumer’s purchasing behavior.
Applied Economics, 35, 721-726.
Kukar-Kinney, M., Ridgway, N. & Monroe, K. (2009). The
relationship between consumers’

tendencies to buy compulsively and their motivations to
shop and buy on the internet.
Journal of Retailing: Consumer Behavior and Retailing, 85(3),
298-307.
Stibel, J. M. (2005). Mental models and online consumer
behavior. Behavior & Information
Technology, 24(2), 147-150. Retrieved from
Vazquez, Delia. & Xu, Xingang. (2009). Investigation linkages
between online purchase
behavior variables. International Journal of Retail &
Distribution Management, 37(5),
408-419.
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first letter of the first word quoted to a capital letter (6.06 &
6.07). All other changes or omissions from the exact original
source when quoting must be indicated (6.08). If there is a
citation within the original material that you are quoting do not
omit the citation from the quote (6.09). (Chapter 6, p. 172-
174). For a quote that is more than 40 words display it as a
block quotation by starting the quote on its own line and indent
the entire quote a half-inch from the left margin. A quote fewer
than 40 words should be implemented into the text with double

quotation marks (6.03). Online sources that do not provide page
numbers or paragraph numbers, that part of the citation can be
omitted (6.05). (Chapter 6, p. 170-172)
�Avoid first person in APA style.
author surname then the year of publication(e. g. (Walker,
� PAGE # "'Page: '#'�'" ��Delete.

� PAGE # "'Page: '#'�'" ��Citation needed.
author surname then the year of publication (e. g. (Walker,
� PAGE # "'Page: '#'�'" ��When citing a single work by a
single author and the author is named within the text, the year
of the work should immediately follow author name in
parentheses unless the name is used several times consecutively
in a paragraph in which case only the first time the author is

mentioned in paragraph is the year necessary (6.11). In text
citations of a group of authors should be treated the same in
citation as a single author (6.13). (Chapter 6, p. 174-176)
� PAGE # "'Page: '#'�'" ��If you cite the same work twice in
the same paragraph, the year is not needed (Section 6.11).
�There should be one or more hypotheses andor research
questions
� PAGE # "'Page: '#'�'" ��The Method section should be
split into several different subcategories with two different
emphases, one emphasis describing participants and the other
describing the procedure. Subsections should cover a)
Experimental manipulations or interventions, b) Sampling
procedures/size, c) measurement approaches, d) research
design/procedure. The methodology should be stated with
clarity so that the study is understandable and repeatable.
(Chapter 2, Section 2.06, p. 28) (See Layout in Figure 2.1 p. 44-
45)
� PAGE # "'Page: '#'�'" ��The level of heading is wrong. All
topics of the same level or degree in necessity will have the
same heading level throughout the paper. The level of the
heading will decide what format the heading will be in. Level 1
headings are centered, in bold print, with both uppercase and
lowercase letters. Level 2 headings are flush left, in bold print,
with uppercase and lowercase lettering. The level 3 headings
are indented, in bold print, with lowercase lettering except for

the first letter of the first word etc. Headings should not be
labeled with numbers or letters. (Chapter 3, Section 3.03, p. 62-
63 See also Table 3.1)

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