Proposal Paper And Annotated Bibliography

14

Dissertation Prospectus

<Insert Prospectus Title >

Submitted by

<Insert Name>

<Insert Submission Date>

<Insert Chair Name>

 

 

 

 

The Prospectus Overview and Instructions

The prospectus is brief document that serves as a road map for the dissertation. It provides the essential framework to guide the development of the dissertation proposal. The prospectus builds on the 10 Strategic Points (shown in Appendix A) and should be no longer than 6-10 pages, excluding the criteria tables and the appendices. The prospectus will be expanded to become the dissertation proposal (Chapters 1, 2 and 3 of the dissertation), which will, in turn, be expanded to become the complete dissertation (Chapters 1-5). In short, the prospectus is a plan for the proposal. Prior to developing the prospectus, the 10 Strategic points should be reviewed with the chair and committee to ensure the points are aligned and form a cleardefined, and doable study. The10 Strategic Points should be included in Appendix A of this prospectus document.

It is important to ensure the prospectus is well written from the very first draft. The most important consideration when writing the prospectus is using the required criteria specified in the criterion table below each section and writing specifically to each criterion! Also critical is for learners to follow standard paragraph structure: (1) contains a topic sentence defining the focus of the paragraph, (2) discusses only that single topic, (3) contains three to five sentences, and (4) includes a transition sentence to the next paragraph or section. The sentences should also be structurally correct, short, and focused. Throughout the dissertation process, learners are expected to always produce a well-written document as committee members and peer reviewers will not edit writing. If prospectus it is not well written, reviewers may reject the document and require the learner to address writing issues before they will review it again. Remove this page and the sample criterion table below upon submission for review.

 

Prospectus Instructions:

1. Read the entire Prospectus Template to understand the requirements for writing your prospectus. Each section contains a narrative overview of what should be included in the section and a table with required criteria for each section. WRITE TO THE CRITERIA, as they will be used to assess the prospectus for overall quality and feasibility of your proposed research study.

2. As you draft each section, delete the narrative instructions and insert your work related to that section. Use the criterion table for each section to ensure that you address the requirements for that particular section. Do not delete/remove the criterion table as this is used by you and your committee to evaluate your prospectus.

3. Prior to submitting your prospectus for review by your chair or methodologist, use the criteria table for each section to complete a realistic self-evaluation, inserting what you believe is your score for each listed criterion into the Learner Self-Evaluation column. This is an exercise in self-evaluation and critical reflection, and to ensure that you completed all sections, addressing all required criteria for that section.

4. The scoring for the criteria ranges from a 0-3 as defined below. Complete a realistic and thoughtful evaluation of your work. Your chair and methodologist will also use the criterion tables to evaluate your work.

5. Your Prospectus should be no longer than 6-10 pages when the tables are deleted.

 

Score Assessment
0 Item Not Present
1 Item is Present. Does Not Meet Expectations. Revisions are Required: Not all components are present. Large gaps are present in the components that leave the reader with significant questions. All items scored at 1 must be addressed by learner per reviewer comments.
2 Item is Acceptable. Meets Expectations. Some Revisions May Be Required Now or in the Future. Component is present and adequate. Small gaps are present that leave the reader with questions. Any item scored at 2 must be addressed by the learner per the reviewer comments.
3 Item Exceeds Expectations. No Revisions Required. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. No changes required.

 

 

Dissertation Prospectus

Introduction

The Introduction section broadly describes the research topic that will be addressed by the dissertation and why that focus is worthy of further investigation. The introduction develops the significance of the study by describing how the study is new or different from other studies, how it addresses something that is not already known or has not been studied before, or how it extends prior research on the topic in some way. Using results, societal needs, recommendations for further study, or needs identified in three to five research studies (primarily from the last 3-5 years), the learner identifies the stated need, or gap, for the study. The reason it makes sense to focus on the last three years at this stage is that those sources will still fall within the five-year time frame when the dissertation has been completed. Additionally, the most recent studies on the topic need to be a focal point to show how the research is currently trending. Learners and committee members should also note the following information about the dissertation topic.

1. The College of Doctoral Studies recognizes the diversity of learners in our programs and the varied interests in research topics for their dissertations in the Social Sciences.

2. Dissertation topics must, at a minimum, be aligned to General Psychology in the Ph.D. program, Leadership in the Ed.D. Organizational Leadership program, Adult Instruction in the Ed.D. Teaching and Learning program, Management in the DBA program, and Counseling Practice, Counselor Education, Clinical Supervision or Advocacy/Leadership within the Counseling field in the Counselor Education Ph.D. program.

3. If there are questions regarding appropriate alignment of a dissertation topic to the program, the respective program chair will be the final authority for approval decisions.

4. Specifically, although the College prefers a learner’s topic align with the program emphasis, this alignment is not “required.” The College will remain flexible on the learner’s dissertation topic if it aligns with the degree program in which the learner is enrolled. The Ph.D. program in General Psychology does not support clinically-based research.

 

Criteria Learner Self-Evaluation Score

(0-3)

Chair Evaluation Score

(0-3)

Reviewer Score

(0-3)

Introduction

This section briefly overviews the research focus or problem, why this study is worth conducting, and how this study will be completed.

The recommended length for this section is two to three paragraphs.

1. Dissertation topic is introduced along with why the study is needed.      
2. Provides a summary of results from the prior empirical research on the topic.      
3. Using results, societal needs, recommendations for further study, or needs identified in three to five research studies (primarily from the last three years), the learner identifies the stated need, called a gap.      
4. Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.      
NOTE: This Introduction section elaborates on the Topic from the 10 Strategic Points This Introduction section provides the foundation for the Introduction section in Chapter 1 of the Proposal.
Reviewer Comments:

 

 

 

Background of the Problem

The Background of the Problem section of the prospectus uses the literature to provide the reader with the identification and statement of the research gap and problem the study will address. The first part of the Background to the Problem section includes a brief discussion demonstrating how the gap has been established based on what is known, and not known, in the literature. This should include a clear statement informing the reader of the gap. The second part of this section presents a brief historical perspective of when the problem started and how it has evolved over time.

The gap. GCU defines the gap as a need or opportunity based on the existing body of recent empirical literature. “Recent” empirical literature refers to empirical research articles or dissertations within five years from date of defense. In other words, the gap for the dissertation is the difference between what is known in a field of research and what is not yet known, i.e., what researchers suggest ‘needs’ to be known (that is, needs to be studied), but which is not yet known.

What is not a gap. A gap is not defined as research on a topic for which there is no related research in the existing body of literature (see Grand Canyon University [GCU], 2017). That is, the absence of literature in and of itself does not constitute a gap. Furthermore, a personal agenda or an interesting idea is not sufficient rationale to establish a gap.

How to establish the gap. The gap is created by synthesizing the literature related to a societal need and/or broad topic. The stated need is defined from the literature from recent years, usually within the last 3-5 years. There are a variety of ways to synthesize the literature to define the gap. Below is a set of steps that may be used:

First, explore original literature on this “societal” issue or big problem to determine what researchers have discovered and what still needs to be discovered. Then compare and contrast the original literature on this problem and provide an overarching summary of the current state of literature surrounding this problem.

Second, while exploring the original literature, identify the broad topics and problems researched. Explore the evolution of the research on the problem. How did the focus change? What findings emerged from these studies?

Third, describe the research from the past 2 to 3 years to discover what has been discovered, and elaborate to discuss what still needs to be researched or discovered. Discuss the trends and themes that emerged. What has been discovered? What do researchers say still needs to be researched or discovered?

Fourth, define the proposed topic and problem statement, given the syntheses of recent studies, trends, limitations, and defined future research needs.

Once the learner has established a gap from recent empirical literature, the gap then determines the research problem, which will be covered in the Problem Statement section of the prospectus. The research problem establishes how studying this gap will benefit society and/or professional needs. That is, the problem statement addresses the gap. The problem should be discussed as applicable beyond the local setting and contributes to societal, disciplinary, and/or professional needs. The studies referenced should help to justify the need for the specific research study. For further information see GCU (2017) and the DC Network for resources on finding the gap.

Evolution of problem. The second part of the Background of the Problem section should include a very short historical description of when the problem started and how it has evolved over time. This section will be further elaborated in Chapter 2 of the proposal, the literature review. This section must include citations from the past 3-5 years of the literature that clearly present evidence defining the current problem or opportunity that needs to be further researched.

Criteria Learner Self-Evaluation Score

(0-3)

Chair or Score

(0-3)

Reviewer Score

(0-3)

Background of the Problem

This section uses the literature to provide the reader with a definition and statement of the research gap and problem the study will address. This section further presents a brief historical perspective of when the problem started and how it has evolved over time.

 

The recommended length for this section is two-three paragraphs.

1. Includes a brief discussion demonstrating how literature has established the gap and a clear statement informing the reader of the gap.      
2. Discusses how the “need” or “defined gap” has evolved historically into the current problem or opportunity to be addressed by the proposed study (citing seminal and/or current research).      
3. ALIGNMENT: The problem statement for the dissertation will be developed from and justified by the “need” or “defined gap” that is described in this section and supported by the empirical research literature published within the past 3-5 years.      
4. Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.      
NOTE: This Background of the Problem section uses information from the Literature Review in the 10 Strategic Points. This Background of the Problem section becomes the Background of the Study in Note, this section develops the foundation for Chapter 1 in the Proposal. It is then expanded to develop the comprehensive Background to the Problem section and Identification of the GAP sections in Chapter 2 (Literature Review) in the Proposal.
Reviewer Comments:

 

 

Theoretical Foundations/Conceptual Framework and Review of the Literature/Themes

The Theoretical Foundations section of the prospectus provides a big picture of the theory(ies) or conceptual models that will provide the foundation for the study and addressing the problem statement. The preliminary Review of the Literature/Themes section defines and describes the major topics or themes related to the dissertation topic. The Theoretical Foundations, as well as, the problem statement helps to define the Research Questions.

Theoretical foundations/conceptual framework. This section names and describes the theory(s) or model(s) that will provide the Theoretical Foundation/Conceptual Framework for the research study. Additionally, it describes their relevance to the proposed study topic and the stated problem that came out of the Background section. Citations from seminal and/or other sources are provided to justify the selected theory(s) or model(s). Seminal sources are ordinarily significantly older than 5 years (consider, for example, such seminal thinkers as Piaget or Vygotsky). For a quantitative study, it should provide the theory or model for each variable as well the rationale for studying the relationship between the variables. For a qualitative study, it should discuss how the theories or models are relevant to understanding the phenomenon.

Review of the literature/themes. This section on the Review of the Literature/Themes provides a bulleted list of the major themes you have synthesized from the literature related to the research topic and problem statement for the dissertation. Each theme should have a one-two sentence summary that describes the theme and its relevance to the dissertation research problem. Include at least two empirical research citations from the past 3-5 years for each theme. The analysis of the literature review is fundamental to identifying the gap (GCU, 2017). For example, list the themes that will be used as organizers for the larger literature review in Chapter 2. See below:

Theme 1. Write a few sentences here to describe the theme and include appropriate citations.

Theme 2. Write a few sentences here to describe the theme and include appropriate citations.

 

Criteria Learner Self-Evaluation Score

(0-3)

Chair or Score

(0-3)

Reviewer Score

(0-3)

Theoretical Foundations and/or Conceptual Framework

This section identifies the theory(s) or model(s) that provide the foundation for the research. This section should present the theory(s) or models(s) and explain how the problem under investigation relates to the theory or model. The theory(s) or models(s) guide the research questions and justify what is being measured (variables) as well as how those variables are related (quantitative) or the phenomena being investigated (qualitative).

 

Review of the Literature/Themes

This section provides a broad, balanced overview of the existing literature related to the proposed research topic. It describes the literature in related topic areas and its relevance to the proposed research topic findings, providing a short 3-4 sentence description of each theme and identifies its relevance to the research problem supporting it with at least two citations from the empirical literature from the past 3-5 years.

 

The recommended length for this section is 1 paragraph for Theoretical Foundations and a bulleted list for Literature Themes section.

1. Theoretical Foundations section identifies the theory(s), model(s) relevant to the variables (quantitative study) or phenomenon (qualitative study). This section should explain how the study topic or problem coming out of the “need” or “defined gap” in the as described in the Background to the Problem section relates to the theory(s) or model(s) presented in this section. (One paragraph)

     
2. Review of the Literature Themes section: This section is a bulleted list of the major themes or topics related to the research topic. Each theme or topic should have a one-two sentence summary.      
3. ALIGNMENT: The Theoretical Foundations models and theories need to be related to and support the problem statement or study topic. The sections in the Review of the Literature are topical areas needed to understand the various aspects of the phenomenon (qualitative) or variables/groups (quantitative) being studied; to select the design needed to address the Problem Statement; to select surveys or instruments to collect information on variables/groups; to define the population and sample for the study; to describe components or factors that comprise the phenomenon; to describe key topics related to the study topic, etc.      
4. Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.      
NOTE: The two parts of this section use information about the Literature Review and Theoretical Foundations/Conceptual Framework from the 10 Strategic Points.

This Theoretical Foundations section is expanded upon to become the Theoretical Foundations section in Chapter 2 (Literature Review). The Theoretical Foundations and the Literature Review sections are also used to help create the Advancing Scientific Knowledge/Review of the Literature section in Chapter 2 (Literature Review).

Reviewer Comments:

 

 

 

Problem Statement

This section of the Prospectus evolves from the Background to the Problem section above. The Problem Statement section begins with a declarative statement of the problem under study, such as “It is not known if and to what degree/extent/if there is a difference…” (quantitative) or “It is not known how or why …” (qualitative). Questions to consider when writing the problem include:

1. What is the need in the world or gap in the literature that this problem statement addresses?

What is the real issue that is affecting society, students, or organizations?

At what frequency is the problem occurring?

What is the extent of human suffering that the problem produces?

Why has the problem received lack of attention in the past?

What does the literature and research say about the problem that can and should be addressed at this time?

What are the negative outcomes that this issue is addressing?

After the short declarative problem statement, this section then describes the general population affected by the problem. Then, the learner needs to address the importance, scope, or opportunity for solving the problem and/or the importance of addressing the problem. This section ends with a description of the unit of analysis.

For qualitative studies, this describes how the phenomena will be studied. The unit of analysis can be, for example, individuals, group(s), case unit(s), community, organization(s), processes, or institution(s). The unit of analysis bounds how the researcher will study the phenomena.

For quantitative studies, the unit of analysis needs to be defined in terms of the variable structure (conceptual, operational, and measurement). At the operational level, the unit of analysis gets determined and defined by (and must align with) the research question/problem statement.

· The conceptual level of a variable in a school setting may be, for example, student achievement. The operational level of the variable may be student performance in social studies. The measurement level for the variable may be individual student scores on the high stakes test, or percentage of overall students passing the test (at the school level).

Criteria

 

Learner Self-Evaluation Score

(0-3)

Chair or Score

(0-3)

Reviewer Score

(0-3)

Problem Statement

This section includes the problem statement, the population affected, and how the study will contribute to solving the problem.

The recommended length for this section is one paragraph.

1. States the specific problem proposed for research with a clear declarative statement.      
Describes the population of interest affected by the problem. The general population refers to all individuals that could be affected by the study problem.      
Describes the unit of analysis.

For qualitative studies this describes how the phenomenon will be studied. This can be individuals, group, or organization under study.

For quantitative studies, the unit of analysis needs to be defined in terms of the variable structure (conceptual, operational, and measurement).

     
Discusses the importance, scope, or opportunity for the problem and the importance of addressing the problem.      
The problem statement is developed based on the need or gap defined in the Background to the Study section.      
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.      
NOTE: This section elaborates on the Problem Statement from the 10 Strategic Points. This section becomes the foundation for the Problem Statement section in Chapter 1 and other Chapters where appropriate in the Proposal.
Reviewer Comments:

Purpose of the Study

The Purpose of the Study provides a reflection of the problem statement and identifies how the study will be accomplished. The section begins with a declarative statement, “The purpose of this study is….” Included in this statement are also the research design, target population, variables (quantitative) or phenomena (qualitative) to be studied, and the geographic location. Further, the section clearly defines the variables, relationship of variables, or comparison of groups for quantitative studies. For qualitative studies, this section describes the nature of the phenomena to be explored.

Criteria

 

Learner Self-Evaluation Score

(0-3)

Chair or Score

(0-3)

Reviewer Score

(0-3)

PURPOSE OF THE STUDY

This section reflects what the study is about, connecting the problem statement, methodology & research design, target population, variables/phenomena, and geographic location.

The recommended length for this section is one paragraph.

1. Begins with one sentence that identifies the research methodology and design, target population, variables (quantitative) or phenomena (qualitative) to be studied and geographic location.      
Quantitative Studies : Defines the variables and relationship of variables.

Qualitative Studies: Describes the nature of the phenomena to be explored.

     
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.      
NOTE: This section elaborates on information in the Purpose Statement from the 10 Strategic Points. This section becomes the foundation for the Purpose of the Study section in Chapter 1 and other Chapters where appropriate in the Proposal.
Reviewer Comments:

Research Questions and/or Hypotheses

This section narrows the focus of the study and specifies the research questions to address the problem statement. Based on the research questions, it describes the variables or groups and their hypothesized relationship for a quantitative study or the phenomena under investigation for a qualitative study. The research questions and hypotheses should be derived from, and are directly aligned with, the problem statement and theoretical foundation (theory(s) or model(s).

If the study is qualitative, state the research questions the study will answer, and describe the phenomenon to be studied. Qualitative studies require a minimum of two research questions. If the study is quantitative, state the research questions the study will answer, identify the variables, and state the hypotheses (predictive statements) using the format appropriate for the specific design. For quantitative studies, the research questions align with the purpose statement. Note: GCU requires a minimum of two research questions for a quantitative study.

In a paragraph prior to listing the research questions or hypotheses, include a discussion of the research questions, relating them to the problem statement. Then, include a leading phrase to introduce the questions such as: The following research questions guide this qualitative study:

RQ1: This is an example of how to format a qualitative research question should align within the text of the manuscript. Indent .25 inches from the left margin. Text that wraps around to the next line is indented using the Hanging Indent feature at 0.5”. This style has been set up in this template and is called “List RQ.” (It is the same as that in the proposal and dissertation template v8.x).

RQ2: Add a research question here following the format above. Additional research questions should follow the same format.

Or, for a quantitative study the research questions are formatted as below. The following research question and hypotheses guide this quantitative study:

RQ1: This is an example of how a quantitative research questions and hypotheses should align within the text of the manuscript. The style has already been set up and is called “List RQ.” The preferences for that style are: Indent .25 inches from the left margin. Text that wraps around to the next line is indented using the Hanging Indent feature at .5”.

H10: The null hypothesis that aligns to the research question is listed here. The null hypotheses always precede the alternative hypothesis.

H1a: The alternative hypothesis that aligns to the research question and null hypothesis is listed here. Repeat this pattern for each quantitative research question and associated hypotheses.

Criteria Learner Self-Evaluation Score

(0-3)

Chair Score

(0-3)

Reviewer Score

(0-3)

Research Question(s) and/or Hypotheses

· The recommendation is a minimum of two research questions along with related hypotheses and variables is required for a quantitative study.

· Also recommended is a minimum of two research questions along with the phenomenon description is required for a qualitative study.

· Put the Research Questions in the appropriate Table in Appendix B based on whether the study is qualitative or quantitative.

 

The recommended length for this section is a list of research questions and associated hypotheses (quantitative)

1. Qualitative Studies: States the research question(s) the study will answer and describes the phenomenon to be studied.

Quantitative Studies : States the research questions the study will answer, identifies and describes the variables, and states the hypotheses (predictive statements) using the format appropriate for the specific design and statistical analysis.

     
Alignment: The research questions are based on both the Problem Statement and Theoretical Foundation model(s) or theory(s). There should be no research questions that are not clearly aligned to the Problem Statement.      
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.      
NOTE: This section elaborates on the information about Research Questions) Hypothesis/variables or Phenomena from the 10 Strategic Points. This section becomes the foundation for the Research Question(s) and/or Hypotheses section in Chapter 1 in the Proposal.
Reviewer Comments:

 

Advancing Scientific Knowledge and Significance of the Study

The Advancing Scientific Knowledge and Significance of the Study section reiterates the “gap” or “need” in the literature that was used to define the problem statement and develop the research questions. Further, it describes how the study will address the “gap” or “identified need.” The section describes how the research fits with, or will build on/add to the results of other studies on the topic and how those results will contribute to or advance the current literature or body of research. Although this advancement may be a small step forward in a line of current research, it must add to the current body of knowledge and align to the learner’s program of study. The section also discusses the implications of the potential results based on the research questions and problem statement, hypotheses, or the investigated phenomena. Further, it describes the potential practical applications from the research for the community of interest. The section identifies the theory(ies) or model(s) that provide the theoretical foundations or conceptual frameworks for the study. Finally, it connects the study directly to the theory and describes how the study will add or extend the theory or model.

 

Criteria Learner Self-Evaluation Score

(0-3)

Chair Score

(0-3)

Reviewer Score

(0-3)

ADVANCING SCIENTIFIC KNOWLEDGE and SIGNIFICANCE OF THE STUDY

This section reiterates the gap or need in the literature and states how the study will address the gap or need and how the research will contribute to the literature, practical implications to the community of interest, and alignment with the program of study.

The recommended length for this section is one to two paragraphs, providing a brief synopsis of each criteria listed below which will be expanded in the proposal.

1. Clearly identifies the “gap” or “need” in the literature that was used to define the problem statement and develop the research questions. (citations required)      
Describes how the study will address the “gap” or “identified need” defined in the literature and contribute to /advance the body of literature. (citations required)      
Describes the potential practical applications from the research. (citations required)      
Identifies and connects the theory(ies) or model(s) that provide the theoretical foundations or conceptual frameworks for the study. (citations required)      
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.      
NOTE: This section builds on information about the Literature review and Theoretical Foundations sections in the 10 Strategic Points. This section becomes the foundation for the Theoretical Foundations section in Chapter 2  
Reviewer Comments:  

 

Rationale for Methodology

The Rationale for Methodology section clearly justifies the methodology the researcher plans to use for conducting the study. It argues how the methodological choice (quantitative or qualitative) is the best approach to answer the research questions and address the problem statement. Finally, it contains citations from textbooks and articles on research methodology and/or articles on related studies to provide evidence to support the argument for the selected methodology.

For qualitative designs, this section describes the phenomenon to be studied. For quantitative designs, this section identifies and describes the variables, and states the hypotheses (predictive statements) using the format appropriate for the specific design. Finally, this section includes a discussion of the research questions, relating them to the problem statement. This section should illustrate how the selected methodology is aligned with the problem statement, providing additional context for the study.

Note, learners often confuse this section with the research design for their study. The methodology section focuses on the key attributes of the methodology (qualitative and quantitative) cited from research sources, and the reason it is best suited to answer the research questions. After describing the critical attributes of the methodology, the learner should then discuss how those attributes align with the proposed study. Justification of the methodology requires the learner to go beyond listing the attributes of the methodology, but to also tell why those attributes are a best or appropriate fit for their stated problem and research questions in the study. The discussion must include why one methodology is well suited to the study and the other is not.

Criteria Learner Self-Evaluation Score

(0-3)

Chair or Score

(0-3)

Reviewer Score

(0-3)

Rationale for Methodology

The Rationale for Methodology section clearly justifies the methodology the researcher plans to use for conducting the study. It argues how the methodological choice (quantitative or qualitative) is the best approach to answer the research questions and address the problem statement. Finally, it contains citations from textbooks and articles on research methodology and/or articles on related studies to provide evidence to support the argument for the selected methodology.

 

The recommended length for this section is one paragraph.

 

1. Identifies the specific research methodology for the study.      
Justifies the methodology to be used for the study by discussing why it is an appropriate approach for answering the research question(s) and addressing the problem statement.

Quantitative Studies: Justify in terms of problem statement and the variables for which data will be collected.

Qualitative Studies: Justify in terms of problem statement and phenomenon.

     
Uses citations from seminal (authoritative) sources (textbooks and/or empirical research literature) to justify the selected methodology. Note: Introductory or survey research textbooks (such as Creswell) are not considered seminal sources.      
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.      
NOTE: This section elaborates on the Methodology and Design in the 10 Strategic Points. This section becomes the foundation for the Research Methodology in Chapter 1 of the Proposal and the basis for developing Chapter 3, Research Methodology.
Reviewer Comments:

 

Nature of the Research Design for the Study

This section describes the specific research design to answer the research questions and why that approach to the design of the study was selected. Here, the learner discusses why the selected design is the best design to address the problem statement and research questions as compared to other designs. This section contains a description of the research sample being studied, as well as, the process that will be used to collect the data on the sample. This means that the learner briefly describes the data collection instruments/sources or materials and how they will be administered.

The design section succinctly conveys the particular design research approach to answer the research questions and/or test the hypotheses. Note, learners often confuse this section with the research methodology for their study. This section focuses on the key attributes of the design, which is a subset of the methodology. Here the learner needs to discuss 3 to 5 key attributes of the design, cited from research sources. After describing the critical attributes of the design, the learner should then discuss how these attributes align with the proposed study. Justification of the design requires the learner to go beyond listing the attributes of the design, but to also tell why those attributes are a best or appropriate fit for their stated problem and study. In addition, the learner needs to discuss why other designs (also subsets of the methodology) were not selected, and why those were not best suited to answering the research questions and the problem statement.

Criterion Score Learner Self-Evaluation Score

(0-3)

Chair or Score

(0-3)

Reviewer Score

(0-3)

Nature of the Research Design for the Study

This section describes the specific research design to answer the research questions and why this approach was selected. Here, the learner discusses why the selected design is the best design to address the problem statement and research questions as compared to other designs. This section contains a description of the research sample being studied, as well as, the process that will be used to collect the data on the sample.

 

The recommended length for this section is two to three paragraphs and must address each criterion.

1. Identifies and describes the selected design for the study.      
Justifies why the selected design addresses the problem statement and research questions.

Quantitative Studies: Justifies the selected design based on the appropriateness of the design to address the research questions and data for each variable.

Qualitative Studies: Justifies the selected design based on appropriateness of design to address research questions and study the phenomenon.

     
Briefly describes the target population and sample for the study.      
Identifies the sources and instruments that will be used to collect data needed to answer the research questions.      
Briefly describes data collection procedures to collect data on the sample.      
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.      
NOTE: This section also elaborates on the Design portion of the Methodology and Design section in the 10 Strategic Points This section provides the foundation for Nature of the Research Design for the Study in Chapter 1.
Reviewer Comments:

 

Research Materials, Instrumentation, OR Sources of Data

This section identifies and describes the types of data that will be collected, as well as the specific research materials, instruments, and sources used to collect those data (tests, questionnaires, interviews, data bases, media, etc.). Use the “Instrumentation” heading for a quantitative study. Use the “Sources of Data” heading for qualitative research. Use the “Research Materials” heading is using materials for experiments that use materials other than instruments.

Quantitative instruments or research materials. For quantitative studies, make sure to discuss, in detail, the specific research materials, instrument(s), or source (such as databases) to collect data for each variable or group. Discuss how the instrument was developed and constructed, the validity and reliability of the instrument, the number of items or questions included in the survey, the calculation of the scores, and the scale of measurement of data obtained from the instrument. Learners must also obtain all appropriate use permissions from instrument authors. Please note that GCU strongly recommends against developing or modifying instruments for quantitative studies, because modifications can change the validation of the instrument. Permission to make modifications must be obtained from the assistant dean.

For quantitative studies, distinguish between the validated instruments and the questions added by the researcher. The latter have to be justified as (1) data for one or more variables of interest in the study (included in the analysis), or (2) data needed for the sample profile (must be relevant to the topic), or (3) combination of both. Separate appendices required for each instrument; the validated instruments (or watermarked samples thereof) have to be accompanied by authors’ or vendors’ permission to use.

Information required for quantitative validated instruments:

1. Number and labels of scales (and subscales);

1. Number or items per scale (and subscale);

1. Type of scale / data (e.g., Likert scales produce technically ordinal data–ONLY SOME have a format that allows for APPROXIMATION to continuous data–required justification of approximation, with references);

1. Method of data aggregation (e.g., for continuous scales: sum vs. mean vs. other mathematical formula).

Learners doing a quantitative study should refer to the dissertation template for further details.

Qualitative sources of data. For qualitative studies, the learner often uses data sources other than instruments. Learners will most likely develop their own interview or focus group guide, observation checklist, or other protocol when conducting a qualitative study. Sources of data may also include databases, journals, participant drawings, questionnaires, surveys, photographs, documents, artifacts, and media. Learners must describe in detail the process and information used to develop the qualitative protocols or instrument, including the research literature, theory(ies), or expert in the field used to develop and justify the questions. Additionally, learners must describe how the validity and reliability of the instrument were established if using a validated instrument as a source of data for a qualitative study, and demonstrate trustworthiness for researcher-developed interview protocols, questionnaires, and observations forms, which should include an expert panel review (the expert panel to be identified by the learner to include people knowledgeable in qualitative methodology and the domain of study). Finally, learners should field test the interview protocol(s). Field testing means that the learner should select 2-3 individuals who match the selection criteria of the target population, but who will not be in the sample; the information collected during the field test may not be included in the results of the study. The outcome of the field test is to edit or tweak the questions in the protocol. Field tests differ from pilot tests, the latter requires full IRB approval.

Criterion Score Learner Self-Evaluation Score

(0-3)

Chair or Score

(0-3)

Reviewer Score

(0-3)

RESEARCH MATERIALS, INSTRUMENTATION, OR SOURCES OF DATA

This section identifies and describes the types of data that will be collected, as well as the specific research materials, instruments, and sources used to collect those data (tests, surveys, validated instruments, questionnaires, interview protocols, databases, media, etc.).

 

The recommended length for this section is one to two paragraphs. Note: this section can be set up as a bulleted list.

Quantitative- Instruments/Research Materials :

Provides a bulleted list of the instrumentation and/or materials for data collection.

Describes the survey instruments or equipment/materials used (experimental research), and specifies the type and level of data collected with each instrument.

Includes citations from original publications by instrument developers (and subsequent users as appropriate) or related studies.

     
Qualitative – Sources of Data:

Describes the structure of each data collection instrument and data sources (tests, questionnaires, interview protocols, observations databases, media, etc.).

     
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.      

NOTE: This section elaborates on the Data Collection from the 10 Strategic Points.

This information is summarized high level in Chapter 1 in the Proposal in the Nature of the Research Design for the Study section. This section provides the foundation for Research Materials, Instrumentation (quantitative) or Sources of Data (qualitative) section in Chapter 3.

Reviewer Comments:

Data Collection

This section details the process and procedures used to collect the data. In this section, learners should describe the step-by-step procedures used to carry out all the major steps for data collection for the study in a way that would allow another researcher to conduct or replicate the study. Note: Learners often do not develop this section adequately. Start with site authorization from the organization where data will be collected, then move to IRB approval. Consider how you will gain initial contact with the site and participants, how you will explain the purpose and participation requirements for the study, how you will get informed consent all the way to actual data collection. Include specific steps and the sequence for collecting data for each variable, source of data, or research material.

Criteria Learner Self-Evaluation Score

(0-3)

Chair or Score

(0-3)

Reviewer Score

(0-3)

DATA COLLECTION AND MANAGEMENT

This section details the data collection process and procedures so that another researcher could conduct or replicate the study. It includes authorizations and detailed steps.

The recommended length for this section is a bullet or numbered list of data collection steps that should not exceed one page.

Quantitative Studies: Lists steps for the actual data collection that would allow replication of the study by another researcher, including how each instrument or data source was used, how and where data were collected, and recorded. Includes a linear sequence of actions or step-by-step of procedures used to carry out all the major steps for data collection. Includes a workflow and corresponding timeline, presenting a logical, sequential, and transparent protocol for data collection that would allow another researcher to replicate the study.

Data from different sources may have to be collected in parallel (e.g., paper-and-pen surveys for teachers, corresponding students, and their parents AND retrieval of archival data from the school district). A flow chart is ok—”linear” may not apply to all situations

Qualitative Studies: Provides detailed description of data collection process, including all sources of data and methods used, such as interviews, member checking, observations, surveys, field tests, and expert panel review. Note: The collected data must be sufficient in breadth and depth to answer the research question(s) and interpreted and presented correctly, by theme, research question, and/or source of data.

     
Describes the procedures for obtaining participant informed consent and for protecting the rights and well-being of the study sample participants.      
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.      
NOTE: This section elaborates on the Sample and Location and Data Collection in the 10 Strategic Points This section provides the foundation for the Data Collection Procedures section in Chapter 3 in the Proposal. And it is summarized high level in Chapter 1 in Nature of the Research Design for the Study in the Proposal.
Reviewer Comments:

Data Analysis Procedures

This section provides a step-by-step description of the procedures to be used to conduct the data analysis. The key elements of this section include the process by which raw data will be prepared for analysis and then subsequently analyzed.

 

Criteria Learner Self-Evaluation Score

(0-3)

Chair or Score

(0-3)

Reviewer Score

(0-3)

DATA ANALYSIS PROCEDURES

This section provides detailed steps for the analytic procedures to be used to conduct data analysis.

The recommended length for this section is one to two paragraphs, can also be presented in bulleted format.

Describes in detail the relevant data collected for each stated research question and/or each variable within each hypothesis (if applicable).

 

Quantitative Studies: “In detail” means scales (and subscales) of specified instruments AND type of data for each variable of interest. IMPORTANT: For (quasi) experimental studies, provide detailed description of all treatment materials per treatment condition, as part of the description of the independent variable corresponding to the experimental manipulation.

     
What: Describes, in detail, statistical and non-statistical analysis to be used and procedures used to conduct the data analysis.

Quantitative Studies: (1) describe data file preparation (descriptive statistics used to check completeness and accuracy; for files from different sources, possibly aggregating data to obtain a common unit of analysis in all files, necessarily merging files (using the key variable defining the unit of analysis); (2) computation of statistics for the sample profile; (3) computation of (subscales and) scales; (4) reliability analysis for all scales and subscales; (5) computation of descriptive statistics for all variables of interest in the study (except those already presented in the sample profile); (6) state and justify all statistical procedures (“tests”) needed to generate the information to answer all research questions; and (7) state assumptions checks for all those statistical procedures (including the tests and / or charts to be computed).

 

Qualitative Studies: This section begins by identifying and discussing the specific analysis approach or strategy, followed by a discussion of coding procedures to be used. Note: coding procedures may be different for Thematic Analysis, Narrative Analysis, Phenomenological Analysis, or Grounded Theory Analysis.

     
Why: Provides the justification for each of the (statistical and non-statistical) data analysis procedures used in the study.      
Show Steps that Support Evidence

Quantitative Analysis – states the level of statistical significance for each test as appropriate, and describes tests of assumptions for each statistical test.

Qualitative Analysis – evidence of qualitative analysis approach, such as coding and theming process, must be completely described and included the analysis /interpretation process. Clear evidence from how codes moved to themes must be presented.

     
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.      
NOTE: This section elaborates on the Data Analysis from the 10 Strategic Points. This section provides the foundation for Data Analysis Procedures section in Chapter 3 in the Proposal.

 

Reviewer Comments:

 

 

 

Ethical Considerations

This section of the prospectus discusses the anticipated ethical issues surrounding the research including how human subjects and data will be protected. This section should also reference how site authorization will be obtained and the necessary IRB approval(s) required to conduct the research, the subject recruiting and informed consent processes. Read the criterion table carefully for required components to be included in this section.

Criteria Learner Self-Evaluation Score

(0-3)

Chair or Score

(0-3)

Reviewer Score

(0-3)

Ethical Considerations

This section discusses the potential ethical issues surrounding the research, as well as how human subjects and data will be protected. It identifies how any potential ethical issues will be addressed.

 

The recommended length for this section is one paragraph.

1. Describes site authorization process, subject recruiting, and informed consent processes.      
2. Describes how the identities of the participants in the study and data will be protected.      
3. Discusses potential ethical concerns that might occur during the data collection process.      
4. ALIGNMENT: Ethical considerations are clearly aligned with, and relate directly to the specific Data Collection Procedures. This section also identifies ethical considerations related to the target population being researched and organization or location as described in the Purpose Statement section.      
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.      
NOTE: This section does not include information from any of the 10 Strategic Points.

This section provides the foundation for Ethical Considerations section in Chapter 3 in the Proposal.

Reviewer Comments:

 

 

References

Russell, B.H., Wutich, A.Y., & Ryan, G.W. (2017). Analyzing qualitative data: Systematic approaches (second edition). Thousand Oaks, CA: Sage Publications.

Grand Canyon University (Ed.). (2017). GCU doctoral research: Writing the research prospectus. Retrieved from: http://lc.gcumedia.com/res880/gcu-doctoral-research-writing-the-research-prospectus/v1.1/

 

Appendix A The 10 Strategic Points for the Prospectus, Proposal, and Dissertation

Introduction

In the Prospectus, Proposal and Dissertation there are 10 key or strategic points that need to be clear, simple, correct, and aligned to ensure the research is doable, valuable, and credible. These points, which provide a guide or vision for the research, are present in almost any research. They are defined within this 10 Strategic Points document. You should include an updated, aligned 10 Strategic Points in this appendix for your chair and methodologist to reference. Below are the instructions for constructing a 10 Strategic Points for your reference.

The 10 Strategic Points

The 10 strategy points emerge from researching literature on a topic that is based on, or aligned with, the defined need in the literature as well as the learner’s personal passion, future career purpose, and degree area. The 10 Strategic Points document includes the following 10 key or strategic points that define the research focus and approach:

1. Topic—Provides a board research topic area/title.

1. Literature review—Lists primary points for four sections in the Literature Review: (a) Background of the problem/gap and the need for the study based on citations from the literature; (b) Theoretical foundations (models and theories to be foundation for study); (c) Review of literature topics with key theme for each one; (d) Summary.

1. Problem statement—Describes the problem to address through the study based on defined needs or gaps from the literature.

1. Sample and location—Identifies sample, needed sample size, and location (study phenomena with small numbers and variables/groups with large numbers).

1. Research questions—Provides research questions to collect data to address the problem statement.

1. Hypothesis/variables or Phenomena—Provides hypotheses with variables for each research question (quantitative) or describes the phenomena to be better understood (qualitative).

1. Methodology and design—Describes the selected methodology and specific research design to address problem statement and research questions.

1. Purpose statement—Provides a one-sentence statement of purpose including the problem statement, methodology, design, population sample, and location.

1. Data collection—Describes primary instruments and sources of data to answer research questions.

1. Data analysis—Describes the specific data analysis approaches to be used to address research questions.

The Process for Defining the Ten Strategic Points

The order of the 10 strategic points listed above reflects the order in which the work is done by the learner. The first five strategic points focus primarily on defining the focus for the research based on a clearly defined need or gap from the literature as well as the learner’s passion, purpose and specialty area focus. First, a learner identifies a broad topic area to research for their dissertation based on a clearly defined need or gap from the literature—that they are interested in because it is based on their personal passion, future career purpose, and degree being pursued. Second, the learner completes a review of the literature to define the need or gap they will address, the theories and models that will provide a foundation for their research, related topics that are needed to demonstrate their expertise in their field, and define the key strategic points behind their proposed research. Third, the learner develops a clear, simple, one- sentence problem statement that defines the problem, or gap, that will be addressed by the research. Fourth, the learner identifies some potential population samples they would have access to in order to collect the data for the study, considering the fact the quantitative study sample sizes need to be much larger than those for qualitative studies. Fifth, the learner develops a set of research questions that will define the data needed to address the problem statement.

Based on the above five strategic points the learner now defines the key aspects of the research methodology through the last five strategic points. Sixth, the learner either describes the phenomena to be studied (if it is a qualitative study), or develops a set of hypotheses (matching the research questions) that defines the variables that will be the focus for the research (if it is a quantitative study). Seventh, the learner determines if the study will be qualitative, quantitative based on (a) the best approach for the research, (b) the size of the sample they can get permission to access, (c) availability of data collection tools and sources, and (d) time and resources to conduct the study. Additionally, they select the best design approach considering these same factors. Eighth, the learner develops a purpose statement by integrating the problem statement, methodology, design, sample, and location. Ninth, the learner identifies the data they will need to collect to address the research questions or hypotheses and how they will collect the data (e.g., interviews, focus groups, observations, tested and validated instruments or surveys, data bases, public media, etc.) Tenth, they identify the appropriate data analysis, based on their design, to be used to answer their research questions and address their problem statement.

Criteria for Evaluating the Ten Strategic Points: Clear, Simple, Correct and Aligned

When developing research, it is important to define the 10 strategic points so they are simple, clear, and correct in order to ensure anyone who reviews them will easily understand them. It is important to align all of the 10 strategic points to ensure it will be possible to conduct and complete the research. The problem statement must come out of the literature. The research questions must collect the data needed to answer the problem statement. The methodology and design must be appropriate for the problem statement and research questions. The data collection and data analysis must provide the information to answer the research questions (qualitative) or test the hypotheses (quantitative). Developing the 10 Strategic Points as a two to three-page document can help ensure clarity, simplicity, correctness, and alignment of each of these ten key or strategic points in the prospectus, proposal, and dissertation. Developing these 10 strategic points on a two to three-page document also provides an easy-to-use use template to ensure the 10 strategic points are always worded the same throughout the prospectus, proposal, and dissertation.

 

Appendix B Variables/Groups, Phenomena, and Data Analysis

Instructions: Complete the applicable table to assist with your research design. Use Table 1 for quantitative studies. Use Table 2 for qualitative studies. This table is intended to define how you will collect and analyze the specific data for each research question (qualitative) and each variable (quantitative). Add additional rows to your table if needed.

 

Table 1 Quantitative Studies

Research Questions:

State the research Questions

Hypotheses:

State the hypotheses to match each Research question

List of Variables/Groups to Collect Data For:

Independent and Dependent Variable(s)

Instrument(s)

To collect data for each variable

Analysis Plan

Data analysis approach to (1) describe data and (2) test the hypothesis

1.        
2.        
3.        

 

 

Table 2 Qualitative Studies

Research Questions: State the Research Questions that will be used to collect data to understand the Phenomenon being studied Phenomenon:

Describe the overall phenomenon being studied by the research questions

Sources of Data:

Identify the specific approach (e.g., interview, observation, artifacts, documents, database, etc.) to be used to collect the data to answer each Research Question

Analysis Plan: Describe the specific approach that will be used to (1) summarize the data and (2) analyze the data.
1.      
2.      
3.      

 

 

 

Prospectus Template v.8.2 05.09.19

DISSERTATION CHAPTER 2 (Continuation)

This is a follow-up assignment- Exclusively for Catherine Owens

Please use the attached previously completed articles in Chapter 2 to complete this assignment for the next following next stages

STAGE: Reasons for Lack of Access to Mental Health

Introduction

Background of the Problem

Theoretical literature

Literature Themes

Mental Health Infrastructure

Synthesis

This stage requires a minimum of 10 articles

STAGE: Populations that Use Mental Health Services

Introduction

Background of the Problem

Theoretical literature

Literature Themes

Mental Health Infrastructure

Synthesis

This stage requires a minimum of 7 articles

STAGE: Populations that Reject Mental Health services

Introduction

Factors Influencing Individuals’ Decision to Utilize Mental Health in South Texas

Submitted by

James Dada

 

 

 

 

 

 

A Dissertation Presented in Partial Fulfillment

of the Requirements for the Degree

Doctor of Philosophy

 

 

 

 

 

Grand Canyon University

Phoenix, Arizona Comment by GCU: HINT: There are several “styles” that have been set up in this GCU Template. When you work on your proposal or dissertation, “save as” this template in order to preserve and make use of the preset styles. This will save you hours of work!

 

 

[Insert Current Date Until Date of Dean’s Signature]

 

 

 

 

GCU Proposal Template V8.3 01.18.18

 

© by Your Full Legal Name (No Titles, Degrees, or Academic Credentials), 2018 Comment by GCU: NOTE: This is an optional page. If copyright is not desired, delete this page. The copyright page is included in the final dissertation and not part of the proposal. Comment by GCU: For example: © by Jane Elizabeth Smith, 2012This page is centered. This page is counted, not numbered, and should not appear in the Table of Contents.

All rights reserved.

 

GRAND CANYON UNIVERSITY Comment by GCU: The Signature Page is only included in the final dissertation and not part of the proposal.

 

The Dissertation Title Appears in Title Case and is Centered Comment by GCU: If the title is longer than one line, double-space it. The title should be typed in upper and lowercase letters.

 

by

Insert Your Full Legal Name (No Titles, Degrees, or Academic Credentials) Comment by GCU: For example: Jane Elizabeth Smith

 

 

Approved

 

[Insert Current Date Until Date of Dean’s Signature]

 

 

DISSERTATION COMMITTEE:

Full Legal Name, Ed.D., DBA, or Ph.D., Dissertation Chair

Full Legal Name, Ed.D., DBA, or Ph.D., Committee Member

Full Legal Name, Ed.D., DBA, or Ph.D., Committee Member

 

ACCEPTED AND SIGNED:

 

 

________________________________________

Michael R. Berger, Ed.D.

Dean, College of Doctoral Studies

 

_________________________________________

Date

GRAND CANYON UNIVERSITY Comment by GCU: This page is only included in the final dissertation and not part of the proposal. However, the learner is responsible for ensuring the proposal and dissertation are original research, that all scholarly sources are accurately reported, cited, and referenced, and the study protocol was executed and complies with the IRB approval granted by GCU.

 

The Dissertation Title Appears in Title Case and is Centered

 

I verify that my dissertation represents original research, is not falsified or plagiarized, and that I accurately reported, cited, and referenced all sources within this manuscript in strict compliance with APA and Grand Canyon University (GCU) guidelines. I also verify my dissertation complies with the approval(s) granted for this research investigation by GCU Institutional Review Board (IRB).

 

 

_____________________________________________ ______________________

James Ayodele Dada Date Comment by GCU: This page requires a “wet signature.” Remove the brackets and type in the learner’s name. The learner needs to sign and date this page and insert a copy into the dissertation manuscript as an image (JPEG) or PDF text box. This page must be signed and dated prior to final AQR Level 5 review.

 

 

Abstract Comment by GCU: On the first line of the page, center the word “Abstract” (boldface) Style with “TOC Heading”Beginning with the next line, write the abstract. Abstract text is one paragraph with no indentation and is double-spaced. This page is counted, not numbered, and does not appear in the Table of Contents. Abstracts do not include references or citations.The abstract should be between 150-250 words, most importantly the abstract must fit on one page.The abstract is only included in the final dissertation and not part of the proposal.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Keywords: Abstract, assist future researchers, 150 to 250 words, vital information Comment by GCU: Librarians and researchers use the abstract to catalogue and locate vital research material.

 

Criterion

*(Score = 0, 1, 2, or 3)

Learner Score Chair Score Methodologist Score Content Expert Score
ABSTRACT

(Dissertation Only—Not Required for the Proposal)

The abstract is typically read first by other researchers and is an accurate, non-evaluative, concise summary or synopsis of the research study. The abstract provides a succinct summary of the study and MUST include the purpose of the study, theoretical foundation, research questions (stated in narrative format), sample, location, methodology, design, data analysis, and results, as well as, a valid conclusion of the research. Abstracts must be double-spaced, fully justified with no indentions. (one page)

The abstract provides a succinct summary of the study and MUST include: the purpose of the study, theoretical foundation, research questions stated in narrative format, sample, location, methodology, design, data sources, data analysis, results, and a valid conclusion of the research. Note: The most important finding(s) should be stated with actual data/numbers (quantitative) ~or~ themes (qualitative) to support the conclusion(s).        
The abstract is written in APA format, one paragraph fully justified with no indentations, double-spaced with no citations, and includes key search words. Keywords are on a new line and indented.        
The abstract is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.        
*Score each requirement listed in the criteria table using the following scale:

0 = Item Not Present or Unacceptable. Substantial Revisions are Required.

1 = Item is Present. Does Not Meet Expectations. Revisions are Required.

2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required.

3 = Item Exceeds Expectations. No Revisions are Required.

Reviewer Comments:

 

 

 

 

Dedication Comment by GCU: The Dedication page is the first page in the dissertation with a Roman Numeral. In the final dissertation this is usually page vi, so we have set it as vi.The dedication is only included in the final dissertation, not the proposal.

An optional dedication may be included here. While a dissertation is an objective, scientific document, this is the place to use the first person and to be subjective. The dedication page is numbered with a Roman numeral, but the page number does not appear in the Table of Contents. It is only included in the final dissertation and is not part of the proposal. If this page is not to be included, delete the heading, the body text, and the page break below. Comment by GCU: If you cannot see the page break, click on the top toolbar in Word (Home). Click on the paragraph icon. ¶Show/Hide button (go to the Home tab and then to the Paragraph toolbar).

 

Acknowledgments Comment by GCU: See formatting note for DedicationThe Acknowledgements section is included only in the final dissertation, not the proposal.

An optional acknowledgements page can be included here. This is another place to use the first person. If applicable, acknowledge and identify grants and other means of financial support. Also acknowledge supportive colleagues who rendered assistance. The acknowledgments page is numbered with a Roman numeral, but the page number does not appear in the table of contents. This page provides a formal opportunity to thank family, friends, and faculty members who have been helpful and supportive. The acknowledgements page is only included in the final dissertation and is not part of the proposal. If this page is not to be included, delete the heading, the body text, and the page break below. Comment by GCU: If you cannot see the page break, click on the top toolbar in Word (Home). Click on the paragraph icon. ¶Show/Hide button (go to the Home tab and then to the Paragraph toolbar).Do not use section breaks!

 

Table of Contents List of Tables xi List of Figures xii Chapter 1: Introduction to the Study 1 Introduction 1 Background of the Study 6 Problem Statement 7 Purpose of the Study 10 Research Questions and/or Hypotheses 11 Advancing Scientific Knowledge and Significance of the Study 14 Rationale for Methodology 16 Nature of the Research Design for the Study 17 Definition of Terms 19 Assumptions, Limitations, Delimitations 21 Assumptions. 22 Limitations and delimitations. 22 Summary and Organization of the Remainder of the Study 24 Chapter 2: Literature Review 26 Introduction to the Chapter and Background to the Problem 26 Identification of the Gap 28 Theoretical Foundations and/or Conceptual Framework 30 Review of the Literature 32 Methodology and instrumentation/data sources/research materials 36 Summary 39 Chapter 3: Methodology 42 Introduction 42 Statement of the Problem 43 Research Questions and/or Hypotheses 44 Research Methodology 45 Research Design 47 Population and Sample Selection 48 Quantitative sample size 48 Qualitative sample size 50 Research Materials, Instrumentation OR Sources of Data 54 Trustworthiness (for Qualitative Studies) 58 Credibility. 59 Transferability 59 Dependability. 60 Confirmability. 61 Validity (for Quantitative Studies) 63 Reliability (for Quantitative Studies) 65 Data Collection and Management 66 Data Analysis Procedures 68 Ethical Considerations 72 Limitations and Delimitations 75 Summary 76 References 78 Appendix A. Site Authorization Letter(s) 83 Appendix B. IRB Approval Letter 84 Appendix C. Informed Consent 85 Appendix D. Copy of Instruments and Permissions Letters to Use the Instruments 86 Appendix E. Power Analyses for Sample Size Calculation (Quantitative Only) 87 Appendix F. Additional Appendices 88

List of Tables Comment by GCU: This List of Tables has been set up to update automatically (when you click to do so). The List of Figures “reads” the style “Table Title,” which should be used in the text for the table title and subtitle of each table. Check “Help” in Word on how to update the TOC.The List of Tables follows the Table of Contents. The List of Tables is included in the Table of Contents and shows a Roman numeral page number at the top right. The page number is right justified with a 1 in. margin on each page. Dot leaders must be used. The title is bolded.On the List of Tables, each table title and subtitle will appear on the same line are are single spaced if more than one line, and double-spaced between entries. See 5.01-5.19 for details and specifics on Tables and Data Display. The preferences for the Table of Figures (style for the List of Tables) have been set up in this template.The automatic List of Tables (set up here) uses the style “Table of Figures, which has been formatted to achieve correct single space/double space formatting.All tables are numbered with Arabic numerals in the order in which they are first mentioned. [5.05]

Table 1. Correct Formatting for a Multiple Line Table Title is Single Spacing and Should Look Like this Example 36

Table 2. Equality of Emotional Intelligence Mean Scores by Gender 66

 

Note: Single space multiple-line table titles; double space between entries per example above. The List of Tables and List of Figures (styled as Table of Figures) have been formatted as such in this template. Update the List of Tables in the following manner: [Right click Update Field Update Entire Table], and the table title and subtitle will show up with the in-text formatting. After you update your List of Tables, you will need to manually remove the italics from each of your table titles per the example above.

List of Figures Comment by GCU: This is an example of a List of Figures “boiler plate.” Freely edit and adapt this to fit the particular dissertation. In Word, “overtype” edits and adaptations.The List of Figures follows the List of Tables. The title “List of Figures” is styled as Heading 1.The List of Figures is included in the Table of Contents (which will show up automatically since it is styled as Heading 1). and shows a Roman numeral page number at the top right. The list of figures has been set up with the style “Table of Figures,” for which all preferences have been set in this template (hanging indent tab stop 5.99” right justified with dot leader). Figures, in the text of the manuscript, include graphs, charts, maps, drawings, cartoons, and photographs [5.21]. In the List of Figures, single-space figure titles and double-space between entries. This has been set up in the “Table of Figures” style in this template. See 5.20-5.30 for details and specifics on Figures and Data Display.All figures are numbered with Arabic numerals in the order in which they are first mentioned. [5.05] The figure title included in the Table of Contents should match the title found in the text. Note: Captions are written in sentence case unless there is a proper noun, which is capitalized.

Figure 1. Correlation for SAT composite score and time spent on Facebook. 69

Figure 2. IRB alert. 73

 

 

Note: single-space multiple line figure titles; double-space between entries per example in List of Tables on previous page. Use sentence case for figure titles. After you update your List of Figures, you will need to manually remove the italics per the example above.

 

87

 

 

Chapter 1: Introduction to the Study Comment by GCU: This heading is styled according to APA Level 1 heading (style: “Heading 1”) [3.03]. Do not modify or delete as it will impact your automated table of contents

Introduction Comment by GCU: This heading is styled according to APA Level 2 heading (style: “Heading 2”) [3.03]. Do not modify or delete as it will impact your automated table of contents

This section describes what the researcher will investigate, including the research questions, hypotheses, and basic research design. The introduction develops the significance of the study by describing how the study is new or different from other studies, how it addresses something that is not already known or has not been studied before, or how it extends prior research on the topic in some way. This section should also briefly describe the basic nature of the study and provide an overview of the contents of Chapter 1. Learners and committee members should also note the following important information about dissertation topics:

The College of Doctoral Studies recognizes the diversity of learners in our programs and the varied interests in research topics for their dissertations in the Social Sciences.

Dissertation topics must, at a minimum, be aligned to General Psychology in the Ph.D. program, Leadership in the Ed.D. Organizational Leadership program, Adult Instruction in the Ed.D. Teaching and Learning program, Management in the DBA program, and Counseling Practice, Counselor Education, Clinical Supervision or Advocacy/Leadership within the Counseling field in the Counselor Education Ph.D. program.

If there are questions regarding appropriate alignment of a dissertation topic to the program, the respective program chair will be the final authority for approval decisions.

Specifically, although the College prefers a learner’s topic align with the program emphasis, this alignment is not “required.” The College will remain flexible on the learner’s dissertation topic if it aligns with the degree program in which the learner is enrolled. The Ph.D. program in General Psychology does not support clinically based research.

The GCU Dissertation Template provides the structure for the GCU dissertation. The template provides important narrative, instructions, and requirements in each chapter and section. Learners must read the narrative in each section to fully understand what is required and also review the section criteria table which provides exact details on how the section will be scored. As the learner writes each section, s/he should delete the narrative and “Help” comments, but leave the criterion table, after each section, as this is how the committee members will evaluate the learners work. Additionally, when inserting their own narrative into the template, leaners should never remove the headings, as these are already formatted, or “styled.” Removing the headings will cause the text to have to be reformatted, that is, you will need to reapply the style. “Styles” are a feature in Word that defines what the text looks like on the page. For example, the style “Heading 1, used for Chapter headings and the List of Tables title, the List of Figures title, the References title, and the Appendices title, has set up to conform to APA: bold, double spaced, “keep with next,” Times New Roman 12. In addition, the automatic TOC “reads” these styles so that the headings show up in the TOC and exactly match those in the text.

The navigation pane in Word shows the first and second level headings that will appear in the Table of Contents. To access the navigation pane, click on Home in a Word document>View Pane. Learners should consult their course e-books for additional guidance on constructing the various sections of the template (e.g., Grand Canyon University, 2015, 2016, 2017a, 2017b).

Learners should keep in mind that they will write Chapters 1 through 3 as the dissertation proposal. However, there are changes that typically need to be made in these chapters to enrich the content or to improve the readability as the final dissertation manuscript is written. Often, after data analysis is complete, the first three chapters will need revisions to reflect a more in-depth understanding of the topic and to ensure consistency. Engaging in scholarly writing, understanding the criterion rubrics, and focusing on continuous improvement will help facilitate timely progression. Comment by GCU: Include one space after the final sentence puncutation in the dissertation.

To ensure the quality of both the proposal and final dissertation and reduce the time for AQR reviews, writing needs to reflect doctoral level, scholarly-writing standards from the very first draft. Each section within the proposal or dissertation should be well organized and easy for the reader to follow. Each paragraph should be short, clear, and focused. A paragraph should (1) be three to eight sentences in length, (2) focus on one point, topic, or argument, (3) include a topic sentence the defines the focus for the paragraph, and (4) include a transition sentence to the next paragraph. Include one space after each period. There should be no grammatical, punctuation, sentence structure, or APA formatting errors. Verb tense is an important consideration for Chapters 1 through 3. For the proposal, the researcher uses future tense (e.g., “The purpose of this proposed study is to…”), whereas in the dissertation, the chapters are revised to reflect past tense (e.g., “The purpose of this study was to…”). Taking the time to ensure high-quality, scholarly writing for each draft will save learners time in all the steps of the development and review phases of the dissertation process.

As a doctoral researcher, it is the learner’s responsibility to ensure the clarity, quality, and correctness of their writing and APA formatting. The DC Network provides various resources to help learners improve their writing. Grand Canyon University also offers writing tutoring services through the Center for Learning Advancement on writing basics; however, the writing tutors do not provide any level of dissertation editing. The chair and committee members are not obligated to edit documents. Additionally, the AQR reviewers will not edit the proposal or dissertation. If learners do not have outstanding writing skills, they may need to identify a writing coach, editor, and/or other resource to help with writing and editing. Poorly-written proposals and dissertations will be immediately suspended in the various levels of review if submitted with grammatical, structural, and/or form-and-formatting errors.

The quality of a dissertation is evaluated on the quality of writing and based on the criteria that GCU has established for each section of the dissertation. The criteria describe what must be addressed in each section within each chapter. As learners develop a section, first read the section description. Then, review each criterion contained in the table below the description. Learners use both the overall description and criteria as they write each section. Address each listed criterion in a way that it is clear to the chair and committee members. Learners should be able to point out where each criterion is met in each section.

Prior to submitting a draft of the proposal or dissertation or a single chapter to the chair or committee members, learners should assess the degree to which each criterion has been met. Use the criteria table at the end of each section to complete this self-assessment. The following scores reflect the readiness of the document:

0 = Item Not Present or Unacceptable. Substantial Revisions Are Required. Comment by GCU: Format with style “List Bullet.” Numbered or bulleted lists are indented .25 inch from the left margin. Subsequent lines are indented further with a hanging indent of .25” per the example in the text. Each number or bullet ends with a period. Bullet lists use “List Bullet” Style. Numbered lists use “List Number” Style.

1 = Item is Present. Does Not Meet Expectations. Revisions are Required.

2 = Item is Acceptable. Meets Expectations.

3 = Item is Exemplary. No Revisions Required.

Sometimes the chair and committee members will score the work “between” numbers, such as a 1.5 or 2.5. The important thing to remember is that a minimum score of 2 is required on each criterion on the prospectus, proposal and dissertation before one can move to the next step. A good guideline to remember is that learners are not finished with the dissertation until the dean signs the cover page.

Learners need to continuously and objectively self-evaluate the quality of writing and content for each section within the proposal or dissertation. Learners will score their work using the learner column in the criteria tables as evidence that they have critically evaluated their own work. When learners have completed a realistic, comprehensive self-evaluation of their work, then they may submit the document to the chair for review. Rating work as all 3’s will indicate that the learner has not done this. The chair will also review and score each section of the proposal and dissertation and will determine when it is ready for full committee review. Keep in mind the committee review process will likely require several editorial/revisions rounds, so plan for multiple revision cycles as learners develop their dissertation completion plan and project timeline. Notice the tables that certain columns have an X in the scoring box. As mentioned above, the chair will score all five chapters, the abstract and the reference list; the methodologist is only required to score Chapters 1, 3, and 4 and the abstract; the content expert is only required to score Chapters 1, 2, and 5 and the abstract. The chair and committee members will assess each criterion in their required chapters when they return the document with feedback.

Once the document has been fully scored and approved by the chair and committee, and is approved for Level 2 or 5 review, the chair will submit one copy of the proposal or dissertation document with the fully scored assessment tables and one copy of the document with the assessment tables removed for AQR review. Refer to the Dissertation Milestone Guide for descriptions of levels of review and submission process.

Criterion

*(Score = 0, 1, 2, or 3)

Learner Score Chair Score Methodologist Score Content Expert Score
Introduction

This section provides a brief overview of the research focus or problem, explains why this study is worth conducting, and discusses how this study will be completed. (Minimum three to four paragraphs or approximately one page)

Dissertation topic is introduced and value of conducting the study is discussed.

Note: The College of Doctoral Studies recognizes the diversity of learners in our programs and the varied interests in research topics for their dissertations in the Social Sciences.  

Dissertation topics must, at a minimum, be aligned to General Psychology in the Ph.D. program, Leadership in the Ed.D. Organizational Leadership program, Adult Instruction in the Ed.D. Teaching and Learning program, Management in the DBA program, and Counseling Practice, Counselor Education, Clinical Supervision or Advocacy/Leadership within the Counseling field in the Counselor Education Ph.D. program. 

If there are questions regarding appropriate alignment of a dissertation topic to the program, the respective program chair will be the final authority for approval decisions.  

Specifically, although the College prefers a learner’s topic align with the program emphasis, this alignment is not “required.” The College will remain flexible on the learner’s dissertation topic if it aligns with the degree program in which the learner is enrolled. The Ph.D. program in General Psychology does not support clinically based research.  

       
Discussion provides an overview of what is contained in the chapter.        
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.

 

       
*Score each requirement listed in the criteria table using the following scale:

0 = Item Not Present or Unacceptable. Substantial Revisions are Required.

1 = Item is Present. Does Not Meet Expectations. Revisions are Required.

2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required.

3 = Item Exceeds Expectations. No Revisions are Required.

Reviewer Comments:

Background of the Study Comment by GCU: This heading uses the style “Heading 2” [3.03].

The background section of Chapter 1 describes the recent history of the problem under study. It provides a summary of results from the prior empirical research on the topic. First, the learner identifies the need for the study, referred to as a gap, which the dissertation study will address. Strategies learners can use to identify a need or gap include:

Using results from prior studies.

Using recommendations for further study.

Using societal problems documented in the literature.

Using broad areas of research in current empirical articles.

Using needs identified in three to five research studies (primarily from the last three years.

Next, the learner builds an argument or justification for the current study by presenting a series of logical arguments, each supported with citations from the literature. This need, called a gap, developed from the literature, is the basis for creating the problem statement. A local need is appropriate for a study. However, the learner needs to situate the “need” or problem by discussing how it is applicable beyond the local setting and contributes to societal and/or professional needs. The problem statement is developed based on the need or gap defined in the Background to the Study section.

Criterion

*(Score = 0, 1, 2, or 3)

Learner Score Chair Score Methodologist Score Content Expert Score
Background of the Study

Minimum two to three paragraphs or approximately one page

The background section of Chapter 1 provides a brief history of the problem.

Provides a summary of results from the prior empirical research on the topic.

 

Using results, societal needs, recommendations for further study, or needs identified in three to five research studies (primarily from the last three years), the learner identifies the stated need, called a gap.

Builds a justification for the current study, using a logical set of arguments supported by citations.

 

The problem is discussed as applicable beyond the local setting and contributes to societal and/or professional needs.

       
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.        
*Score each requirement listed in the criteria table using the following scale:

0 = Item Not Present or Unacceptable. Substantial Revisions are Required.

1 = Item is Present. Does Not Meet Expectations. Revisions are Required.

2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required.

3 = Item Exceeds Expectations. No Revisions are Required.

Reviewer Comments:

 

Problem Statement Comment by GCU: Levels of headings must accurately reflect the organization of the paper [3.02–3.03].For example, this is a level 2 heading, and has been “styled” as Heading 2.

Research problems are socially constructed, meaning that a problem may not be considered one until society recognizes it as a problem. For example, spousal abuse was recognized as a problem after women earned more rights. Research problems are not determined only by how much one knows about it, but by the need to investigate phenomena that affect people in order to improve their lives (Krysik & Flynn, 2013).

The Problem Statement section begins with a declarative statement of the problem under study, such as “It is not known if and to what degree/extent…” or “It is not known how/why…”

Other examples are:

It is not known _____.

Absent from the literature is______.

While the literature indicates ____________, it is not known in (school/district/organization/community) if __________. Comment by GCU: Format bulleted lists using the style “List Bullet.” The preferences for this tyle are: Numbered or bullets are indented .25 inch from the left margin, subsequent lines are indented further to .25 inches. Each number or bullet ends with a period. These preferences have been set in this dissertation template.

This section then describes general population affected by the problem along with the importance, scope or opportunity for the problem and the importance of addressing the problem. Questions to consider when writing the problem include:

What is the need in the world or gap in the literature that this problem statement addresses?

What is the real issue that is affecting society, students, organizations?

At what frequency is the problem occurring?

What is the extent of human suffering that the problem produces?

Why has the problem received lack of attention in the past?

What does the literature and research say about the problem that can and should be addressed at this time?

What are the negative outcomes that this issue is addressing?

This section ends with a description of the unit of analysis, which is the phenomenon, individuals, group or organization under study. Specifically, at the conceptual level, the unit of analysis is the entity/thing (social organization, community, group, individual, social artifacts, policies/principles, or phenomenon) that the researcher wants to be able to say something about. It is the main focus of the study. The unit of analysis is that which the researcher is studying. At the implementation level, the unit of analysis gets determined and defined by the research question/problem statement.

Criterion

*(Score = 0, 1, 2, or 3)

Learner Score Chair Score Methodologist Score Content Expert Score
Problem Statement

Minimum three or four paragraphs or approximately one page

States the specific problem proposed for research with a clear declarative statement.

Discusses the problem statement in relation to the gap or need in the world, considering such issues as: real issues affecting society, students, or organizations; the frequency that the problem occurs; the extent of human suffering the problem produces, the perceived lack of attention in the past; the discussion of the problem in the literature and research about what should be addressed vis à vis the problem; the negative outcomes the issue addresses.

       
Describes the general population affected by the problem. The general population refers to all individuals that could be affected by the study problem.

Example: All older adults in the US who are 65 yrs or older. The target population is a more specific sub-population of interest from the general population, such as low income older adults (≥ 65 yrs) in AZ. Thus, the sample is derived from the target population, not from the general one.

       
Describes the unit of analysis, which is the phenomenon, individuals, group or organization under study.        
Discusses the importance, scope, or opportunity for the problem and the importance of addressing the problem.        
The problem statement is developed based on the need or gap defined in the Background to the Study section.        
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.        
*Score each requirement listed in the criteria table using the following scale:

0 = Item Not Present or Unacceptable. Substantial Revisions are Required.

1 = Item is Present. Does Not Meet Expectations. Revisions are Required.

2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required.

3 = Item Exceeds Expectations. No Revisions are Required.

Reviewer Comments:

Purpose of the Study

The Purpose of the Study section of Chapter 1 provides a reflection of the problem statement and identifies how the study will be accomplished. It explains how the proposed study will contribute to the field. The section begins with a declarative statement, “The purpose of this study is….” Included in this statement are also the research design, target population, variables (quantitative) or phenomena (qualitative) to be studied, and the geographic location. Further, the section clearly defines the variables, relationship of variables, or comparison of groups for quantitative studies. For qualitative studies, this section describes the nature of the phenomenon/a to be explored. Keep in mind that the purpose of the study is restated in other chapters of the dissertation and should be worded exactly as presented in this section of Chapter 1. Comment by GCU: Note: Each paragraph of the dissertation must 3-5 sentences at minimum, and no longer than one manuscript page [3.08].

 

 

Criterion

*(Score = 0, 1, 2, or 3)

Learner Score Chair Score Methodologist Score Content Expert Score
PURPOSE OF THE STUDY

Minimum two to three paragraphs

Begins with one sentence that identifies the research methodology and design, target population, variables (quantitative) or phenomena (qualitative) to be studied and geographic location.

This can be presesnted as a declarative statement: “The purpose of this study is….” that identifies the research methodology and design, population, variables (quantitative) or phenomena (qualitative) to be studied and geographic location.

       
Describes the target population and geographic location.        
Quantitative Studies: Defines the variables and relationship of variables.

Qualitative Studies: Describes the nature of the phenomena to be explored.

       
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.        
*Score each requirement listed in the criteria table using the following scale:

0 = Item Not Present or Unacceptable. Substantial Revisions are Required.

1 = Item is Present. Does Not Meet Expectations. Revisions are Required.

2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required.

3 = Item Exceeds Expectations. No Revisions are Required.

Reviewer Comments:

 

 

Research Questions and/or Hypotheses Comment by GCU: Insert the correct heading based on the methodology for your study. Qualitative studies use the header “Research Questions”; Quantitative and Mixed Method studies use the header “Research Questions and Hypotheses.”

This section narrows the focus of the study and specifies the research questions to address the problem statement. Based on the research questions, it describes the variables or groups and their hypothesized relationship for a quantitative study or the phenomena under investigation for a qualitative study. The research questions and hypotheses should be derived from, and are directly aligned with, the problem statement and theoretical foundation (theory(s) or model(s). The Research Questions and/or Hypotheses section of Chapter 1 will be presented again in Chapter 3 to provide clear continuity for the reader and to help frame data analysis in Chapter 4.

If the study is qualitative, state the research questions the study will answer, and describe the phenomenon to be studied. Qualitative studies will typically have one overarching research question with three or more subquestions. If the study is quantitative or mixed methods, state the research questions the study will answer, identify the variables, and state the hypotheses (predictive statements) using the format appropriate for the specific design. For quantitative studies, the research questions align with the purpose statement. Quantitative studies will typically have three or four research questions and associated hypotheses; mixed method studies can use both, depending on the design.

In a paragraph prior to listing the research questions or hypotheses, include a discussion of the research questions, relating them to the problem statement. Then, include a leading phrase to introduce the questions such as: The following research questions guide this qualitative study:

RQ1: This is an example of how a qualitative research question should align within the text of the manuscript. Indent .25 inches from the left margin. Text that wraps around to the next line is indented using the Hanging Indent feature at .5.” Comment by GCU: Indent .25 inches from the left margin. Text that wraps around to the next line is indented using the Hanging Indent feature at .25.” The style for this is “List RQ.” Note: For the GCU template, the research questions and hypotheses are double spaced and do not follow the APA number or bullet list format for line spacing.

RQ2: Add a research question here following the format above. Additional research questions should follow the same format.

Or, for a quantitative study the research questions are formatted as below. The following research question and hypotheses guide this quantitative study:

RQ1: This is an example of how a quantitative research questions and hypotheses should align within the text of the manuscript. Indent .25 inches from the left margin. Text that wraps around to the next line is indented using the Hanging Indent feature at .5.” Comment by GCU: Use the “Style” called “List RQ to format the RQs and hypotheses.

H01: The null hypothesis that aligns to the research question is listed here. Comment by GCU: The null hypothesis is listed before the alternative hypothesis.

H1a: The alternative hypothesis that aligns to the research question and null hypothesis is listed here. Repeat this pattern for each quantitative research question and associated hypotheses.

Criterion

*(Score = 0, 1, 2, or 3)

Learner Score Chair Score Methodologist Score Content Expert Score
Research Question(s) and/or Hypotheses

Minimum two to three paragraphs or approximately one page

Qualitative Studies: States the research question(s) the study will answer and describes the phenomenon to be studied. Note: The research questions provide guidance for the data which will be collected to answer the research questions; they do not identify the instruments.

Quantitative Studies: States the research questions the study will answer, identifies and describes the variables, and states the hypotheses (predictive statements) using the format appropriate for the specific design and statistical analysis.

       
This section includes a discussion of the research questions, relating them to the problem statement. The research questions need to be connected to the theory(s) or model(s) from the theoretical foundation section, as well.        
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.        
*Score each requirement listed in the criteria table using the following scale:

0 = Item Not Present or Unacceptable. Substantial Revisions are Required.

1 = Item is Present. Does Not Meet Expectations. Revisions are Required.

2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required.

3 = Item Exceeds Expectations. No Revisions are Required.

Reviewer Comments:

 

Advancing Scientific Knowledge and Significance of the Study

The Advancing Scientific Knowledge and Significance of the Study section identifies the “gap” or “need” in the literature that was used to define the problem statement and develop the research questions. Further, it describes how the study will address the “gap” or “identified need.” The section describes how the research fits with and will contribute to or advance the current literature or body of research. Although this advancement may be a small step forward in a line of current research, it must add to the current body of knowledge and align to the learner’s program of study. The section also discusses the implications of the potential results based on the research questions and problem statement, hypotheses, or the investigated phenomena. Further, it describes the potential practical applications from the research. The section identifies the theory(ies) or model(s) that provide the theoretical foundations or conceptual frameworks for the study. Finally, it connects the study directly to the theory and describes how the study will add or extend the theory or model.

 

 

Criterion

*(Score = 0, 1, 2, or 3)

Learner Score Chair Score Methodologist Score Content Expert Score
ADVANCING SCIENTIFIC KNOWLEDGE and SIGNIFICANCE OF THE STUDY

(Minimum one to two pages)

Clearly identifies the “gap” or “need” in the literature that was used to define the problem statement and develop the research questions.        
Describes how the study will address the “gap” or “identified need” defined in the literature and contribute to the body of literature.        
Describes how the research fits with and will contribute to or advance the current literature or body of research        
Describes the potential practical applications from the research.        
Identifies the theory(ies) or model(s) that provide the theoretical foundations or conceptual frameworks for the study.        
Connects the study directly to the theory and describes how the study will add or extend the theory or model.        
Describes how addressing the problem will add value to the population, community, or society.        
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.        
*Score each requirement listed in the criteria table using the following scale:

0 = Item Not Present or Unacceptable. Substantial Revisions are Required.

1 = Item is Present. Does Not Meet Expectations. Revisions are Required.

2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required.

3 = Item Exceeds Expectations. No Revisions are Required.

Reviewer Comments:

 

Rationale for Methodology

The Rationale for Methodology section of Chapter 1 clearly justifies the methodology the researcher plans to use for conducting the study. It argues how the methodological choice (quantitative, qualitative, or mixed methods) is the best approach to answer the research questions and address the problem statement. Finally, it contains citations from textbooks and articles on research methodology and/or articles on related studies to provide evidence to support the argument for the selected methodology.

For qualitative designs, this section states the research question(s) the study will answer and describes the phenomenon to be studied. For quantitative designs, this section describes the research questions the study will answer, identifies and describes the variables, and states the hypotheses (predictive statements) using the format appropriate for the specific design. Finally, this section includes a discussion of the research questions, relating them to the problem statement. This section should illustrate how the selected methodology is aligned with the problem statement, providing additional context for the study.

Criterion*

(Score = 0, 1, 2, or 3)

Learner Score Chair Score Methodologist Score Content Expert Score
Rationale for Methodology

(Minimum two to three paragraphs)

Identifies the specific research methodology for the study.        
Justifies the methodology to be used for the study by discussing why it is an appropriate approach for answering the research question(s) and addressing the problem statement.

Quantitative Studies: Justify in terms of problem statement and the variables for which data will be collected.

Qualitative Studies: Justify in terms of problem statement and phenomenon.

       
Uses citations from seminal (authoritative) sources (textbooks and/or empirical research literature) to justify the selected methodology. Note: Introductory or survey research textbooks (such as Creswell) are not considered seminal sources.        
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.        
*Score each requirement listed in the criteria table using the following scale:

0 = Item Not Present or Unacceptable. Substantial Revisions are Required.

1 = Item is Present. Does Not Meet Expectations. Revisions are Required.

2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required.

3 = Item Exceeds Expectations. No Revisions are Required.

Reviewer Comments:

 

Nature of the Research Design for the Study

This section describes the specific research design to answer the research questions and why this approach was selected. Here, the learner discusses why the selected design is the best design to address the problem statement and research questions as compared to other designs. This section contains a description of the research sample being studied, as well as, the process that will be used to collect the data on the sample. The design section succinctly conveys the research approach to answer the research questions and/or test the hypotheses. This entails the learner describing the unit(s) of observation, which may be individuals, groups, documents, artifacts, databases, based on the data collection plan and instruments/sources. At the conceptual level, the unit of observation is the entity or thing (organization, individual, condition) the researcher will observe, measure and/or collect data on. The unit of observation is that which the researcher will collect data on. At the implementation level, the unit(s) of observation is/are determined and defined by the data collection approach(es).

Criterion

*(Score = 0, 1, 2, or 3)

Learner Score Chair Score Methodologist Score Content Expert Score
Nature of the Research Design for the Study

Minimum three to four paragraphs or approximately one page)

Identifies and describes the selected design for the study.        
Justifies why the selected design addresses the problem statement and research questions.

Quantitative Studies: Justifies the selected design based on the appropriateness of the design to address the research questions and data for each variable.

Qualitative Studies: Justifies the selected design based on appropriateness of design to address research questions and study the phenomenon.

       
Briefly describes the target population and sample for the study.        
Identifies the sources and instruments that will be used to collect data needed to answer the research questions.        
Briefly describes data collection procedures to collect data on the sample.        
Describes the unit(s) of observation, which may be individuals, groups, documents, artifacts, databases, based on the data collection plan and instruments/sources. For example, units of observation may be individuals or documents.        
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.        
*Score each requirement listed in the criteria table using the following scale:

0 = Item Not Present or Unacceptable. Substantial Revisions are Required.

1 = Item is Present. Does Not Meet Expectations. Revisions are Required.

2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required.

3 = Item Exceeds Expectations. No Revisions are Required.

Reviewer Comments:

 

Definition of Terms

The Definition of Terms section of Chapter 1 defines the study constructs and provides a common understanding of the technical terms, exclusive jargon, variables, phenomena, concepts, and technical terminology used within the scope of the study. Terms are defined in lay terms and in the context in which they are used within the study. Each definition may be a few sentences to a paragraph in length. This section includes any words that may be unknown to a lay person (words with unusual or ambiguous meanings or technical terms).

Definitions must be supported with citations from scholarly sources. Do not use Wikipedia to define terms. This popular “open source” online encyclopedia can be helpful and interesting for the layperson, but it is not appropriate for formal academic research and writing. Additionally, do not use dictionaries to define terms. A paragraph introducing this section prior to listing the definition of terms can be inserted. However, a lead-in phrase is needed to introduce the terms such as: “The following terms were used operationally in this study.” This is also a good place to “operationally define” unique phrases specific to this research. See below for the correct format:

Abbreviations. Do not use periods with abbreviated measurements, (e.g., cd, ft, lb, mi, and min). The exception to this rule is to use a period when abbreviated inch (in.) to avoid confusion with the word “in.” Units of measurement and statistical abbreviations should only be abbreviated when accompanied by numerical values, e.g., 7 mg, 12 mi, M = 7.5 measured in milligrams, several miles after the exit, the means were determined [4.27]. Comment by GCU: All terms should be styled as Heading 4 (level 4 headings).

Spaces. Do not use periods or spaces in abbreviations of all capital letters unless the abbreviation is a proper name or refers to participants using identity-concealing labels. The exception to this rule is that a period is used when abbreviating the United States as an adjective. Use a period if the abbreviation is a Latin abbreviation or a reference abbreviation [4.02]. Use standard newspaper practice when presenting AM and PM times, as in 7:30 PM or 6:00 AM.

Term. Write the definition of the word. This is considered a Level 4 heading., Make sure the definition is properly cited (Author, 2010, p.123). Terms often use abbreviations. According to the American Psychological Association [APA] (Publication Manual of the American Psychological Association, 2010), abbreviations are best used only when they allow for clear communication with the audience. Standard abbreviations, such as units of measurement and names of states, do not need to be written out. APA also allows abbreviations that appear as words in Merriam-Webster’s Collegiate Dictionary (2005) to be used without explanation [4.22-4.30]. Comment by GCU: It is vital to include page numbers with in-text citations: “p.” for a single page, “pp.” for more than one page (e.g., p.12, and pp. 123-124). NOTE: Page or paragraph numbers are included with a direct quote.

Time unitsOnly certain units of time should be abbreviated. Do abbreviate hr, min, ms, ns, s. However, do not abbreviate day, week, month, and year [4.27]. To form the plural of abbreviations, add “s” alone without apostrophe or italicization (e.g., vols, IQs, Eds). The exception to this rule is not to add “s” to pluralize units of measurement (12 m not 12 ms) [4.29].

Criterion*

(Score = 0, 1, 2, or 3)

Learner Score Chair Score Methodologist Score Content Expert Score
Definitions of Terms

(Each definition may be a few sentences to a paragraph.)

Defines any words that may be unknown to a lay person (words with unusual or ambiguous meanings or technical terms) from the research or literature.        
Defines the variables for a quantitative study or the phenomena for a qualitative study from the research or literature.        
Definitions are supported with citations from scholarly sources.        
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.        
*Score each requirement listed in the criteria table using the following scale:

0 = Item Not Present or Unacceptable. Substantial Revisions are Required.

1 = Item is Present. Does Not Meet Expectations. Revisions are Required.

2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required.

3 = Item Exceeds Expectations. No Revisions are Required.

Reviewer Comments:

Assumptions, Limitations, Delimitations

This section identifies the assumptions and specifies the limitations, as well as the delimitations, of the study. Define the terms and then list the limitations, delimitations and assumptions. Provide a rationale for all statements.

Assumptions. An assumption is a self-evident truth. This section lists what is assumed to be true about the information gathered in the study. State the assumptions being accepted for the study which may be methodological, theoretical, or topic-specific. Provide a rationale for each assumption. Additionally, identify any potential negative consequences of the assumptions for the study. For example, the following assumptions were present in this study: Comment by GCU: This heading is formatted according to APA Level 3 heading (style: “Heading 3”) [3.03]. Do not modify or delete as it will impact your automated table of contentsThe preferences have been set for this style; those preferences are: ., 12 pt. Times New Roman, Indented, Boldface, Lowercase Heading. [See 3.03]

1. It is assumed that survey participants in this study were not deceptive with their answers, and that the participants answered questions honestly and to the best of their ability. Provide an explanation to support this assumption. Comment by GCU: Formatting numbered lists: Use the style, set in this template, called “List Number.” It has been set up according to the following specifications:Indent .25 inches from the left margin. Text that wraps around to the next line is indented using the Hanging Indent feature at .5.” Each number or bullet ends with a period. Bullet lists use “List Bullet” Style. Numbered lists use “List Number” Style.

1. It is assumed that this study is an accurate representation of the current situation in rural southern Arizona. Provide an explanation to support this assumption.

Limitations and delimitations. Limitations are things that the researcher has no control over, such as bias. In contrast, delimitations are things over which the researcher has control, such as location of the study. Identify the limitations and delimitations of the research design. Provide a rationale for each limitation and delimitation, discuss associated consequences for the generalizability and applicability of the findings based on the limitations and delimitations. Address study limitations inherent in the method, study design, sampling strategy, data collection approach or instruments, and data analysis. For example: The following limitations/delimitations were present in this study:

1. Lack of funding limited the scope of this study. Provide an explanation to support this limitation. Discuss associated consequences for the generalizability and applicability of the findings.

2. The survey of high school students was delimited to only rural schools in one county within southern Arizona, limiting the demographic sample. Provide an explanation to support this delimitation. Discuss associated consequences for the generalizability and applicability of the findings.

Criterion

*(Score = 0, 1, 2, or 3)

Learner Score Chair Score Methodologist Score Content Expert Score
Assumptions, Limitations, and Delimitations

(Minimum three to four paragraphs)

Provides a definition of the terms: assumptions, limitations, assumption, limitation and delimitations at the beginning of each section.        
States the assumptions being accepted for the study (methodological, theoretical, and topic-specific).

 

Provides a rationale for each assumption.

       
Identifies limitations of the research method, design sampling strategy, data collection approach, instruments and data analysis.

 

Provides a rationale for each limitation.

 

Discusses associated consequences for the generalizability and applicability of the findings.

       
Identifies delimitations of the research design and associated consequences for the generalizability and applicability of the findings.

 

Provides a rationale for each delimitation.

       
The section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.        
*Score each requirement listed in the criteria table using the following scale:

0 = Item Not Present or Unacceptable. Substantial Revisions are Required.

1 = Item is Present. Does Not Meet Expectations. Revisions are Required.

2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required.

3 = Item Exceeds Expectations. No Revisions are Required.

Reviewer Comments:

 

Summary and Organization of the Remainder of the Study

This section summarizes the key points of Chapter 1 and provides supporting citations for those key points. It then provides a transition discussion to Chapter 2 followed by a description of the remaining chapters. For example, Chapter 2 will present a review of current research on the centrality of the dissertation literature review in research preparation. Chapter 3 will describe the methodology, research design, and procedures for this investigation. Chapter 4 details how the data was analyzed and provides both a written and graphic summary of the results. Chapter 5 is an interpretation and discussion of the results, as it relates to the existing body of research related to the dissertation topic. For the proposal, this section should also provide a timeline for completing the research and writing up the dissertation. When the dissertation is complete, this section should be revised to eliminate the timeline information. Comment by GCU: When it is necessary to divide a paragraph at the end of the page, two lines must appear at the bottom of the page (widow) and two at the top of the following page (orphan). This is called “widow/orphan” control, and has been set up on the Normal Style in this template.

Criterion*

(Score = 0, 1, 2, or 3)

Learner Score Chair Score Methodologist Score Content Expert Score
Chapter 1 Summary and Organization of the remainder of the study

(Minimum one to two pages)

Summarizes key points presented in Chapter 1.        
Provides citations from scholarly sources to support key points.        
Describes the remaining Chapters and provides a transition discussion to Chapter 2. For proposal only, a timeline for completing the research and dissertation is provided.        
The chapter is correctly formatted to dissertation template using the Word Style Tool and APA standards. Writing is free of mechanical errors.        
All research presented in the chapter is scholarly, topic-related, and obtained from highly respected academic, professional, original sources. In-text citations are accurate, correctly cited, and included in the reference page according to APA standards.        
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.        
*Score each requirement listed in the criteria table using the following scale:

0 = Item Not Present or Unacceptable. Substantial Revisions are Required.

1 = Item is Present. Does Not Meet Expectations. Revisions are Required.

2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required.

3 = Item Exceeds Expectations. No Revisions are Required.

Reviewer Comments:

Chapter 2: Literature Review Comment by Dr. Seymour: Hello James, This looks GREAT. I accepted what you wrote and you did a good job following the rubrics. You have a few rubric items you missed, so if you write those you will be done with the chapter. Bravo!Dr. Seymour

Introduction to the Chapter and Background to the Problem

This literature review will address the issue that some populations openly seek out mental health services as they have identified that they are at high risk of mental illness (Naslund et al., 2020). On the other hand, some populations reject mental health services regardless of whether they need it or not citing stigmatization and victimization (Sebastian & Richards, 2017). According to Laugharne et al. (2018), the need to understand the populations either accepting or rejecting mental health services stems out from the need to improve the mental health status of the nation.

The literature review seeks to reveal what is known as concerns the nation’s mental health. This literature review will address the topic of mental health services with special emphasis being placed on the availability of the service, the availability of infrastructure supporting the service and the perception of people towards the service. The review will analyze the populations that have readily accepted and are willing to seek mental health services as well as those that reject and are unwilling to seek mental health services. The review is based on the fact that not all people have embraced mental health services and on the fact that there is a gap in the delivery of mental health care services.

The chapter will be divided into seven sections. The seven sections are mental health infrastructure, populations that accept mental health, populations that reject mental health, populations that have access to mental health, populations that do not have access to mental health, reasons for the rejection of mental health and the reasons for the use of mental health services. All the sections will have three sub-sections. The subsections will include introduction of the section, themes in the section and synthesis of the sections.

The literature review in addition aims to compare the existing literature on mental health. The comparison is supposed to provide light on whether there are similar opinions and views on the subject. The comparison as well helps in the identification of the various divergent views on the subject matter. Seven sections organize this paper. The literature review is divided into seven sections so that to touch on all subjects that touches on mental health. The only subject that relates to mental health that is not touched on in the literature review is the treating of mental health. It is not touched on, as it is not the focus of the study. The first section is mental health infrastructure and it focuses on the availability of mental health infrastructure in the nation. A review of literature in the section is based on the knowledge that mental health services infrastructures are not well distributed to offer assistance to those in need of mental health services.

The second section is a section that focuses on the reasons for lack of access to mental health. The need to review related literature is driven by the knowledge that there are individuals that need mental health; however, they choose not to get it. The third section analyzes the population that has easy access to mental health services. The fourth section deals with the populations that use mental health services. The fifth section focuses on the populations that reject mental health services. The sixth section focuses on the reasons for the use of mental health services. The review is on the need to understand why people seek or do not seek mental health services. The seventh section focuses on the reasons for the rejection of mental health services.

The literature was conducted through a systematic review using the Scopus, Science Direct, PubMed, Cuiden, Cochrane, google scholar, ISI, and PsycINFO databases. The review was conducted using key terms related to the sections of the study. To make the study as relevant as possible, only studies done and published in the last five years were reviewed.

The problem of mental health has evolved historically overtime. According to Higgins (2017), mental health in the United States has declined in the last twenty years. He cites that suicide rates have increased twice fold from 1990. Furthermore, he cites that the substance abuse more so of opiates has become epidemic. Higgins claims that the disability award for mental disorders has also increased dramatically, a possible indication of the nation’s mental health dwindling.

This study will focus on the gap in research regarding the reasons people utilize or reject mental health treatment. The problem is that it is not known how mental health providers describe the factors influencing individual decisions to utilize or reject mental health services. Without an understanding of what the reasons are for use or rejection, it is unlikely that successful interventions can occur that would enable more people to utilize mental health services among the minority population of Hispanic-Americans, African-Americans and the Asian-American families.

Background of the Problem

Theoretical literature

Literature Themes

Mental Health Infrastructure

Synthesis

This stage requires a minimum of 7 articles

How individuals or groups make meaning of social/human phenomena

CU_Horiz_RGB 7860 Week 6 Assignment Template

CU_Horiz_RGB

Research Scenario

Research Approach Qualitative

A learner was asked to describe a qualitative research approach. This was their response:

“The main goal of qualitative research is to understand how individuals or groups make meaning of social/human phenomena. This meaning making is captured via a natural environment where the data is collected directly from the participants, in their setting. The data is analyzed using an inductive approach that requires specific details to be presented as a collection of themes. The corresponding philosophical worldview for qualitative research is postpositivism.”

After reading this statement, which of these statements best describes the error made by the student in describing qualitative methods? _______

1. This is a good description of the qualitative method that is free from major errors.

2. Meaning making is not part of qualitative research.

3. The data collection describe is not consistent with qualitative research.

4. The philosophical worldview is not correct for qualitative research.

Provide a brief evaluation below (3-4 sentences) of the learner’s response and what errors you noticed (if any). Is there anything else you think should have been added?

 

Research Approach Quantitative

A learner was asked to describe a quantitative research approach. This was their response:

“Experimental, quasi-experimental, and non-experimental are the staple designs for quantitative research studies. These are all predetermined methods, that means that selecting the design comes with a set procedure. The data is collected by the researcher; therefore, the researcher is the data collection instrument. The data analysis is statistical with an accompanying statistical interpretation.”

After reading this statement, which of these statements best describes the error made by the student in describing quantitative methods? _______

1. This is a good description of the qualitative method that is free from major errors.

2. Quantitative research is limited only to experimental designs.

3. Quantitative research is limited only to non-experimental designs.

4. The researcher is not the data collection instrument.

Provide a brief evaluation below (3-4 sentences) of the learner’s response and what errors you noticed (if any). Is there anything else you think should have been added?

 

Literature Review

A learner was asked to describe a literature review. This was their response:

“A literature search is conducted to find out what scholarly work has been published on any topic. If we take the topic of first generation college students and resilience at a four year University and want to explore it in the field of psychology, we may ask: “What does the psychology literature tell us about first generation college students, resiliency, and four year Universities?” The literature search should begin in the psychology databases. The literature review may allow readers to address gaps in the scholarship that prompts further research. A research topic is not necessary, but it is helpful when sorting through the literature.”

After reading this statement, which of these statements best describes the error made by the student in describing a literature review? _______

1. This is a good description of a literature review that is free from major errors.

2. The literature review statement is correct and free from errors.

3. A research topic is needed when searching the literature.

4. Identifying gaps in the literature is not important for research.

Provide a brief evaluation below (3-4 sentences) of the learner’s response and what errors you noticed (if any). Is there anything else you think should have been added?

Theory

A learner was asked to describe the need for theory in research. This was their response:

“Theoretical frameworks are used as lenses to explain phenomenon. Theories have a reciprocal relationship with research. They help us understand the topic and research helps advance theory. When considering research on a topic, it is important to understand how theory informs the topic and how the topic will advance the theory. If we take the topic of first-generation college students, resiliency, and 4-year universitieswe could choose social learning theory to understand how this student population thrives or struggles in the learning environment. Alternatively, we may be interested in knowing how adult learning theory may help shed light on the differences between resiliency among first-generation students and non-traditional students in the 4-year university environment.”

After reading this statement, which of these statements best describes the error made by the student in describing a literature review? _______

1. This is a good description of the theory that is free from major errors.

2. Theory only appears in qualitative studies.

3. Theory only appears in quantitative studies.

4. Theory is not important to developing a topic.

Provide a brief evaluation below (3-4 sentences) of the learner’s response and what errors you noticed (if any). Is there anything else you think should have been added?

Ethical Considerations

A learner was asked to describe the ethical considerations in research. This was their response:

“When making ethical considerations for a research study. It is important to review and understand how ethics impacts the study, from beginning to end. Prior to conducting the study, it is important to become familiar with the major principles of the Belmont Report. These principles cover recruitment, informed consent, and confidentiality. Ethical research also requires that researchers commit to safeguards of data collection, data analysis, and reporting, sharing, and storing the data. Institutional review boards (IRBs) will want to know about the research design and all aspects of the study that require regulatory compliance. For example, if researchers want to recruit participants from university campuses, that needs to be disclosed due to regulations, but nothing further is required.”

After reading this statement, which of these statements best describes the error made by the student in describing ethical considerations? _______

1. This is a good description of the ethical considerations that is free from major errors.

2. Ethics only need to be considered in qualitative studies because they take place in the natural environment.

3. Ethics only need to be considered in quantitative studies because numerical data and statistics are involved.

4. Site permission is required for any recruitment and/or data collection plan taking place at a specific site.

Provide a brief evaluation below (3-4 sentences) of the learner’s response and what errors you noticed (if any). Is there anything else you think should have been added?

The Introduction

A learner was asked to describe the role of the introduction section of a research study or article. This was their response:

“The introduction of a research study or research study proposal is the context for the rest of the paper. The introduction is the first encounter with the main issue that implores a research study. The introduction should include five areas to be considered robust. It must a) address the research problem, b) provide a review of studies that have addressed the problem, c) indicate the deficiencies in previous research, d) clarify the significance of the study, and e) include a purpose statement. The introduction to a qualitative research study is very different form that of a quantitative research study. They must be written with specific regard to the methodology.”

After reading this statement, which of these statements best describes the error made by the student in describing the introduction to a study? _______

1. This is a good description of the research introduction that is free from major errors.

2. The five parts presented here are not required for a good introduction.

3. An introduction is optional for a research study or proposal.

4. The introduction does not have to be written with specific regard to the methodology.

Provide a brief evaluation below (3-4 sentences) of the learner’s response and what errors you noticed (if any). Is there anything else you think should have been added?

 

The Purpose Statement

A learner was asked to describe the need for a purpose statement in research studies. This was their response:

“The purpose statement of a study or research proposal is to state the intent of the study. Unlike the introduction, the purpose statement should be written specifically to underscore the methodology. A purpose statement for a qualitative methodological study will be different than a purpose statement for a quantitative methodological study. The purpose statement should also be written in alignment with the rest of the study. One of the most important facts of the purpose statement is that it is not the same as the problem statement.”

After reading this statement, which of these statements best describes the error made by the student in describing a purpose statement? _______

1. This is a good description of the problem statement that is free from major errors.

2. The purpose statement is similar to the introduction and does not require differentiation based on methodology.

3. Purpose statements are not required; they are optional.

4. The purpose statement stands alone and does not need to connect to other parts of the study.

Provide a brief evaluation below (3-4 sentences) of the learner’s response and what errors you noticed (if any). Is there anything else you think should have been added?

 

1

3

Motivation & Culture

Cross-Cultural Psychology

Written in a conversational style that transforms complex ideas into accessible ones, this international best-seller provides an interdisciplinary review of the theories and research in cross‐cultural psychology. The book’s unique critical thinking framework, including Critical Thinking boxes, helps to develop analytical skills. Exercises interspersed throughout promote active learning and encourage class discussion. Case in Point sections review controversial issues and opinions about behavior in different cultural contexts. Cross-Cultural Sensitivity boxes underscore the importance of empathy in communication. Numerous applications better prepare students for working in various multicultural contexts such as teaching, counseling, health care, and social work. The dynamic author team brings a diverse set of experiences in writing this book. Eric Shiraev was raised in the former Soviet Union and David Levy is from Southern California. Sensation, perception, consciousness, intelligence, human development, emotion, motivation, social perception, interaction, psychological disorders, and applied topics are explored from cross‐cultural perspectives.

New to the 6th Edition:

Over 200 recent references, particularly on studies of non-western regions such as the Middle East, Africa, Asia, and Latin America as well as the US and Europe. New chapter on personality and the self with an emphasis on gender identity. New or revised chapter opening vignettes that draw upon current events. More examples related to the experiences of international students in the US and indigenous people. Many more figures and tables that appeal to visual learners. New research on gender, race, religious beliefs, parenting styles, sexual orientation, ethnic identity and stereotypes, conflict resolution, immigration, intelligence, physical abuse, states of consciousness, DSM-5, cultural customs, evolutionary psychology, treatment of psychological disorders, and acculturation. Revised methodology chapter with more attention to issues related specifically to cross-cultural research and more on qualitative and mixed methods. A companion website at www.routledge.com/9781138668386 where instructors will find a robust instructor manual containing multiple choice, true and false, short answer, and essay questions and answers for each chapter, and a complete set of tables and figures from the text; and students will find chapter outlines,

2

 

http://www.routledge.com/9781138668386

 

flashcards of key terms, and links to further resources and the authors’ Facebook page.

Intended as a text for courses on cross-cultural psychology, multicultural psychology, cultural psychology, cultural diversity, and the psychology of ethnic groups and a resource for practitioners, researchers, and educators who work in multicultural environments.

Eric B. Shiraev is a Professor of Psychology at George Mason University.

David A. Levy is a Professor of Psychology at Pepperdine University.

3

 

 

Cross-Cultural Psychology

Critical Thinking and Contemporary Applications

Sixth Edition

Eric B. Shiraev and David A. Levy

4

 

 

First published 2017 by Routledge 711 Third Avenue, New York, NY 10017

and by Routledge 2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN

Routledge is an imprint of the Taylor & Francis Group, an informa business

© 2017 Taylor & Francis

The right of Eric B. Shiraev and David A. Levy to be identified as the authors of this work has been asserted by them in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.

All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.

Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe.

Library of Congress Cataloging-in-Publication Data Names: Shiraev, Eric, 1960– author. | Levy, David A., 1954– author. Title: Cross-cultural psychology : critical thinking and contemporary applications /  Eric B. Shiraev, David A. Levy. Description: Sixth Edition. | New York : Routledge, 2016. | Revised edition of the authors’  Cross-cultural psychology, 2013. Identifiers: LCCN 2016010827 | ISBN 9781138668379 (hardback : alk. paper) |  ISBN 9781138668386 (pbk. : alk. paper) | ISBN 9781315542782 (e-book) Subjects: LCSH: Ethnopsychology—Methodology. Classification: LCC GN502 .S475 2016 | DDC 155.8—dc23 LC record available at http://lccn.loc.gov/2016010827

ISBN: 978-1-138-66837-9 (hbk) ISBN: 978-1-138-66838-6 (pbk) ISBN: 978-1-315-54278-2 (ebk)

Typeset in Minion Pro by Apex Covantage, LLC

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http://lccn.loc.gov/2016010827

 

To those who speak the truth … especially Briana Avalon, Mary Jane, and Harry Truman D.L.

To those who encouraged us and continue to motivate us by their words and deeds … especially James Sidanius and Vladimir Shlapentokh

E.S.

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Brief Contents

Preface

Author Bios

Chapter 1 Understanding Cross-Cultural Psychology

Chapter 2 Critical Thinking in Cross-Cultural Psychology

Chapter 3 Methodology of Cross-Cultural Research

Chapter 4 Cognition: Sensation, Perception, and States of Consciousness

Chapter 5 Intelligence

Chapter 6 Emotion

Chapter 7 Motivation and Behavior

Chapter 8 Human Development and Socialization

Chapter 9 Psychological Disorders

Chapter 10 Social Perception, Social Cognition, and Social Interaction

Chapter 11 Personality and the Self

Chapter 12 Applied Cross-Cultural Psychology:

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Some Highlights

References Author Index

Subject Index

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Detailed Contents

Preface

Author Bios

Chapter 1 Understanding Cross-Cultural Psychology

What Is Cross-Cultural Psychology?

Basic Definitions Culture

Society, Race, and Ethnicity

Knowledge in Cross-Cultural Psychology

Cultural Traditionalism Empirical Examination of Culture Collectivism and Individualism: Further Research Cultural Syndromes

The Natural Science Approach The Social Sciences Approach The Humanities Approach The Ecocultural Approach

The Cultural Mixtures Approach The Integrative Approach: A Summary Indigenous Psychology Ethnocentrism

Multiculturalism A Brief History of the Field

Chapter 2 Critical Thinking in Cross-Cultural Psychology

The Evaluative Bias of Language: To Describe Is to Prescribe Antidotes

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Differentiating Dichotomous Variables and Continuous Variables: Black and White, or Shades of Gray?

Antidotes

The Similarity–Uniqueness Paradox: All Phenomena Are Both Similar and Different

Antidotes

The Barnum Effect: One-Size-Fits-All Descriptions Antidotes

The Assimilation Bias: Viewing the World through Schema- Colored Glasses

Antidotes

The Representativeness Bias: Fits and Misfits of Categorization

Antidotes

The Availability Bias: The Persuasive Power of Vivid Events Antidotes

The Fundamental Attribution Error: Underestimating the Impact of External Influences

Antidotes

The Self-Fulfilling Prophecy: When Expectations Create Reality

Antidotes

Correlation Does Not Prove Causation: Confusing “What” with “Why”

Antidotes

Bidirectional Causation and Multiple Causation: Causal Loops and Compound Pathways

Bidirectional Causation

Multiple Causation

Antidotes

The Naturalistic Fallacy: Blurring the Line Between “Is” and “Should”

Antidotes

The Belief Perseverance Effect: “Don’t Confuse Me with the Facts!”

Antidotes

Conclusions: “To Metathink or Not to Metathink?”

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Chapter 3 Methodology of Cross-Cultural Research Goals of Cross-Cultural Research Quantitative Research in Cross-Cultural Psychology

Quantitative Approach: Measurement Scales

Quantitative Approach: Looking for Links and Differences

Qualitative Approach in Cross-Cultural Psychology Major Steps for Preparation of a Cross-Cultural Study

Sample Selection Observation in Cross-Cultural Psychology Survey Methods Experimental Studies

Content Analysis Focus Group Methodology Meta-Analysis: Research of Research A Hidden Obstacle of Cross-Cultural Studies: Test Translation

Comparing Two Phenomena: Some Important Principles On Similarities and Differences: Some Critical Thinking Applications Cultural Dichotomies

There Are Fewer Differences Than One Might Think

There Are More Differences Than One Might Expect

Avoiding Bias of Generalizations Know More about the Cultures You Examine

Chapter 4 Cognition: Sensation, Perception, and States of Consciousness

Sensation and Perception: Basic Principles How Culture Influences What We Perceive

How People Perceive Pictures Perception of Depth Are People Commonly Misled by Visual Illusions? Some Cultural Patterns of Drawing

Perception of Color Other Senses

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Hearing

Taste

Smell

Touch and Pain

Perception of Time Perception of the Beautiful

Perception of Music Consciousness and Culture Sleep and the Cultural Significance of Dreams Beyond Altered States of Consciousness

Chapter 5 Intelligence Defining Intelligence

Ethnic Differences in IQ Scores Gender Differences in IQ Scores Explaining Group Differences in Test Scores: Intelligence and Intelligent Behavior Do Biological Factors Contribute to Intelligence?

Incompatibility of Tests: Cultural Biases A Word about “Cultural Literacy” Environment and Intelligence Socioeconomic Factors

The Family Factor “Natural Selection” and IQ Scores Cultural Values of Cognition General Cognition: What Is “Underneath” Intelligence?

Classification

Sorting

Memory

Formal and Mathematical Reasoning

Creativity

Cognitive Skills, School Grades, and Educational Systems Culture, Tests, and Motivation IQ, Culture, and Social Justice

And in the End, Moral Values

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Chapter 6 Emotion When We Laugh We Are Happy: Similarities of Emotional Experience You Cannot Explain Pain If You Have Never Been Hurt: Differences in Emotional Experience

Emotions: Different or Universal? Physiological Arousal The Meaning of Preceding Events Emotion as an Evaluation

We Are Expected to Feel in a Particular Way How People Assess Emotional Experience Expression of Emotion Emotion and Inclination to Act

Emotion and Judgment When Emotions Signal a Challenge: Cross-Cultural Research on Stress and Anxiety When Emotion Hurts: Cross-Cultural Studies of Anger Building Positive Emotions: Cross-Cultural Studies of Happiness

Chapter 7 Motivation and Behavior A Glance into Evolution

Social Science: See the Society First Drive and Arousal: Two Universal Mechanisms of Motivation The Power of the Unconscious: Psychoanalysis Humanistic Theories

Learning and Motivation A Carrot and a Beef Tongue: Hunger and Food Preference When Hunger Causes Distress: Eating Disorders Victory and Harmony: Achievement Motivation

Aggressive Motivation and Violence Culture and Sexuality Sex and Sexuality: Some Cross-Cultural Similarities

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Chapter 8 Human Development and Socialization Development and Socialization Quality of Life and the Child’s Development

Norms, Customs, and Child Care Parental Values and Expectations Erikson’s Stages of Psychosocial Development Piaget’s Stages of Cognitive Development

Stages of Moral Development According to Kohlberg Developmental Stages Life before Birth: Prenatal Period First Steps: Infancy

Discovering the World: Childhood Major Rehearsal: Adolescence Adulthood Late Adulthood

Chapter 9 Psychological Disorders American Background: DSM-5

Two Views on Culture and Psychopathology Central and Peripheral Symptoms: An Outcome of the Debate between Universalists and Relativists

Cultural Syndromes Anxiety Disorders

Depressive Disorders Schizophrenia Culture and Suicide Personality Disorders

Is Substance Abuse Culturally Bound? Psychodiagnostic Biases Psychotherapy Culture Match?

Chapter 10 Social Perception, Social Cognition, and Social Interaction

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Attitudes and Values Western and Non-Western Values

Striving for Consistency: The Cognitive Balance Theory Avoiding Inconsistency: Cognitive Dissonance Psychological Dogmatism Social Attribution

Attribution of Success and Failure Duty and Fairness in Individualist and Collectivist Cultures Stereotypes and the Power of Generalizations Universal Interaction

Direct Contacts and Body Language Conformity Is Conformity Universal across Cultures? Following Orders

Social Influence Feeling Good about Some Views Is Social Loafing Universal?

Chapter 11 Personality and the Self What Is Personality? Locus of Control

The Autotelic Personality On National Character The Self The Self and Sex-Related Categories

The Sexes and the Intersex

Traditional Cultural Views of the Sexes

Evolving Views of the Sexes

Gender as a Social Construct

Gender Roles Traditional Views of Gender

Evolving Views of Gender

Sexual Orientation: Evolving Perceptions

Religious Identity Seeing One’s Own Body

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Chapter 12 Applied Cross-Cultural Psychology: Some Highlights

Health Spirituality, Science, and Health

Holistic Treatment

Business Decisions Working with Immigrants and Refugees Human Rights

Education Culture, Behavior, and the Law Working and Serving Abroad Religion: A Campus Context

Conclusion

References Author Index

Subject Index

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Preface

We cordially invite you to explore cross-cultural psychology of the twenty-first century. Just over 15 years ago, when we were preparing the first edition of this book, it was our modest hope that a number of students in North America would find it useful. We certainly did not anticipate that the text would soon find a receptive audience not only in the United States and Canada but also in the Netherlands, Russia, Indonesia, China, Turkey, Germany, and many other countries around the globe. A special edition of the book was published in India. Then, our book was translated in China and in Indonesia. Currently, we have the fortune of receiving numerous, frequent e-mails from readers across five continents. The rapidly growing interest in cross-cultural psychology is understandable. This field is new and exciting, fascinating in its content, important in its applications, and challenging in its goals and aspirations. Yet it is sometimes scarcely able to keep pace with the rapidly changing conditions of modern times.

Look at the world around us. Previously invincible barriers—both literal and metaphoric—that have separated people for hundreds, even thousands of years are increasingly cracking, crumbling, and finally collapsing before our eyes. Within a relatively brief period of history, the telephone, radio, television, motion pictures, and, more recently, computers, e-mail, cell phones, the Internet, and social networks are drastically altering our perceptions of time, space, culture, and one another. One key click and, in an instant, you are virtually on the opposite side of the planet or even on a different planet.

We travel and migrate from one place to another on a scale previously unknown— even unimaginable—in human history. The United States alone naturalizes almost 800,000 new citizens every year. More than 1 million foreign students are currently studying at different American universities and colleges. According to the Student and Exchange Visitor Information System, the top ten countries sending these international students to America are China, India, South Korea, Saudi Arabia, Canada, Japan, Taiwan, Vietnam, Mexico, and Brazil. More countries are moving toward economic and political unification. Hong Kong has been reunited with China since 1997. From Northern Ireland to the Basque province in Spain, from Bosnia to El Salvador, dozens of deadly ethnic, social, and religious conflicts have come to an end with former enemies negotiating with one another. Millions of people learn about human rights, recognize them, and practice mutual tolerance. People understand that they share many common customs, ideas, and hopes. The world is indeed becoming a smaller place.

Or is it? Are such optimistic beliefs devoid of factual foundation, resting more on wishful thinking and hope than on empirical evidence? Are we guilty of committing a cognitive error, confusing what is with what ought to be? A pessimist could contend that

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the basic differences between cultural groups are, and always will be, irreconcilable. What appears to be “global civilization,” “cultural enlightenment,” or “social evolution” is largely illusory. Beneath this perilously thin veneer lurks raw human nature: selfish, greedy, and violent. To be sure, some progress has occurred. But many countries remain split and feuding along ethnic and religious lines. International terrorism poses an increasingly treacherous problem. Minority groups around the world continue to be ostracized, threatened, and assaulted. Millions of people belonging to these various ethnic and religious groups continue to be the target of systematic violence. Local politicians and military rulers in many countries reject pleas addressing human rights in their countries and label these appeals cultural “expansionism” of the liberal West. Rather than blending together, diverse groups perpetuate tensions. Consider Syria, Libya, Sierra Leone, Timor, Sudan, Iraq, Kashmir, Afghanistan, Cyprus—is there any valid reason to believe that the list won’t continue to grow? Can psychologists and other educated professionals make a difference in this global but disunited world?

Even if the world is becoming smaller, what does this mean? To some individuals, “smaller” implies a sense of community, connectedness, and camaraderie. Meanwhile to others, it is tantamount to being cramped, crowded, and confined. To some, the phrase “we the people” calls for us to merge together. To others, we are getting more disunited and intolerant of one another than ever. Who is right? Who is wrong? Can we find a middle ground between these two views? Can we use the psychological knowledge gained in one country to understand the people in others?

In searching for answers to questions such as these, we discovered an enormous body of theories, research, books, journal articles, and websites. Upon closer examination, however, what emerged was not particularly encouraging or even useful: lots of unsupported theories, lots of contradictory findings, lots of defensiveness and emotionally charged posturing, and lots of thinking that was a great deal less than clear. How does one even begin to sort through all of it? Is there a way to separate the proverbial wheat from the chaff? By what means can we make informed decisions?

These are some of the questions that we, the authors, have been struggling with for some time and, in a nutshell, largely what prompted us to write this book. The story leading to our collaboration is worth noting in several respects. Although we both are of a similar age and share a number of common characteristics (from career choice to tastes in music), we grew up in very different worlds. The first author (Eric) was born and raised in the city of Leningrad in the former Soviet Union, where he obtained his first academic degrees before moving to California and then Virginia. He is a professor, author, and coauthor of 15 books. The second author (David) is from Southern California, where he received his formal education and training and where he currently works as a psychology professor, licensed psychotherapist, author, and researcher.

Thus, each of us brings a distinctly unique set of experiences and perceptions to this project. We were struck by both the similarities and differences in our respective backgrounds, and we sought to utilize these complementary contributions to their maximum effect. In discussing our past, we discovered that as we were entering college,

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neither of us knew very much about cross-cultural psychology. By the time we started graduate school (Eric at Leningrad State University and David at UCLA), our interest had begun to grow. But the real fascination with cross-cultural psychology emerged much later, specifically when each of us spent an extended period of time teaching in the other’s home country. The appeal has never waned and continues to this day.

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Goals of This Book

We have endeavored to distill and synthesize the knowledge gained from our own respective educational, research, training, and life experiences into a manageable set of four primary goals:

1. To introduce the field of cross-cultural psychology to college students. 2. To review contemporary theories and research in cross-cultural psychology. 3. To provide the reader—both instructors and students—with a useful set of

critical thinking tools with which to examine, analyze, and evaluate the field of cross-cultural psychology in particular and education in general.

4. To assist current and future practitioners from a wide variety of fields and services.

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Intended Audiences

This book was designed with the following readers in mind:

As a primary or supplementary text for courses on cross-cultural psychology, multicultural psychology, cultural psychology, and cultural diversity undergraduate for college students from a diverse array of majors (including but not limited to psychology, sociology, anthropology, education, philosophy, journalism, political science, etc.). As a supplementary text for cross-cultural psychology and multicultural psychology classes for graduate students in areas such as counseling, psychology, social work, education, law, journalism, nursing, business, and public administration. Clinical psychologists, counselors, and social workers. Educators and other practitioners who work in contemporary multicultural environments.

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Contents

The book consists of 12 chapters. Chapter 1 reviews the key theories and approaches in the field of cross-cultural psychology. Chapter 2 introduces principles of critical thinking and applies these tools directly to topics in cross-cultural psychology by identifying common errors and providing useful antidotes. Chapter 3 presents and explains research methods in cross-cultural psychology. Chapter 4 focuses on cross-cultural aspects of sensation, perception, and states of consciousness. Chapter 5 is devoted to the interface of cross-cultural psychology and intelligence. Chapters 6 and 7 comprise cross-cultural analyses of emotion and motivation, respectively. Issues related to human development and socialization are examined in Chapter 8. Chapter 9 focuses on the diagnosis, treatment, and explanation of psychological disorders from cross-cultural perspectives. Chapter 10 highlights key issues of social perception and interaction. Chapter 11 addresses cross-cultural accounts of personality, social cognition, and the self. Finally, Chapter 12 identifies several applied problems of cross-cultural psychology.

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What Makes This Book Different?

Emphasis on Critical Thinking

We firmly believe that critical thinking is the most vital and indispensable component of higher education and learning. Despite widespread consensus on this assertion throughout the educational community, however, it has been our experience that specific tools for critical thinking are rarely, if ever, provided to students during the course of their schooling. In other words, people may be convinced of the value of critical thinking, but they are left not knowing quite what to do about it. This book seeks to remedy that dilemma.

We view critical thinking as a series of skills that can be successfully taught and learned. As such, we provide the reader with specific strategies, methods, and techniques (along with lots of practice) to achieve this goal. For purposes of this book, each critical thinking principle (metathought) is illustrated primarily from the theory and application of contemporary cross-cultural psychology. Keep in mind, however, that these principles transcend the confines of any particular topic and can be utilized not only in a diverse array of fields but also across cultures.

In one sense, we use critical thinking to teach cross-cultural psychology; in another sense, we use cross-cultural psychology to teach critical thinking. This bidirectional relationship underscores the interdependence between the content and the process of thinking and learning.

Pedagogical Features to Enhance Learning

We have included a wide variety of pedagogical devices throughout the text.

Exercises and Activities: More than 30 exercises are strategically placed throughout the book. These can be utilized in any number of ways, including classroom discussions, demonstrations, debates, individual or group take-home assignments, term papers, and oral presentations. Boxes titled “Critical Thinking” were designed explicitly to provide practice in developing critical thinking skills as they relate to cross-cultural psychology. Every box contains a description of an issue, case, or psychological study. Students are asked, for example, to provide a critical evaluation of research methods, to identify multiple causes of psychological phenomena, and to minimize stereotypical judgments. Figures, Tables, and Graphs appear throughout the book to distill, consolidate, clarify, and expand on the information in the text. These are particularly useful for those inclined toward “visual learning.” Chapter Summaries are available at the end of every chapter. Students report that these are an especially helpful pedagogical tool for helping them study for

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exams. “A Case in Point” Boxes: In some instances, vivid examples or stories are best able to speak for themselves. A special feature in each chapter reviews and illustrates a number of controversial issues in cross-cultural psychology, displays cases and research findings, and introduces various opinions about human behavior in different cultural contexts. These boxes offer practical illustrations of academic studies or theories in cross-cultural psychology. They are especially helpful for generating class discussions. “Cross-Cultural Sensitivity” Boxes: These sections—featured in every chapter —present some controversial remarks, statements, and actions that are typically drawn from recent events. These cases underscore the importance of empathy and critical thinking in interpersonal communications. Vignettes: Each chapter begins with a vignette, a description of a real-life case, situation, or problem related to the chapter’s subject matter. The vignettes offer a down-to-earth view of the main themes of the chapter and bring cross-cultural theory closer to the student’s personal experiences. Quotations: Scores of quotations appear throughout the text. These are intended to serve a number of functions, including the following: to provide divergent points of view, to pique the reader’s interest and curiosity, to utilize humor as a means of facilitating learning, and to induce critical thinking. A sampling of sources includes Omar Khayyám, Confucius, Mohandas Gandhi, Lao-tse, Albert Einstein, P. T. Barnum, Vladimir Nabokov, R. D. Laing, Jackie Mason, Miguel de Cervantes, the Bible, and common folk proverbs from a variety of cultures around the globe. Facebook: Follow this book on Facebook (search “cross-cultural psychology textbook”), to discuss interesting, relevant, and current topics related to cross- cultural psychology and to explore related career choices.

Focus on Applied Contemporary Problems

We have dedicated ourselves to making this text as useful, practical, and relevant as possible. As a result, we made it a point to address a variety of applied contemporary themes and to present cross-cultural analyses for a series of complex problems that society faces today or is likely to face in both the near and distant future. Throughout, we attempted to strike a balance between not making the book too theoretical (and therefore not particularly useful in the real world) or too concrete (which would not cultivate independent thinking).

Updates and Changes in the Sixth Edition

This edition of the book is updated with references to over 200 recent studies. In particular, there is new research and theories on traditional and nontraditional cultures, sex, gender, race, personality, religious beliefs, the self, sexual orientation, ethnic

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identity, ethnic stereotypes, immigration, intelligence, violence, stigma of mental illness, DSM-5, physical abuse, mood disorders, cultural syndromes, schizophrenia, cultural customs, evolutionary psychology, treatment of psychological disorders, and acculturation.

The book includes new research data obtained on samples from South Korea, the Netherlands, the United States, Belgium, Russia, several Arab countries, India, China, Germany, Canada, Japan, the United Kingdom, Botswana, Brazil, Zimbabwe, Finland, Iceland, Turkey, Austria, and Mexico. This research includes new data concerning various immigrant groups, as well as Muslims, Christians, Asian Americans, Native Americans, Arab Americans, Hispanic Americans, and African Americans.

Chapters 1, 2, 7, 9, and 10 underwent the most significant rewriting and improvement. Based on numerous comments from professors and students, Chapter 1 now better identifies major theoretical approaches to cross-cultural psychology. Chapter 2 has a much stronger emphasis on contemporary global events. Chapter 7 contains a significantly expanded discussion of sexual orientation. Chapter 9 was significantly updated to reflect the publication of the DSM-5. There is an entirely new chapter (Chapter 11) on “Personality and the Self.” In this chapter, based on reviewers’ suggestions, we provide an overview of contemporary views of personality, with particular emphasis on gender identity. In addition to these changes, several new subtopics related to gender, sexual orientation, personality theories, identity, self- perception, social and ethnic stereotypes, therapy, and applied problems have been added throughout the book.

Throughout this new edition, we continue to strive to make our own values clear and not to present our opinions as if they were “facts” or “truths.” We encourage debate and even disagreement. But we also believe that despite all the ethnic, cultural, religious, racial, and national differences, people can (and in fact should) learn to become more understanding, respectful, and tolerant of one another. Without appearing unduly optimistic, we do have faith in the enormous potential power of knowledge, reason, and compassion to help realize these goals.

It is obvious that cross-cultural psychology alone cannot solve the profound problems facing the human race. However, this knowledge, coupled with goodwill and informed action, can certainly foster a positive psychological climate that might eventually generate mutually agreeable, useful solutions. We hope that our enthusiasm about cross-cultural psychology and critical thinking is contagious and will serve to enhance your own academic, professional, and personal growth.

Website

The website www.routledge.com/9781138668386 contains tools for classroom preparation and management for instructors and study materials for students. The instructor’s section includes a robust test bank that contains multiple choice, true and false, short answer, and essay questions and answers for every chapter as well as a complete set of

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http://www.routledge.com/9781138668386

 

tables and figures from the text. The student’s section includes chapter outlines, flashcards of key terms, and links to further resources and the authors’ Facebook page, which features updates, commentaries, and discussions of topics related to cross-cultural psychology.

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Acknowledgments

No project of this magnitude could have been realized without the invaluable contributions, assistance, and support of scores of individuals. We have benefited from the insightful feedback and advice of colleagues and reviewers, from the diligent efforts of research assistants, and from the patience and understanding of family members and friends. In particular, we wish to acknowledge Lyndsay Brooks, Tamara Levy Eromo, Elizabeth Laugeson, Maykami L. McClure, Briana Levy, Jacob Levy, Mary J. Tebbe, Jonathan “JP” Perpich, Steve Nevil, Zorro Levy, Emma Levy, Dmitry Shiraev, Dennis Shiraev, Nichole Shiraev, Alex Shiraev, Oh Em Tee, Thomas Szasz, Fuji Collis, Don Kilburg Evangeline Wheeler, Alex Main, Susan Siaw, Gerald Boyd, Vladislav Zubok, Elena Vitenberg, Anthony Galitsky, Diana Smith, Mary Jo Carnot, Beverly A. Farrow, Bruno Bornet, Urszula Jakubowska, Yola Ghammashi, Buraq Amin, Alexandra Tyson, Alicia Hooper, Janett Chavez, Jason Smith, Sondra Saterfield, Joseph Morris, Judith Farell, Rita Chung, Michele Lewis, Fred Bemak, Sergei Samoilenko, Martijn Icks, and Jane McHan. A special notice of thanks and appreciation goes to Sandy Sayah-Pedram, whose extraordinary talents and remarkably wide range of contributions were invaluable in the revision of this book.

We would also like to thank the reviewers who provided input on the revision plan for the sixth edition: Steven L. Berman (University of North Florida), Graciela Espinoza- Hernandez (University of North Carolina Wilmington), Lauren Mizock (Fielding Graduate University), Mia Palmer (Mesa Community College), Douglas Paton (University of Tasmania, Australia), and David B. Richards (Bridgewater State University). We would also like to thank the reviewers of previous editions, including Denis Sukhodolsky, Yale University; Sergei Tsytsarev, Hofstra University; Cheryl Koopman, Stanford University; James Sidanius, Harvard University; William W. Lambert, Cornell University; Elaine P. Adams, Houston Community College; Karen L. Butler, Johnson C. Smith University; L. Kevin Chapman, University of Louisville; Kevin Chun, University of San Francisco; Fuji Collins, Central Washington University; McLin Dawn, Jackson State University; Chandler Gilbert Community College; G. William Hill, Kennesaw State University; Thomas Hodgson, SUNY-Empire State College; Corrine Lim- Kessler, Monmouth College; Na’im Madyun, University of Minnesota Twin Cities; Alex Main, Murdoch University; Pamela Mulder, Marshall University; Jill Norvilitis, SUNY College at Buffalo; Belinda Ramos, B. James Starr, Howard University; Yvonne Wells, Suffolk University; Evangeline Wheeler, Towson State University; and Leonard Wilhelm, Lakeland College for their insightful comments.

A special word of appreciation is due to the administrations, faculty, staff, and students at our respective academic institutions, where we have consistently been provided with an abundance of encouragement, assistance, and validation. Thank you, Debra Riegert, Senior Editor at Taylor & Francis for believing in us and in this project from the start. We also would like to take this opportunity to acknowledge the

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