psychology thesis structure

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Writing Research Papers

• Research Paper Structure

Whether you are writing a B.S. Degree Research Paper or completing a research report for a Psychology course, it is highly likely that you will need to organize your research paper in accordance with American Psychological Association (APA) guidelines.  Here we discuss the structure of research papers according to APA style.

Major Sections of a Research Paper in APA Style

A complete research paper in APA style that is reporting on experimental research will typically contain a Title page, Abstract, Introduction, Methods, Results, Discussion, and References sections. 1  Many will also contain Figures and Tables and some will have an Appendix or Appendices.  These sections are detailed as follows (for a more in-depth guide, please refer to " How to Write a Research Paper in APA Style ”, a comprehensive guide developed by Prof. Emma Geller). 2

What is this paper called and who wrote it? – the first page of the paper; this includes the name of the paper, a “running head”, authors, and institutional affiliation of the authors.  The institutional affiliation is usually listed in an Author Note that is placed towards the bottom of the title page.  In some cases, the Author Note also contains an acknowledgment of any funding support and of any individuals that assisted with the research project.

One-paragraph summary of the entire study – typically no more than 250 words in length (and in many cases it is well shorter than that), the Abstract provides an overview of the study.

Introduction

What is the topic and why is it worth studying? – the first major section of text in the paper, the Introduction commonly describes the topic under investigation, summarizes or discusses relevant prior research (for related details, please see the Writing Literature Reviews section of this website), identifies unresolved issues that the current research will address, and provides an overview of the research that is to be described in greater detail in the sections to follow.

What did you do? – a section which details how the research was performed.  It typically features a description of the participants/subjects that were involved, the study design, the materials that were used, and the study procedure.  If there were multiple experiments, then each experiment may require a separate Methods section.  A rule of thumb is that the Methods section should be sufficiently detailed for another researcher to duplicate your research.

What did you find? – a section which describes the data that was collected and the results of any statistical tests that were performed.  It may also be prefaced by a description of the analysis procedure that was used. If there were multiple experiments, then each experiment may require a separate Results section.

What is the significance of your results? – the final major section of text in the paper.  The Discussion commonly features a summary of the results that were obtained in the study, describes how those results address the topic under investigation and/or the issues that the research was designed to address, and may expand upon the implications of those findings.  Limitations and directions for future research are also commonly addressed.

List of articles and any books cited – an alphabetized list of the sources that are cited in the paper (by last name of the first author of each source).  Each reference should follow specific APA guidelines regarding author names, dates, article titles, journal titles, journal volume numbers, page numbers, book publishers, publisher locations, websites, and so on (for more information, please see the Citing References in APA Style page of this website).

Tables and Figures

Graphs and data (optional in some cases) – depending on the type of research being performed, there may be Tables and/or Figures (however, in some cases, there may be neither).  In APA style, each Table and each Figure is placed on a separate page and all Tables and Figures are included after the References.   Tables are included first, followed by Figures.   However, for some journals and undergraduate research papers (such as the B.S. Research Paper or Honors Thesis), Tables and Figures may be embedded in the text (depending on the instructor’s or editor’s policies; for more details, see "Deviations from APA Style" below).

Supplementary information (optional) – in some cases, additional information that is not critical to understanding the research paper, such as a list of experiment stimuli, details of a secondary analysis, or programming code, is provided.  This is often placed in an Appendix.

Variations of Research Papers in APA Style

Although the major sections described above are common to most research papers written in APA style, there are variations on that pattern.  These variations include: 

• Literature reviews – when a paper is reviewing prior published research and not presenting new empirical research itself (such as in a review article, and particularly a qualitative review), then the authors may forgo any Methods and Results sections. Instead, there is a different structure such as an Introduction section followed by sections for each of the different aspects of the body of research being reviewed, and then perhaps a Discussion section. 
• Multi-experiment papers – when there are multiple experiments, it is common to follow the Introduction with an Experiment 1 section, itself containing Methods, Results, and Discussion subsections. Then there is an Experiment 2 section with a similar structure, an Experiment 3 section with a similar structure, and so on until all experiments are covered.  Towards the end of the paper there is a General Discussion section followed by References.  Additionally, in multi-experiment papers, it is common for the Results and Discussion subsections for individual experiments to be combined into single “Results and Discussion” sections.

Departures from APA Style

In some cases, official APA style might not be followed (however, be sure to check with your editor, instructor, or other sources before deviating from standards of the Publication Manual of the American Psychological Association).  Such deviations may include:

• Placement of Tables and Figures  – in some cases, to make reading through the paper easier, Tables and/or Figures are embedded in the text (for example, having a bar graph placed in the relevant Results section). The embedding of Tables and/or Figures in the text is one of the most common deviations from APA style (and is commonly allowed in B.S. Degree Research Papers and Honors Theses; however you should check with your instructor, supervisor, or editor first). 
• Incomplete research – sometimes a B.S. Degree Research Paper in this department is written about research that is currently being planned or is in progress. In those circumstances, sometimes only an Introduction and Methods section, followed by References, is included (that is, in cases where the research itself has not formally begun).  In other cases, preliminary results are presented and noted as such in the Results section (such as in cases where the study is underway but not complete), and the Discussion section includes caveats about the in-progress nature of the research.  Again, you should check with your instructor, supervisor, or editor first.
• Class assignments – in some classes in this department, an assignment must be written in APA style but is not exactly a traditional research paper (for instance, a student asked to write about an article that they read, and to write that report in APA style). In that case, the structure of the paper might approximate the typical sections of a research paper in APA style, but not entirely.  You should check with your instructor for further guidelines.

Workshops and Downloadable Resources

• For in-person discussion of the process of writing research papers, please consider attending this department’s “Writing Research Papers” workshop (for dates and times, please check the undergraduate workshops calendar).

Downloadable Resources

• How to Write APA Style Research Papers (a comprehensive guide) [ PDF ]
• Tips for Writing APA Style Research Papers (a brief summary) [ PDF ]
• Example APA Style Research Paper (for B.S. Degree – empirical research) [ PDF ]
• Example APA Style Research Paper (for B.S. Degree – literature review) [ PDF ]

Further Resources

How-To Videos     

• Writing Research Paper Videos

APA Journal Article Reporting Guidelines

• Appelbaum, M., Cooper, H., Kline, R. B., Mayo-Wilson, E., Nezu, A. M., & Rao, S. M. (2018). Journal article reporting standards for quantitative research in psychology: The APA Publications and Communications Board task force report . American Psychologist , 73 (1), 3.
• Levitt, H. M., Bamberg, M., Creswell, J. W., Frost, D. M., Josselson, R., & Suárez-Orozco, C. (2018). Journal article reporting standards for qualitative primary, qualitative meta-analytic, and mixed methods research in psychology: The APA Publications and Communications Board task force report . American Psychologist , 73 (1), 26.  

External Resources

• Formatting APA Style Papers in Microsoft Word
• How to Write an APA Style Research Paper from Hamilton University
• WikiHow Guide to Writing APA Research Papers
• Sample APA Formatted Paper with Comments
• Sample APA Formatted Paper
• Tips for Writing a Paper in APA Style

1 VandenBos, G. R. (Ed). (2010). Publication manual of the American Psychological Association (6th ed.) (pp. 41-60).  Washington, DC: American Psychological Association.

2 geller, e. (2018).  how to write an apa-style research report . [instructional materials]. , prepared by s. c. pan for ucsd psychology.

Back to top  

• Formatting Research Papers
• Using Databases and Finding References
• What Types of References Are Appropriate?
• Evaluating References and Taking Notes
• Citing References
• Writing a Literature Review
• Writing Process and Revising
• Improving Scientific Writing
• Academic Integrity and Avoiding Plagiarism
• Writing Research Papers Videos

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Writing Dissertations and Theses in Psychology

DOI link for Writing Dissertations and Theses in Psychology

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This accessible guide equips students to succeed in their master’s thesis or doctoral dissertation in psychology. The authors provide concrete assistance to the myriad tasks and requirements that students will encounter as they plan, conduct, and present their dissertation or thesis research.

Drawing upon their many years of experience in working with graduate students, the authors address the multiple stages of the dissertation and thesis process. They take you through drafting the proposal, the advisor-advisee relationship, interacting with committee members, the writing process, handling obstacles, and the final presentation. Chapters provide guidance on using a research team, collecting data, conducting a literature review, and even acquiring financial support. Finally, students will find additional resources such as practical information on copyright issues, research methods, case analyses, and teleconferencing.

This is an essential book for both graduate psychology students working on their master’s theses or doctoral dissertations and their advisors.

TABLE OF CONTENTS

Chapter 1 | 6  pages, introduction, chapter 2 | 14  pages, your dissertation advisor, chapter 3 | 13  pages, your dissertation committee, chapter 4 | 24  pages, developing the focus and methods for your dissertation, chapter 5 | 9  pages, how to conduct and organize your literature review, chapter 6 | 19  pages, how to write your dissertation competently and efficiently, chapter 7 | 13  pages, strategies for organizing your dissertation, chapter 8 | 17  pages, moving your research along, chapter 9 | 13  pages, submitting drafts to your dissertation advisor and responding to feedback, chapter 10 | 17  pages, principles of dissertation research methods, chapter 11 | 9  pages, getting your dissertation research approved by institutional review boards, chapter 12 | 23  pages, preparing and presenting written sections of your dissertation to your advisor and committee, chapter 13 | 16  pages, presenting your proposal and your dissertation to your committee.

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Dissertation Structure & Layout 101: How to structure your dissertation, thesis or research project.

By: Derek Jansen (MBA) Reviewed By: David Phair (PhD) | July 2019

So, you’ve got a decent understanding of what a dissertation is , you’ve chosen your topic and hopefully you’ve received approval for your research proposal . Awesome! Now its time to start the actual dissertation or thesis writing journey.

To craft a high-quality document, the very first thing you need to understand is dissertation structure . In this post, we’ll walk you through the generic dissertation structure and layout, step by step. We’ll start with the big picture, and then zoom into each chapter to briefly discuss the core contents. If you’re just starting out on your research journey, you should start with this post, which covers the big-picture process of how to write a dissertation or thesis .

*The Caveat *

In this post, we’ll be discussing a traditional dissertation/thesis structure and layout, which is generally used for social science research across universities, whether in the US, UK, Europe or Australia. However, some universities may have small variations on this structure (extra chapters, merged chapters, slightly different ordering, etc).

So, always check with your university if they have a prescribed structure or layout that they expect you to work with. If not, it’s safe to assume the structure we’ll discuss here is suitable. And even if they do have a prescribed structure, you’ll still get value from this post as we’ll explain the core contents of each section.  

Overview: S tructuring a dissertation or thesis

• Acknowledgements page
• Abstract (or executive summary)
• Table of contents , list of figures and tables
• Chapter 1: Introduction
• Chapter 2: Literature review
• Chapter 3: Methodology
• Chapter 4: Results
• Chapter 5: Discussion
• Chapter 6: Conclusion
• Reference list

As I mentioned, some universities will have slight variations on this structure. For example, they want an additional “personal reflection chapter”, or they might prefer the results and discussion chapter to be merged into one. Regardless, the overarching flow will always be the same, as this flow reflects the research process , which we discussed here – i.e.:

• The introduction chapter presents the core research question and aims .
• The literature review chapter assesses what the current research says about this question.
• The methodology, results and discussion chapters go about undertaking new research about this question.
• The conclusion chapter (attempts to) answer the core research question .

In other words, the dissertation structure and layout reflect the research process of asking a well-defined question(s), investigating, and then answering the question – see below.

To restate that – the structure and layout of a dissertation reflect the flow of the overall research process . This is essential to understand, as each chapter will make a lot more sense if you “get” this concept. If you’re not familiar with the research process, read this post before going further.

Right. Now that we’ve covered the big picture, let’s dive a little deeper into the details of each section and chapter. Oh and by the way, you can also grab our free dissertation/thesis template here to help speed things up.

The title page of your dissertation is the very first impression the marker will get of your work, so it pays to invest some time thinking about your title. But what makes for a good title? A strong title needs to be 3 things:

• Succinct (not overly lengthy or verbose)
• Specific (not vague or ambiguous)
• Representative of the research you’re undertaking (clearly linked to your research questions)

Typically, a good title includes mention of the following:

• The broader area of the research (i.e. the overarching topic)
• The specific focus of your research (i.e. your specific context)
• Indication of research design (e.g. quantitative , qualitative , or  mixed methods ).

For example:

A quantitative investigation [research design] into the antecedents of organisational trust [broader area] in the UK retail forex trading market [specific context/area of focus].

Again, some universities may have specific requirements regarding the format and structure of the title, so it’s worth double-checking expectations with your institution (if there’s no mention in the brief or study material).

Acknowledgements

This page provides you with an opportunity to say thank you to those who helped you along your research journey. Generally, it’s optional (and won’t count towards your marks), but it is academic best practice to include this.

So, who do you say thanks to? Well, there’s no prescribed requirements, but it’s common to mention the following people:

• Your dissertation supervisor or committee.
• Any professors, lecturers or academics that helped you understand the topic or methodologies.
• Any tutors, mentors or advisors.
• Your family and friends, especially spouse (for adult learners studying part-time).

There’s no need for lengthy rambling. Just state who you’re thankful to and for what (e.g. thank you to my supervisor, John Doe, for his endless patience and attentiveness) – be sincere. In terms of length, you should keep this to a page or less.

Abstract or executive summary

The dissertation abstract (or executive summary for some degrees) serves to provide the first-time reader (and marker or moderator) with a big-picture view of your research project. It should give them an understanding of the key insights and findings from the research, without them needing to read the rest of the report – in other words, it should be able to stand alone .

For it to stand alone, your abstract should cover the following key points (at a minimum):

• Your research questions and aims – what key question(s) did your research aim to answer?
• Your methodology – how did you go about investigating the topic and finding answers to your research question(s)?
• Your findings – following your own research, what did do you discover?
• Your conclusions – based on your findings, what conclusions did you draw? What answers did you find to your research question(s)?

So, in much the same way the dissertation structure mimics the research process, your abstract or executive summary should reflect the research process, from the initial stage of asking the original question to the final stage of answering that question.

In practical terms, it’s a good idea to write this section up last , once all your core chapters are complete. Otherwise, you’ll end up writing and rewriting this section multiple times (just wasting time). For a step by step guide on how to write a strong executive summary, check out this post .

Need a helping hand?

Table of contents

This section is straightforward. You’ll typically present your table of contents (TOC) first, followed by the two lists – figures and tables. I recommend that you use Microsoft Word’s automatic table of contents generator to generate your TOC. If you’re not familiar with this functionality, the video below explains it simply:

If you find that your table of contents is overly lengthy, consider removing one level of depth. Oftentimes, this can be done without detracting from the usefulness of the TOC.

Right, now that the “admin” sections are out of the way, its time to move on to your core chapters. These chapters are the heart of your dissertation and are where you’ll earn the marks. The first chapter is the introduction chapter – as you would expect, this is the time to introduce your research…

It’s important to understand that even though you’ve provided an overview of your research in your abstract, your introduction needs to be written as if the reader has not read that (remember, the abstract is essentially a standalone document). So, your introduction chapter needs to start from the very beginning, and should address the following questions:

• What will you be investigating (in plain-language, big picture-level)?
• Why is that worth investigating? How is it important to academia or business? How is it sufficiently original?
• What are your research aims and research question(s)? Note that the research questions can sometimes be presented at the end of the literature review (next chapter).
• What is the scope of your study? In other words, what will and won’t you cover ?
• How will you approach your research? In other words, what methodology will you adopt?
• How will you structure your dissertation? What are the core chapters and what will you do in each of them?

These are just the bare basic requirements for your intro chapter. Some universities will want additional bells and whistles in the intro chapter, so be sure to carefully read your brief or consult your research supervisor.

If done right, your introduction chapter will set a clear direction for the rest of your dissertation. Specifically, it will make it clear to the reader (and marker) exactly what you’ll be investigating, why that’s important, and how you’ll be going about the investigation. Conversely, if your introduction chapter leaves a first-time reader wondering what exactly you’ll be researching, you’ve still got some work to do.

Now that you’ve set a clear direction with your introduction chapter, the next step is the literature review . In this section, you will analyse the existing research (typically academic journal articles and high-quality industry publications), with a view to understanding the following questions:

• What does the literature currently say about the topic you’re investigating?
• Is the literature lacking or well established? Is it divided or in disagreement?
• How does your research fit into the bigger picture?
• How does your research contribute something original?
• How does the methodology of previous studies help you develop your own?

Depending on the nature of your study, you may also present a conceptual framework towards the end of your literature review, which you will then test in your actual research.

Again, some universities will want you to focus on some of these areas more than others, some will have additional or fewer requirements, and so on. Therefore, as always, its important to review your brief and/or discuss with your supervisor, so that you know exactly what’s expected of your literature review chapter.

Now that you’ve investigated the current state of knowledge in your literature review chapter and are familiar with the existing key theories, models and frameworks, its time to design your own research. Enter the methodology chapter – the most “science-ey” of the chapters…

In this chapter, you need to address two critical questions:

• Exactly HOW will you carry out your research (i.e. what is your intended research design)?
• Exactly WHY have you chosen to do things this way (i.e. how do you justify your design)?

Remember, the dissertation part of your degree is first and foremost about developing and demonstrating research skills . Therefore, the markers want to see that you know which methods to use, can clearly articulate why you’ve chosen then, and know how to deploy them effectively.

Importantly, this chapter requires detail – don’t hold back on the specifics. State exactly what you’ll be doing, with who, when, for how long, etc. Moreover, for every design choice you make, make sure you justify it.

In practice, you will likely end up coming back to this chapter once you’ve undertaken all your data collection and analysis, and revise it based on changes you made during the analysis phase. This is perfectly fine. Its natural for you to add an additional analysis technique, scrap an old one, etc based on where your data lead you. Of course, I’m talking about small changes here – not a fundamental switch from qualitative to quantitative, which will likely send your supervisor in a spin!

You’ve now collected your data and undertaken your analysis, whether qualitative, quantitative or mixed methods. In this chapter, you’ll present the raw results of your analysis . For example, in the case of a quant study, you’ll present the demographic data, descriptive statistics, inferential statistics , etc.

Typically, Chapter 4 is simply a presentation and description of the data, not a discussion of the meaning of the data. In other words, it’s descriptive, rather than analytical – the meaning is discussed in Chapter 5. However, some universities will want you to combine chapters 4 and 5, so that you both present and interpret the meaning of the data at the same time. Check with your institution what their preference is.

Now that you’ve presented the data analysis results, its time to interpret and analyse them. In other words, its time to discuss what they mean, especially in relation to your research question(s).

What you discuss here will depend largely on your chosen methodology. For example, if you’ve gone the quantitative route, you might discuss the relationships between variables . If you’ve gone the qualitative route, you might discuss key themes and the meanings thereof. It all depends on what your research design choices were.

Most importantly, you need to discuss your results in relation to your research questions and aims, as well as the existing literature. What do the results tell you about your research questions? Are they aligned with the existing research or at odds? If so, why might this be? Dig deep into your findings and explain what the findings suggest, in plain English.

The final chapter – you’ve made it! Now that you’ve discussed your interpretation of the results, its time to bring it back to the beginning with the conclusion chapter . In other words, its time to (attempt to) answer your original research question s (from way back in chapter 1). Clearly state what your conclusions are in terms of your research questions. This might feel a bit repetitive, as you would have touched on this in the previous chapter, but its important to bring the discussion full circle and explicitly state your answer(s) to the research question(s).

Next, you’ll typically discuss the implications of your findings . In other words, you’ve answered your research questions – but what does this mean for the real world (or even for academia)? What should now be done differently, given the new insight you’ve generated?

Lastly, you should discuss the limitations of your research, as well as what this means for future research in the area. No study is perfect, especially not a Masters-level. Discuss the shortcomings of your research. Perhaps your methodology was limited, perhaps your sample size was small or not representative, etc, etc. Don’t be afraid to critique your work – the markers want to see that you can identify the limitations of your work. This is a strength, not a weakness. Be brutal!

This marks the end of your core chapters – woohoo! From here on out, it’s pretty smooth sailing.

The reference list is straightforward. It should contain a list of all resources cited in your dissertation, in the required format, e.g. APA , Harvard, etc.

It’s essential that you use reference management software for your dissertation. Do NOT try handle your referencing manually – its far too error prone. On a reference list of multiple pages, you’re going to make mistake. To this end, I suggest considering either Mendeley or Zotero. Both are free and provide a very straightforward interface to ensure that your referencing is 100% on point. I’ve included a simple how-to video for the Mendeley software (my personal favourite) below:

Some universities may ask you to include a bibliography, as opposed to a reference list. These two things are not the same . A bibliography is similar to a reference list, except that it also includes resources which informed your thinking but were not directly cited in your dissertation. So, double-check your brief and make sure you use the right one.

The very last piece of the puzzle is the appendix or set of appendices. This is where you’ll include any supporting data and evidence. Importantly, supporting is the keyword here.

Your appendices should provide additional “nice to know”, depth-adding information, which is not critical to the core analysis. Appendices should not be used as a way to cut down word count (see this post which covers how to reduce word count ). In other words, don’t place content that is critical to the core analysis here, just to save word count. You will not earn marks on any content in the appendices, so don’t try to play the system!

Time to recap…

And there you have it – the traditional dissertation structure and layout, from A-Z. To recap, the core structure for a dissertation or thesis is (typically) as follows:

• Acknowledgments page

Most importantly, the core chapters should reflect the research process (asking, investigating and answering your research question). Moreover, the research question(s) should form the golden thread throughout your dissertation structure. Everything should revolve around the research questions, and as you’ve seen, they should form both the start point (i.e. introduction chapter) and the endpoint (i.e. conclusion chapter).

I hope this post has provided you with clarity about the traditional dissertation/thesis structure and layout. If you have any questions or comments, please leave a comment below, or feel free to get in touch with us. Also, be sure to check out the rest of the  Grad Coach Blog .

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

36 Comments

many thanks i found it very useful

Glad to hear that, Arun. Good luck writing your dissertation.

Such clear practical logical advice. I very much needed to read this to keep me focused in stead of fretting.. Perfect now ready to start my research!

what about scientific fields like computer or engineering thesis what is the difference in the structure? thank you very much

Thanks so much this helped me a lot!

Very helpful and accessible. What I like most is how practical the advice is along with helpful tools/ links.

Thanks Ade!

Thank you so much sir.. It was really helpful..

You’re welcome!

Hi! How many words maximum should contain the abstract?

Thank you so much 😊 Find this at the right moment

You’re most welcome. Good luck with your dissertation.

best ever benefit i got on right time thank you

Many times Clarity and vision of destination of dissertation is what makes the difference between good ,average and great researchers the same way a great automobile driver is fast with clarity of address and Clear weather conditions .

I guess Great researcher = great ideas + knowledge + great and fast data collection and modeling + great writing + high clarity on all these

You have given immense clarity from start to end.

Morning. Where will I write the definitions of what I’m referring to in my report?

Thank you so much Derek, I was almost lost! Thanks a tonnnn! Have a great day!

Thanks ! so concise and valuable

This was very helpful. Clear and concise. I know exactly what to do now.

Thank you for allowing me to go through briefly. I hope to find time to continue.

Really useful to me. Thanks a thousand times

Very interesting! It will definitely set me and many more for success. highly recommended.

Thank you soo much sir, for the opportunity to express my skills

Usefull, thanks a lot. Really clear

Very nice and easy to understand. Thank you .

That was incredibly useful. Thanks Grad Coach Crew!

My stress level just dropped at least 15 points after watching this. Just starting my thesis for my grad program and I feel a lot more capable now! Thanks for such a clear and helpful video, Emma and the GradCoach team!

Do we need to mention the number of words the dissertation contains in the main document?

It depends on your university’s requirements, so it would be best to check with them 🙂

Such a helpful post to help me get started with structuring my masters dissertation, thank you!

Great video; I appreciate that helpful information

It is so necessary or avital course

This blog is very informative for my research. Thank you

Doctoral students are required to fill out the National Research Council’s Survey of Earned Doctorates

wow this is an amazing gain in my life

This is so good

How can i arrange my specific objectives in my dissertation?

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Psychology Undergraduate Program

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• Thesis Advising

If you're thinking of writing a thesis as part of your Psychology concentration, the first thing you'll want to do is check out the Undergraduate Office's  thesis manual . You can find it on the Honors Thesis section of this website! Then, you should contact Psychology's Thesis Tutorial Instructor.  

Statistics Consulting

Statistics and coding may seem overwhelming at first, especially if the thesis project will be your first time working with your own data. For guidance, senior thesis students should reach out to the Department's  Statistics Consultant . The Consultant holds individual meetings with students to provide input on statistical methods, writing analysis, and experimental results for thesis projects.  

Kirsten Morehouse, Data and Statistics Consultant (2023-2024)

How to Meet with the Data and Statistics Consultant: Please email Kirsten directly ( [email protected] ) with the following info:

• 3 specific dates and blocks of time that work for you
• A summary of the questions you'd like to discuss 
• A copy of your most recent thesis proposal/prospectus (including background and proposed analyses)
• A copy of your data (or mock dataset that shows your expected data structure)
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• Dissertation

How to Write a Thesis or Dissertation Introduction

Published on September 7, 2022 by Tegan George and Shona McCombes. Revised on November 21, 2023.

The introduction is the first section of your thesis or dissertation , appearing right after the table of contents . Your introduction draws your reader in, setting the stage for your research with a clear focus, purpose, and direction on a relevant topic .

Your introduction should include:

• Your topic, in context: what does your reader need to know to understand your thesis dissertation?
• Your focus and scope: what specific aspect of the topic will you address?
• The relevance of your research: how does your work fit into existing studies on your topic?
• Your questions and objectives: what does your research aim to find out, and how?
• An overview of your structure: what does each section contribute to the overall aim?

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Table of contents

How to start your introduction, topic and context, focus and scope, relevance and importance, questions and objectives, overview of the structure, thesis introduction example, introduction checklist, other interesting articles, frequently asked questions about introductions.

Although your introduction kicks off your dissertation, it doesn’t have to be the first thing you write — in fact, it’s often one of the very last parts to be completed (just before your abstract ).

It’s a good idea to write a rough draft of your introduction as you begin your research, to help guide you. If you wrote a research proposal , consider using this as a template, as it contains many of the same elements. However, be sure to revise your introduction throughout the writing process, making sure it matches the content of your ensuing sections.

Prevent plagiarism. Run a free check.

Begin by introducing your dissertation topic and giving any necessary background information. It’s important to contextualize your research and generate interest. Aim to show why your topic is timely or important. You may want to mention a relevant news item, academic debate, or practical problem.

After a brief introduction to your general area of interest, narrow your focus and define the scope of your research.

You can narrow this down in many ways, such as by:

• Geographical area
• Time period
• Demographics or communities
• Themes or aspects of the topic

It’s essential to share your motivation for doing this research, as well as how it relates to existing work on your topic. Further, you should also mention what new insights you expect it will contribute.

Start by giving a brief overview of the current state of research. You should definitely cite the most relevant literature, but remember that you will conduct a more in-depth survey of relevant sources in the literature review section, so there’s no need to go too in-depth in the introduction.

Depending on your field, the importance of your research might focus on its practical application (e.g., in policy or management) or on advancing scholarly understanding of the topic (e.g., by developing theories or adding new empirical data). In many cases, it will do both.

Ultimately, your introduction should explain how your thesis or dissertation:

• Helps solve a practical or theoretical problem
• Addresses a gap in the literature
• Builds on existing research
• Proposes a new understanding of your topic

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Perhaps the most important part of your introduction is your questions and objectives, as it sets up the expectations for the rest of your thesis or dissertation. How you formulate your research questions and research objectives will depend on your discipline, topic, and focus, but you should always clearly state the central aim of your research.

If your research aims to test hypotheses , you can formulate them here. Your introduction is also a good place for a conceptual framework that suggests relationships between variables .

• Conduct surveys to collect data on students’ levels of knowledge, understanding, and positive/negative perceptions of government policy.
• Determine whether attitudes to climate policy are associated with variables such as age, gender, region, and social class.
• Conduct interviews to gain qualitative insights into students’ perspectives and actions in relation to climate policy.

To help guide your reader, end your introduction with an outline  of the structure of the thesis or dissertation to follow. Share a brief summary of each chapter, clearly showing how each contributes to your central aims. However, be careful to keep this overview concise: 1-2 sentences should be enough.

I. Introduction

Human language consists of a set of vowels and consonants which are combined to form words. During the speech production process, thoughts are converted into spoken utterances to convey a message. The appropriate words and their meanings are selected in the mental lexicon (Dell & Burger, 1997). This pre-verbal message is then grammatically coded, during which a syntactic representation of the utterance is built.

Speech, language, and voice disorders affect the vocal cords, nerves, muscles, and brain structures, which result in a distorted language reception or speech production (Sataloff & Hawkshaw, 2014). The symptoms vary from adding superfluous words and taking pauses to hoarseness of the voice, depending on the type of disorder (Dodd, 2005). However, distortions of the speech may also occur as a result of a disease that seems unrelated to speech, such as multiple sclerosis or chronic obstructive pulmonary disease.

This study aims to determine which acoustic parameters are suitable for the automatic detection of exacerbations in patients suffering from chronic obstructive pulmonary disease (COPD) by investigating which aspects of speech differ between COPD patients and healthy speakers and which aspects differ between COPD patients in exacerbation and stable COPD patients.

Checklist: Introduction

I have introduced my research topic in an engaging way.

I have provided necessary context to help the reader understand my topic.

I have clearly specified the focus of my research.

I have shown the relevance and importance of the dissertation topic .

I have clearly stated the problem or question that my research addresses.

I have outlined the specific objectives of the research .

I have provided an overview of the dissertation’s structure .

You've written a strong introduction for your thesis or dissertation. Use the other checklists to continue improving your dissertation.

If you want to know more about AI for academic writing, AI tools, or research bias, make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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The introduction of a research paper includes several key elements:

• A hook to catch the reader’s interest
• Relevant background on the topic
• Details of your research problem

and your problem statement

• A thesis statement or research question
• Sometimes an overview of the paper

Don’t feel that you have to write the introduction first. The introduction is often one of the last parts of the research paper you’ll write, along with the conclusion.

This is because it can be easier to introduce your paper once you’ve already written the body ; you may not have the clearest idea of your arguments until you’ve written them, and things can change during the writing process .

Research objectives describe what you intend your research project to accomplish.

They summarize the approach and purpose of the project and help to focus your research.

Your objectives should appear in the introduction of your research paper , at the end of your problem statement .

Scope of research is determined at the beginning of your research process , prior to the data collection stage. Sometimes called “scope of study,” your scope delineates what will and will not be covered in your project. It helps you focus your work and your time, ensuring that you’ll be able to achieve your goals and outcomes.

Defining a scope can be very useful in any research project, from a research proposal to a thesis or dissertation . A scope is needed for all types of research: quantitative , qualitative , and mixed methods .

To define your scope of research, consider the following:

• Budget constraints or any specifics of grant funding
• Your proposed timeline and duration
• Specifics about your population of study, your proposed sample size , and the research methodology you’ll pursue
• Any inclusion and exclusion criteria
• Any anticipated control , extraneous , or confounding variables that could bias your research if not accounted for properly.

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Love research? Interested in taking what you learned in a PSYCH 4998 lab further? Consider completing a undergraduate thesis in psychology!

To Graduate “With Research Distinction in Psychology” a Student Must:  

• Be a psychology major (if you are an honors student, see "Honors Research Distinction in Psychology" below
• Graduate with at least a 3.0 overall GPA
• Take PSYCH 4999.01 and 4999.02 (Both of these course are  only  offered in Spring semester)
• Write and successfully defend a Psychology Thesis

The Thesis is independent research conducted by the student and supervised by a psychology faculty member. The Psychology Department requires completion of a two-course sequence (PSYCH 4999.01 and 4999.02). Each course is taught in subsequent spring semesters. For example, students on a traditional four-year plan would take Psychology 4999.01 in spring semester of their junior year and PSYCH 4999.02 in spring semester of their senior year. However, with support of the Faculty Thesis Advisor, a students may begin a Thesis and Psychology 4999.01 in spring of their sophomore year.

To Graduate “With Honors Research Distinction in Psychology” a Student Must:  

• Be a psychology major
• Be a member of the Arts and Sciences Honors Program
• Graduate with at least a 3.4 overall GPA
• Complete the psychology major Honors Contract Requirements
• Take PSYCH 4999.01H and 4999.02H (Both of these courses are  only  offered in Spring semester)
• Write and successfully defend a Psychology Honors Thesis

The Honors Thesis is independent research conducted by the student and supervised by a psychology faculty member (only tenured or tenure-track faculty may advise an Honors Thesis). The Psychology Department requires completion of a two-course sequence (PSYCH 4999.01H and 4999.02H). Each course is taught in subsequent spring semesters. For example, a student on a traditional four-year plan would take PSYCH 4999.01H in spring semester of their junior year and PSYCH 4999.02H in spring semester of their senior year. However, with support of the Faculty Honors Thesis Advisor, a student may begin an Honors Thesis and Psychology 4999.01H in spring of their sophomore year.

Frequently Asked Questions

Talk to your psychology advisor, attend our annual Psychology Enrichment Program “Getting Involved in Research in the Psychology Department,” attend the annual Psychology Undergraduate Research Colloquium, explore the PSYCH 4998 opportunities, or talk to your fellow students who are in research labs.

Students interested in pursuing a Thesis or Honors Thesis should begin participating in research (PSYCH 4998) no later than their sophomore year.

Students should secure a Faculty Thesis Advisor by fall semester of the junior year (typically this will be a faculty member with whom you completed 4998 research).

Go to the Be a Research Assistant webpage and find a project that sparks your interest. Check out the lab websites and start applying. It is recommended to apply to 5-7 labs. Once accepted, you can negotiate your hours and responsibilities (this will determine the number of credit hours you receive), have the faculty member sign a course enrollment form (s/he will have the class number), take the course enrollment form to the Psychology Advising Office (PS 015) or email it to [email protected] .

To enroll in PSYCH 4999.01 or 4999.01H, students should complete the Psychology Thesis/Honors Thesis Application. The application requires the signature of the Faculty Thesis Advisor. Once this is turned in to [email protected], students will be enrolled in PSYCH 4999.01 or 4999.01H.

For non-Honors students:

You must submit a Thesis Application with the  College of Arts and Sciences  (under Research Distinction) at least one term before your graduating term. You will need to submit a research proposal and your Faculty Thesis Advisor’s signature on the application form. You will need to schedule an appointment with your Psychology Advisor to complete the Major Program Form on the application.

For Honors students:

The application to graduate with Honors Research Distinction is available from the  Arts and Sciences Honors Office . You will need to submit a research proposal and your Faculty Thesis Advisor’s signature on the application form. If you do not have an approved Honors Contract on file at the Honors Office, you will need to call (614) 292-5750 to schedule an appointment with the Psychology Honors Advisor to complete the Major Program Form of the application (you will have to complete the psychology major contract requirements).

After you have successfully completed your written Thesis document, you will have an hour-long meeting with your Faculty Thesis Advisor and one other faculty member. You will describe your Thesis project to them, and they will ask you questions about your work. You must defend your Thesis at least two weeks before the end of the term you graduate.

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Thesis Structure

This page outlines the stages of an honours thesis and provides links to other pages that will give you more information and some examples from past theses.

Stages of a thesis (in order)

Write this last. It is an overview of your whole thesis, and is between 200-300 words.

See writing abstracts for honours theses for what to include in your abstract or see some example abstracts .

Introduction

Usually longer than an abstract, and provides the following:

• background to the topic;
• brief review of current knowledge (Can include literature review in some schools);
• indicates gap in knowledge, states aim of your research and how it fits into the gap;
• can include hypotheses; can include an outline of the following chapters.

See thesis introductions exercises for more information.

• Literature review

Often part of the Introduction, but can be a separate section. It is an evaluation of previous research on your topic, where you show that there is a gap in the knowledge that your research will attempt to fill. The key word here is evaluation.

See literature reviews for more information and examples to get you started on your literature review.

Often the easiest part of the thesis to write. Outlines which method you chose and why (your methodology); what, when, where, how and why you did what you did to get your results.

Here are some sample methods .

Outlines what you found out in relation to your research questions or hypotheses, presented in figures and in written text.

Results contain the facts of your research. Often you will include a brief comment on the significance of key results, with the expectation that more generalised comments about results will be made in the Discussion section. Sometimes Results and Discussion are combined: check with your supervisor and with highly rated past theses in your School.

Here are some suggestions for writing up results .

The Discussion section:

• comments on your results;
• explains what your results mean;
• interprets your results in a wider context; indicates which results were expected or unexpected;
• provides explanations for unexpected results.

The Discussion should also relate your specific results to previous research or theory. You should point out what the limitations were of your study, and note any questions that remain unanswered. The Discussion CAN also include Conclusions/Future Research. Check with your supervisor.

See our theses in discussion page for more information or try these exercises .

• Conclusions

Very important! This is where you emphasise that your research aims/objectives have been achieved.

You also emphasise the most significant results, note the limitations and make suggestions for further research.

Conclusions can include Future Directions. Check with your supervisor.

For more information see conclusions in honours theses or sample conclusions .

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Psychology theses and dissertations.

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This collection contains some of the theses and dissertations produced by students in the University of Oregon Psychology Graduate Program. Paper copies of these and other dissertations and theses are available through the UO Libraries .

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• When “Self-Harm” Means “Suicide”: Adolescent Online Help-Seeking for Self-Injurious Thoughts and Behaviors  Lind, Monika ( University of Oregon , 2024-03-25 ) The sensitive period of adolescence facilitates key developmental tasks that equip young people to assume adult roles. Adolescence features important strengths, like the need to contribute, and some risks, like vulnerability ...
• Stereotypes and Social Decisions: The Interpersonal Consequences of Socioeconomic Status  Hughes, Bradley ( University of Oregon , 2024-01-09 ) Interpersonal perceptions of socioeconomic status (SES), those formed in face-to-face interactions, can perpetuate inequality if they influence interpersonal interactions in ways that disadvantage people with low SES. There ...
• Utilization of Linguistic Markers in Differentiation of Internalizing Disorders, Suicidality, and Identity Distress  Ivie, Elizabeth ( University of Oregon , 2024-01-09 ) The adolescent period of development is associated with a significant increase in the occurrence of mental illness. In addition, death by suicide is one of the leading causes of death amongst adolescents. Identity formation ...
• The Role of Fractal Fluency on Visual Perception  Robles, Kelly E. ( University of Oregon , 2024-01-09 ) From quarks to galaxies, the natural world is organized with fractal geometry. Fractal fluency theory suggests that due to their omnipresence in our visual world, fractals are more fluently processed by the visual system ...
• The Anatomy of Antagonism: Exploring the Relations of 20 Lexical Factors of Personality with Machiavellianism, Grandiose Narcissism, and Psychopathy  Kay, Cameron ( University of Oregon , 2024-01-09 ) Despite being the focus of extensive research over the past two decades, the structure of the “Dark Triad”—or, as I will refer to it here, the “Aversive Triad”—is still shrouded in confusion. Much of this confusion stems ...
• Content Representation in Lateral Parietal Cortex  Zhao, Yufei ( University of Oregon , 2024-01-09 ) While the lateral parietal cortex (LPC) in the human brain is traditionally investigated for its functions in visual perception, more recent evidence has highlighted its substantial contribution to supporting human episodic ...
• Sociocultural Contexts of Emotion Socialization in BIPOC Families  Lee, Angela ( University of Oregon , 2024-01-09 ) Having effective emotion regulation skills is critical to socioemotional well-being, and parents play a key role in the development of children’s emotion regulation through emotion socialization behaviors. However, since ...
• Cross-ideological Communication: The Impact of Real Conversations Compared to Imagined Ones  Niella, Tamara ( University of Oregon , 2024-01-09 ) Political polarization has visibly increased in the last few years. A sense of divisiveness has been exacerbated by a surge in social media communication about contentious issues which has been replacing face-to-face ...
• Inflammation, Mental Health, and the COVID-19 Pandemic: A Pilot Study with Child Welfare Service Involved Families  Horn, Sarah ( University of Oregon , 2024-01-09 ) The coronavirus (COVID-19) pandemic has posited unique challenges for families and significantly disrupted several aspects of children’s environments. The pandemic is an ongoing risk experience, with young children being ...
• Testing Novel Norm Interventions for Promoting Pro-environmental Consumption  Lieber, Sara ( University of Oregon , 2024-01-09 ) The purpose of the current project was to investigate how a social psychology approach could be used to develop an effective climate-change mitigation tool. A commonly used technique in the social psychology literature for ...
• Understanding the Misunderstood Emotion: A Mixed-Methods Investigation of Variants of Anger  Razavi, Pooya ( University of Oregon , 2023-07-06 ) In cultural accounts and scholarly writings about anger, we see conceptualizations that reflect the existence of two variants: an anger perceived as moral, appropriate, and justified; and an anger considered wrong and ...
• Measuring long-term memories at the feature level reveals mechanisms of interference resolution  Drascher, Maxwell ( University of Oregon , 2023-07-06 ) When memories share similar features, this can lead to interference, and ultimately forgetting. At the same time, many highly similar memories are remembered vividly for years to come. Understanding what causes interference ...
• The Role of Hierarchical Structures in Cognition  Moss, Melissa ( University of Oregon , 2023-07-06 ) Individuals routinely execute complex tasks that involve multiple, dependent levels of information, such as driving a car or cooking dinner. It is amazing that our cognitive system is able to represent such complex, ...
• A Contextual Psychology Approach to Improving Health Outcomes in the Perinatal Period  Lightcap, April ( University of Oregon , 2023-07-06 ) The United States holds alarming records for highest infant and maternal mortality rates in the developed world. The US infant mortality rate is on par with many low and middle income countries, and despite the decline in ...
• The Study of Behavior Settings as an Aid in Mental Hospital Analysis: A Methodological Exploration  Rose, David William ( University of Oregon , 1969-06 ) The ultimate goal of all mental hospital analyses is to provide information which by direct implication or through analysis might act as a guide in restructuring environment in which the mental patient lives. The goal of ...
• Personality-Driven Social Media Curation: How Personality Traits Affect Following Decisions on Twitter  Bedford-Petersen, Cianna ( University of Oregon , 2023-03-24 ) As social media occupies an increasingly important place in people’s lives, new opportunities are presented for people to select and modify their online environments. On many platforms, users have significant control over ...
• Stability of Mind-Mindedness Across the Transition to Motherhood and its Longitudinal Association with Children’s Theory of Mind & Executive Function  Gluck, Stephanie ( University of Oregon , 2023-03-24 ) Parental mind-mindedness refers to caregivers’ propensity to attribute mind-like and intentional qualities in their interactions with or representation of their young children. It is proposed to be associated with positive ...
• Dating and Mating in Adolescence: How Hormones and Puberty Influence Adolescent Mating Motivation  Donaldson, Sarah ( University of Oregon , 2022-10-26 ) Puberty marks the physical transition towards sexual maturity, culminating in the ability to reproduce. It follows that maturing cognitive, affective, and social skills develop concurrently to support reproductive competence, ...
• Individual Differences in Memory Functions and Their Relation to Hippocampal Connectivity  Frank, Lea ( University of Oregon , 2022-10-26 ) The hippocampus plays an important role in many aspects of learning and memory. It is most known for its role in episodic memory and spatial navigation, though it has also been shown to contribute to other processes like ...
• Collective Ongoing Betrayal Trauma: Gendered and Racialized Police Violence toward the Black Community  Barnes, Melissa ( University of Oregon , 2022-10-26 ) Racialized and gendered police violence is a pernicious problem for Black communities. For my dissertation, I empirically tested a novel theoretical concept, Collective Ongoing Betrayal Trauma (COBT). COBT integrates the ...

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Digital Commons @ USF > College of Arts and Sciences > Psychology > Theses and Dissertations

Psychology Theses and Dissertations

Theses/dissertations from 2024 2024.

Moderating Role of Momentary Social Anxiety in The Relationships Between Authenticity, Situational Appraisals, Expressivity, and Approach-Avoidance Motivation , Jessica A. Birg

The Prevalence and Perceptions of Self-relevant Research (“Me-search”) in Psychological Science , Andrew R. Devendorf

A Longitudinal Investigation of the Relationships Between Experiences with Sexual Harassment, Self-Objectification, and Self-Concept Clarity Among Women , Roxanne N. Felig

Mentorship in a Virtual World: How Remote Work Relates to Mentoring Relationships and Outcomes , Alyssa M. Lezcano

Examining Associations Between Social and Emotional Loneliness and Drinking in a Clinical Sample with Alcohol Use Disorder (AUD): An Ecological Momentary Assessment Study , Brendan E. Walsh

Theses/Dissertations from 2023 2023

Improving the Subjective Well-Being of Autistic Youth Utilizing a Positive Psychology Intervention , Nicolette Bauermeister

An Experimental Study of Negative Performance Feedback: Consideration of a Cognitive Pathway and Individual Difference Factors , Ansley M. Bender

A Critical Analysis of the Graduate Socialization of Racially Minoritized School Psychology Students , Tatiana J. Broughton

The Influence of COVID-19 on Tobacco Racial Health Disparities: Testing the Differential Effects of COVID-19 on Smoking Motivation Variables across Black and White Smokers , Patricia F. Calixte-Civil

An Evaluation of Measurement Invariance of DSM-5 Borderline Personality Disorder Criteria Across Heterosexual, Lesbian, Gay, and Bisexual Adults , E. Elisa Carsten

The Development of a Behaviorally Based Mentoring Workplace Scale , Christina N. Falcon

Examining the Role of Executive Functions on the Intention-Behavior Gap of Alcohol Harm Reduction Strategy Use , Becky K. Gius

The Effect of Psychopathy Trait Descriptions on Mock Juror Decision-Making , Bailey A. Hall

Context matters: Profiles of emotion regulation at work and home , Roxanne C. Lawrence

Planning to Behave Impulsively to Feel Better: An EMA Study of College Students' Nonsuicidal Self-Injury, Binge Eating, and Exercise Behaviors , Rose H. Miller

One Year Impact of the Advancing Coping and Engagement (ACE) Program on Advanced Placement and International Baccalaureate Student Success , Amanda C. Moseley

The Effects of Divided Attention in Free Recall: Affecting Trace Accumulation by Dividing Attention , Anne Olsen

Investigating Risk Factors of the Development of Compulsive Exercise and Eating Disorder Symptoms in College Students , Madeline Palermo

Invisible Families, Clear Consequences: Work-Family Integration Among Employees in Same Gender Presenting Romantic Relationships , Joseph Regina

Threats to School Safety: Examining Levels of Community Violence and Its Relation to School-Related Threats , Dorie Ross

The Social Anxiety Stigma Scale (SASS): Development, Factor Structure, and Validation , Ruba Rum

Socio-emotional effects of rejection: An experience-sampling examination , Gabriella Silva

Observed Error Monitoring as an Index of Theory of Mind , Kipras Varkala

I'll Make a Man Out of You: Precarious Manhood Beliefs among Heterosexual-Cisgender Men and Queer Men , Serena L. Wasilewski

From Other and From World: Expanding the Current Model of Existential Isolation , Roger Young Jr.

Temporal and Spatial Properties of Orientation Summary Statistic Representations , Jacob S. Zepp

Theses/Dissertations from 2022 2022

Boredom, Interoceptive Ability, and Emotional Eating , Erica Ahlich

Environmental Transmission of Career Interests Through a Genetic Lens: Understanding the Confounding Around Parental Occupation , Tyler Allan

Do Suicide Attempt Survivors Have Reduced Long-Term Well-Being? A Study of Veterans Across Three Nationally Representative Cohorts , Bradley A. Brown

Depersonalized, Dysregulated, and Demanded: The Impact of Burnout on Appraisal and Emotional Events , Katrina M. Conen

Breast Health Esteem to Motivate Breast Health Behavioral Intentions: An Application of the Terror Management Health Model , Emily P. Courtney

Gender Differences in College Drinkers: The Role of Masculine Norms , Jared A. Davis

Prevalence and Predictors of Careless Responding in Experience Sampling Research , Alexander J. Denison

Perceptions of Workplace Discrimination: A Closer Look , Jeremiah Doaty

The Impact of Cannabis on Motivational Processes for Smoked Tobacco and Cigarettes , Claire M. Gorey

Outcomes of a Telehealth Adaptation of a Trauma-Based Parent Training Program , Holland Hayford

Why Don’t They Just Ask?: Barriers to Directly Requesting Affirmative Sexual Consent by Gender and Sexual Orientation , Jessica A. Jordan

Examining the Social Validity of Parent Training: Post-Participation Parent Perceptions and Reflections of Group Triple P , Nycole C. Kauk

Individual Differences in Response to Hostile and Benevolent Sexism in a STEM Interview Context: The Moderating Role of Behavioral Activation , Elizabeth Kiebel

Do Sociability Expectancies Moderate Social Anxiety Predicting Alcohol Consumption Following a Social Stressor Speech Task , Jacob A. Levine

An Object for Sexual Pleasure: Does Viewing Sexualized Media Predict Increases in Self and Partner Objectification Impacting Feelings of Sexual and Romantic Closeness? , Kaitlyn Ligman

Influences of Sentence Context and Individual Differences in Lexical Quality on Early Phonological Processing during Silent Reading , Sara Milligan

Testing the Effects of Social Exclusion on Emotional Arousal: An Examination of the Effects of Psychological Pain and Rumination , Amanda L. Peterson

Creating a Short, Public-Domain Version of the CPAI-2: Using an Algorithmic Approach to Develop Public-Domain Measures of Indigenous Personality Traits , Mukhunth Raghavan

Equitable Implementation of the Good Behavior Game , Faith D. Reynolds

Ethnic-Racial Minoritized Adolescents’ Perceptions of Cyberhate, School Connectedness, Ethnic-Racial Identity, and Life Satisfaction , Alexis Taylor

Predicting Future Well-Being Among United States Youth Who Attempted Suicide and Survived , Bingjie Tong

Approach and Avoidance Food Craving: A Dual Cue Reactivity Investigation , Christina Lee Verzijl

Theses/Dissertations from 2021 2021

School Professional Coaching on Facilitation of Prevent-Teach-Reinforce (PTR) Model for Students with Persistent Problem Behavior , Rachel Ayres

Influencing Motivation for Alcohol through Social Bonding , Bryan Benitez

Case Studies in Applied Behavior Analysis: Using a Desensitization Procedure to Decrease Problem Behavior Towards Peers and Using a Treatment Package to Increase Time Spent in a Small Group , Mallamy I. Camargo Pena

Testing the Congruence of Espousals and Enactments Predicting Team Innovation , Rylan M. Charlton

The General Psychopathology Factor ( p ) From Adolescence to Adulthood: Disentangling the Developmental Trajectories of p Using a Multi-Method Approach , Alexandria M. Choate

An Ecological Momentary Assessment of Disordered Eating Behaviors within Alcohol Use Episodes: Determining Temporal Sequencing in Food and Alcohol Disturbance , Emily M. Choquette

The Influence of Maternal Body-Shaming Comments and Bodily Shame on Portion Size , Savannah R. Flak

Mental Health Problems, Traumatic Brain Injury, and Offending Behavior Among Persons Incarcerated in a County Jail , Lauren F. Fournier

The Adaptive, Social, Communication, and Cognitive Skills of Monolingual and Bilingual Toddlers with Autism , Marcela A. Galicia

Good Intentions Go Awry: Investigation of Unhelpful Supportive Leadership , Cheryl E. Gray

Hello Traitor: An Examination of Individual Differences in Perceptions of Technology-Related Incivility , David J. Howard

Measuring State Empathy: Exploring the Efficacy of a Film Clip Task and Examining Individual Differences in Empathic Responding , Stephanie R. Hruza

The Relationship of Hope to Goals and Psychological Outcomes in Patients with Advanced Lung Cancer: A Test of Hope Theory , Kelly A. Hyland

Decisions and How Doctors Make Them: Modeling Multilevel Decision-Making within Diagnostic Medicine , Michelle S. Kaplan

Cultural Values as a Moderator of the Emotion Suppression to Strain Relationship: A Comparison of Two Dominant Theoretical Mechanisms , Roxanne C. Lawrence

How Enduring is Global Precedence? , Jong Lee

Cool Under Fire: Psychopathic Traits and Decision-Making in Law Enforcement-Oriented Populations , Sean J. McKinley

Cognitive Ability and Ambivalence toward Alcohol: An Examination of Working Memory Capacity’s Influence on Drinking Behavior , Emily T. Noyes

The Relationship Between Parenting Stress, Attendance, and Attrition in a Group-Based Parent Management Training Program , David Rubio Jr.

Unintended Consequences? Testing the Effects of Adolescent-Targeted Anti-Vaping Media upon Adult Smokers , Leslie E. Sawyer

“Just Joking”: Women’s Cardiovascular Responses to Sexist Humor , Samantha Shepard

Negative Performance Feedback and the Self-Regulatory Benefits of Mindfulness , Jeremiah Slutsky

Examining the Potential Interactions of Expectancies and Disordered Eating Behavior , Cody B. Staples

The nature of resilience: A person-centered approach using latent profile analysis , Yuejia Teng

Evaluation of Structural Equation Modeling (SEM) Fit Indices in Distinguishing between Circumplex and Other Factor Models , Andrew J. Thurston

Comparison of Parameter Estimation Approaches for Multi-Unidimensional Pairwise Preference Tests , Naidan Tu

Theses/Dissertations from 2020 2020

The Impact of Cues on Autobiographical Memory Recall in Depression , Ena Begovic

Perfectionism, Negative Life Events, and Cognitive Appraisal: A Contextual Model of Perfectionism’s Maladaptive Nature , Ansley M. Bender

The Effect of Acute Interpersonal Racial Discrimination on Smoking Motivation and Behavior among Black Smokers , Patricia F. Calixte-Civil

Parent Coping and Sibling Relationship Quality in Pediatric Cancer: The Moderating Effects of Parental Emotion Socialization Beliefs , Esther Davila

Higher Sense of Control Predicts Long-term Well-being After Depression , Andrew R. Devendorf

Villains or Vermin? The Differential Effects of Discrimination and Dehumanization on Immigrant Cardiovascular Responses , Mona El-Hout

Alcohol Expectancy Associates as a Probe of the Motivational Processes that Lead to Drinking , Daniel C. Faraci

Features of borderline personality and related psychopathologies as a contemporaneously and temporally connected network , Haya Fatimah

Editing the Self Away: The Effects of Photo Manipulation on Perceptions of the Self , Roxanne N. Felig

Motivation Matters: The Interaction of Approach and Avoidance Alcohol Motivation and Self-Control Demands in College Drinkers , Becky K. Gius

Facilitators and Barriers to Treatment Engagement in a Behavioral Parent Training Program , Holland Hayford

Effects of Inter-Male Status Challenge and Psychopathic Traits on Sexual Aggression , Amy M. Hoffmann

If at First You Don’t Succeed...Your Coworkers Just Might Be Pleased: A Story of Workplace Schadenfreude , Kim Johnson

Motivation to Volunteer , Lendi N. Joy

Exploration of Drive for Leanness in Relation to Drives for Thinness and Muscularity, as well as their Concurrent Associations with Health-Related Outcomes , Brittany Lang

Affect and Craving: Examining the Differential Influences of Positive and Negative Affect on Inclinations to Approach and Avoid Alcohol Use , Jacob A. Levine

Threat-Induced Alterations in Cognition and Associations with Disinhibited Behavior , Julia B. McDonald

A Prospective Examination of Psychosocial Outcomes Following Gynecomastia Surgery , D. Luis Ordaz

Assessing the Impacts of Sensorimotor Stimuli and Nicotine Content on Cravings and Other Outcomes of E-Cigarette Use , Amanda M. Palmer

The Threat of Virality: Digital Outrage Combats the Spread of Opposing Ideas , Curtis Puryear

Why Are Women Leaving STEM? An Examination of Workplace Rivalry , Joseph Regina

A Fidelity-based Integration Model for Explicit and Implicit Ensemble Coding , Ke Tong

Care in Context: Constructing a Theory of Care in One Fifth Grade Classroom , Emily J. Wingate

Depression, Music Choice, and Affective Outcomes in Daily Life , Sunkyung Yoon

The Immediate Effect of a Brief Mindfulness Intervention on Attention and Acceptance , Xiaoqian Yu

Theses/Dissertations from 2019 2019

Understanding the Mechanisms Between Job Stress and Employee Sleep: A Daily Diary Study , Marijana L. Arvan

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Tips for Surviving (and Thriving in) Your Psychology Thesis

A little planning and consistency can make it all a lot less painful..

Posted May 8, 2020

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Writing (and defending) a thesis or dissertation can be a daunting process. However, some careful planning and consistency can make it all a lot less painful. Better yet, it can be actually pretty rewarding.

Having just gone through the writing and defending process myself, I’ve reflected on 16 of the lessons I learned along the way:

1. Read other theses and dissertations. I cannot stress enough how helpful it is to scan other finished documents to get a sense of what makes a strong (and less strong) body of work. You’ll also learn about different ways to structure your document and what kinds of sections to include. Search for research that is related to your topic, methodology, and epistemology to see how other students have approached these areas.

2. Don’t underestimate the literature review. By the time students reach graduate school, it’s expected that they know how to write a solid literature review. However, Boote and Beile (2005) argued that many students have never actually been taught how to compose a critical synthesis of the literature. They argued that students need to become “scholars before researchers”; that is, instead of offering simple summaries of existing studies, it is important to analyze, synthesize, and evaluate the body of work. They proffer further that this step is critical to identify important research problems.

Not totally sure where to start with your review? Don’t be too hard on yourself – Boote and Beile argued that few faculty members have even mastered the task. I recommend tracking down some resources on how to write a good literature review; try Galvan and Galvan’s (2017) book, Writing Literature Reviews: A Guide for Students of the Social and Behavioral Sciences.

3. Know your APA style. Buy the Publication Manual . Learn to love it. (I also like the Purdue Online Writing Lab if you need to look up a rule in a hurry.)

4. Cite mindfully. Your supervisor can help you identify a few key articles that will be critical to cite in your document; for example, seminal works or the most recent contributions to your area. While it’s important to ensure that you’re citing the most up-to-date studies in your literature review (e.g., those published in the past 10 years), it is also essential to acknowledge the early scholars who paved the way for your work. Be careful to not only cite “supportive sources”; your committee will expect you to discuss opposing views. Carefully explaining how your work intentionally departs from these studies will strengthen your arguments.

It has been well-documented that women and authors of colour are cited less frequently than men or white authors (Davis & Craven, 2016). Thus, as feminist anthropologists Davis and Craven (2016) argued, “it is important to keep in mind that who we cite – and equally important who we do not cite – shapes our projects in important ways” (p. 66). Especially if you are engaging in feminist or critical research, it becomes “our business to seek out, and incorporate, innovative research from scholars whose work is often ignored because of structural inequities” (p. 67).

5. Try not to over-quote other authors. I used to be a chronic over-quoter. However, I received enough feedback from enough different professors to finally quell this habit. Using too many direct quotations not only prevents you from using your own critical thinking skills, but it also reduces your credibility as an analytical, innovative researcher. Save your direct quotes for the real “gems” and remember that paraphrasing is your friend.

6. Remember that editing is easier than writing . Get your thoughts down without worrying too much (at first, that is) about style and grammar. Author Anne Lamott (2005) wrote that perfectionism is the “main obstacle between you and a sh*tty first draft” (p. 27). And that’s what most first drafts are. But once you’ve crossed that first big hurtle, it’s easier to face the less-daunting task of editing and fine-tuning.

7. Craft your document like you’re preparing for your defense. With every decision you make (e.g., how many participants to include, your methodology, even your title), ask yourself why. Even if you’re not including these “whys” in your document, jot down your answers and save them to refer back to when you are prepping for your defense. You’ll thank yourself later on!

8. Update your reference list as you go. Nothing is more frustrating than forgetting where you found a certain reference or from which page you took a quote. Keeping up with your references diligently as you go saves unnecessary work later on (again, your future self will thank you!).

9. Overcome procrastination . Unfortunately, waiting to feel inspired to work on your dissertation is (typically) a futile exercise. Instead, scheduling time to work each day helps keep you on track and your mind in the game. Princeton University has offered some good tips for understanding and overcoming procrastination; I also like the Pomodoro technique and ensuring at least some of my work time is “unplugged.”

10. Refer to your epistemology throughout . Your epistemology shouldn’t just be something that is stated in your intro and promptly forgotten about. It is the heart of your research; your understanding of what makes something true. As such, it should inform everything from your methodology to your epigraph to how you position yourself in your work.

11. Keep a research journal. Jot down all of your decisions and “aha” moments. Document the things that challenge you, the things that surprise you, the things you’re proud of, and the things you would have done differently. You never know what might be useful material when it comes to crafting your discussion or preparing for a conference presentation.

12. Prepare your elevator speech. Be able to discuss your topic in layman terms in three minutes or less. This exercise is incredibly useful for understanding your work in a concise and useable way.

13. Proofread with fresh eyes . Once you’ve finished a draft of each chapter or section, leave it for a day or two (deadlines permitting) to review it with a new perspective. Do the same once you’re done the entire document. Proofreading printed pages is often easier than electronic versions to catch those pesky typos.

14. Find some editors. We can get so “close” to our research that we miss our blind-spots. I recommended asking (or kindly bribing) both “insiders” (like a classmate) and “outsiders” (like a friend in a totally different field) to read your work, to get a different set of perspectives.

15. Be kind to yourself. It’s a cheesy but important one. This is likely your first time tackling a research project of this size. You’re going to feel frustrated, overwhelmed, and confused at times. Take a deep breath and keep in mind that this is all part of the process. Remember that writing your thesis or dissertation should never trump all other aspects of your self-care; taking care of your physical wellbeing, relationships, and mental health are always priorities.

16. Find meaning in the process. It’s OK if your thesis or dissertation doesn’t represent your lifelong passion or ultimate life purpose. If academia is your long-term goal, you have your entire career to refine your program of study. And if research is absolutely not in the long-term cards for you, then seeing your thesis as a means to an end is OK, too. That said, finding a way to make the process meaningful will makes things a lot more enjoyable. Although a good thesis is a done thesis, your research also has the opportunity to contribute to theory, practice, and policy in important ways – so try not to underestimate your ability to create a really meaningful body of work.

Boote, D. N., & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Educational Researcher, 32(6), 3-15. https://doi.org/10.3102/0013189X034006003

Davis, D., & Craven, C. (2016). Feminist ethnography: Thinking through methodologies, challenges, and possibilities. Rowman & Littlefield.

Galvan, J. L., & Galvan, M. (2017). Writing literature reviews: A guide for students of the social and behavioral sciences (Vol. 7). Taylor & Francis.

Lamott, A. (1995). Bird by bird: Some instructions on writing and life. Anchor.

Amy Green, M.A., is a doctoral student in Counselling Psychology at the University of Calgary.

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Home > School, College, or Department > CLAS > Psychology > Dissertations and Theses

Psychology Dissertations and Theses

Theses/dissertations from 2024 2024.

Faculty Mentors' Influence on Latino/a/x STEM Undergraduates' STEM Identity Development , Sandy Cerda-Lezama

The Nuanced Relationship Between Mindfulness, Racial Prejudice, and Policy Support , Jared Michael Cutler

Individual and Structural Contributors to Implicit and Explicit Anti-Muslim Bias in the United States , Aeleah M. Granger

The Relationship Between Adverse Childhood Experiences and Juvenile Offender Typology , Aliza Beth Lipman

The Exploration of Latino BIP Participants' Experiences of Oppression and Expressions of Critical Consciousness , Adrian Luis Manriquez

Permission to Play: A District's Initiative to Innovate Kindergarten and Promote Developmentally Appropriate Practices , Cristin McDonough

The Wage of Wellness: The Relationship Between Socioeconomic Status, Race, and Work Recovery , Emily Julia Ready

It Takes a Village: An Examination of Social Relationships and Mental Health , Em Francis Trubits

Theses/Dissertations from 2023 2023

Examining Factors Impacting the Service Needs of Unhoused Women , Holly Brott

Main, Mediated, and Moderated Effects of Participating in an After-School Social and Emotional Learning Program on Young Children's Development of Social-Emotional Skills , Amy L. Cordier

Who Puts the "Support" in Supportive Housing? The Impact of Housing Staff on Resident's Well-Being, and the Potential Moderating Role of Self-Determination , Kenna Estell Dickard

Motivation to Collaborate: A Qualitative Exploration of the Perspectives of Service Providers on an Alternative First Response Program , Desiree' J. DuBoise

Tell Me, Do You Feel It Too? A Meta-analysis of Dyadic Emotional Contagion in the Workplace , Stefanie Fox

Left on "Read" and All Alone: Instigated Cyber Incivility, Shame, and Experienced Ostracism at Work , Alison Lucia Hunt

Exploring Associations between Military Identity and Well-being Outcomes among Post-9/11 Veterans after Separation , James David Lee

Experiences of People with Serious Mental Illness Seeking Services at Community Mental Health Centers During the COVID-19 Pandemic , Emily Leickly

Why So Serious? Using the Belongingness Need Tenet from the Self-Determination Theory to Examine Workplace Humor and Its Outcomes , Katharine Lucille McMahon

Emotion Knowledge, Its Applications, and Their Associations With African American Children's Social Relationships With Teachers and Peers in Kindergarten and First Grade , Brielle Emily Petit

Stress-Reduction from Positive Support: Impacts of Receiving Partner Capitalization Support on Veteran Stress/Work Stress , MaryAnn Dona Samson

Diversity in Recruitment: The Role of Realistic Website Job Previews for Racial and Ethnic Minority Applicants , Jennifer Saucedo

Antecedents of FSSB: Evaluating the Demographic Basis of Support , Erika Ann Schemmel

A Daily Investigation of the Recovery Paradox: Examining the Dynamic Interplay of Workload, Recovery Experiences, and Microbreaks , Morgan Rose Taylor

Not on the Menu: Customer Sexual Harassment in the Restaurant Industry , Fernanda Wolburg Martinez

Theses/Dissertations from 2022 2022

Model.Disclose(): Examination of Obsessive-Compulsive Disorder Disclosure at Work , Timothy Allen Carsey

Transforming Learning Communities, Transforming Ourselves: A Qualitative Investigation of Identity Processes in a Participatory Action Research-themed Undergraduate Course , Julia Sara Dancis

Clarifying and Measuring Inclusive Leadership , Kelly Mason Hamilton

Intersections of Masculinity, Culturally Relevant Factors, and Intimate Partner Violence Perpetration Among Asian American Men , Jason Z. Kyler-Yano

Sleeping to Support: An Examination of the Relationship Between Leader Sleep and Positive Support Behaviors , Jordyn Jan Leslie

Work-Related IPV Among Latinos: Exploring the Roles of Fatherhood Status, Gendered Expectations, and Support for Intimate Partner's Employment , Adrian Luis Manriquez

Masculinity Instability and Ideologies as Predictors of IPV Perpetration: The Mediating Role of Relationship Power , Emma Christine Marioles O'Connor

The Benefits of Social Support on Health and Well-Being in Military Populations: Examining Mechanisms, Source of Support, and the Reach of a Workplace Well-Being Intervention , AnnaMarie Sophia O'Neill

Do Motives Matter? The Role of Motivation in Shaping the Impact of Mindfulness Training on Teachers' Psychological Distress and Wellbeing , Cristi N. Pinela

Theses/Dissertations from 2021 2021

The Longitudinal Effects of a Family and Sleep Supportive Intervention on Service Member Anger and Resilience , Shalene Joyce Allen

Drug Conviction and Employment Restriction: Experiences of Employees with Drug-Related Criminal Histories , Liana Bernard

Sustaining Boys' Motivation Over the Transition to Middle School: Can Interpersonal Resources Protect Boys from Engagement Declines Across Sixth Grade? , Brandy Anne Brennan

Returning to Rejection: Outcomes and Boundary Conditions of Mental Illness Stereotypes , Stefanie Fox

Guarding Against Strain: The Moderating Role of Nonwork Experiences in the Relationship Between Work-Related Hypervigilance and Strain in Correctional Officers , Samantha Getzen

Anti-Muslim Bias: Investigating Individual Differences, Threat Perceptions, and Emotions in Islamophobic Policy Support , Aeleah M. Granger

Black Children's Development of Self-Regulation within Stressful Contexts of Parenting: Investigating Potential Buffering Effects of a Kindergarten Social-Emotional Learning Program , Eli Labinger

"Like I Was an Actual Researcher": Participation and Identity Trajectories of Underrepresented Minority and First-Generation STEM Students in Research Training Communities of Practice , Jennifer Lynn Lindwall

Claiming Miscommunication to Justify Rape: The Role of Liking the Perpetrator , Alyssa Marie Glace Maryn

An "I" for an "I" : A Systematic Review and Meta-Analysis of Instigated and Reciprocal Incivility , Lauren Sarah Park

Parenting and Children's Academic Coping as a Dynamic System: Feedforward, Feedback, and Mediators of Changes Across the School Year , Kristen Elizabeth Raine

Does Experiencing Spousal Support and Strain Impact the Quality of Family-Based Support that Supervisors Provide to Employees? , Joseph Alvin Sherwood

"B-ing Flexible" : Examining Creativity in Bisexual Employees , Megan Jane Snoeyink

Exploring the Relationships Between Community Experiences and Well-Being among Youth Experiencing Homelessness , Katricia Stewart

Mothers' Drinking Motives , Sheila Kathleen Umemoto

An Examination of Nurses' Schedule Characteristics, Recovery from Work, and Well-Being , Sarah Elizabeth Van Dyck

Preventing Sexual Violence Through Understanding Perceptions of Sexual Offenders , Judith G. Zatkin

Theses/Dissertations from 2020 2020

Examining Employee Needs at Work and Home: a Self-Determination Theory Perspective , Dana Anuhea Auten

Trajectories, Time Windows, and Alternative Pathways of Engagement: Motivational Resources Underlying Academic Development during Middle School , Heather Anne Brule

Examining Mindfulness Training for Teachers: Theoretical and Methodological Extensions of Intervention Effectiveness , Jaiya Rae Choles

Detecting Reinforcement Patterns in the Stream of Naturalistic Observations of Social Interactions , James Lamar DeLaney 3rd

An Investigation of the Temporal Relationship Between Agitation and Sleep Disturbances , Emily Catherine Denning

Peers' Academic Coping as a Resource for Academic Engagement and Motivational Resilience in the First Year of Middle School , Daniel Lee Grimes

Home Resources Supporting Workplace Resources: an Investigation of Moderated Intervention Effects From the Study for Employment Retention of Veterans (SERVe) , Sarah Nielsen Haverly

"It Puts a Face to All the Knowledge We've Gotten" : a Program of Research on Intimate Partner Violence Surrogate Impact Panels , Kate Louise Sackett Kerrigan

A Daily Examination of Anger and Alcohol Use Among Post-9/11 Veterans , James David Lee

An Examination of Daily Family-Supportive Supervisor Behaviors, Perceived Supervisor Responsiveness and Job Satisfaction , Luke Daniel Mahoney

Nurse Can't Even: the Immediate Impact of Incivility on Affect, Well-being, and Behavior , Katharine Lucille McMahon

Perceptions of Police Use of Force at the Intersection of Race and Pregnancy , Emma Elizabeth Lee Money

The Impact of Paternal Caregivers for Youth Who Commit Sexual Offenses , Miranda Hope Sitney

Human Energy in the Workplace: an Investigation of Daily Energy Management Strategies, Job Stressors and Employee Outcomes , Morgan Rose Taylor

Individual and Community Supports that Impact Community Inclusion and Recovery for Individuals with Serious Mental Illnesses , Rachel Elizabeth Terry

Investigating Sexual Fantasy and Sexual Behavior in Adolescent Offenders , Hayley Lauren Tews

Theses/Dissertations from 2019 2019

Integrating Work Ability into the Organizational Science Literature: Advancing Theory and Developing the Nomological Network , Grant Brady

Family Linked Workplace Resources and Contextual Factors as Important Predictors of Job and Individual Well-being for Employees and Families , Jacquelyn Marie Brady

The Role of Teacher Autonomy Support Across the Transition to Middle School: its Components, Reach, and Developmental Effects , Julia Sara Dancis

Does X Mark the Applicant? Assessing Reactions to Gender Non-Binary Job Seekers , Kelly Mason Hamilton

Urbanicity as a Moderator of the Relationship Between Stigma and Well-being Outcomes for Individuals with Serious Mental Illnesses , Emily Leickly

The Relationship Between Undergraduate Research Training Programs and Motivational Resources for Underrepresented Minority Students in STEM: Program Participation, Self-efficacy, a Sense of Belonging, and Academic Performance , Jennifer Lindwall

Perceived Partner Responsiveness, Sleep and Pain: a Dyadic Study of Military-Connected Couples , AnnaMarie Sophia O'Neill

Recruitment Marketing: How Do Wellness and Work-Life Benefits Influence Employer Image Perceptions, Organizational Attraction, and Job Pursuit Intentions? , Amy Christine Pytlovany

The Combined Effects of Parent and Teacher Involvement on the Development of Adolescents' Academic Engagement , Nicolette Paige Rickert

Examining the Development and Classroom Dynamics of Student Disaffection Over Multiple Time Periods: Short-term Episodes and Long-term Trajectories , Emily Anne Saxton

Drinking on a Work Night: a Comparison of Day and Person-Level Associations with Workplace Outcomes , Brittnie Renae Shepherd

Development and Validation of the Workplace Mental Illness Stigma Scale (W-MISS) , Nicholas Anthony Smith

Relational Thriving in Context: Examining the Roles of Gratitude, Affectionate Touch, and Positive Affective Variability in Health and Well-Being , Alicia Rochelle Starkey

Preventing Child Sexual Abuse and Juvenile Offending Through Parental Monitoring , Kelly E. Stewart

"To Call or Not to Call?" The Impact of Supervisor Training on Call Center Employee Attitudes and Well-Being , Whitney Elan Schneider Vogel

Theses/Dissertations from 2018 2018

The Impact of Leader Race and Gender on Perceptions of Organizations in Response to Corporate Error , Nicolas Derek Brown

Impacts of Mindfulness Training on Mechanisms Underlying Stress Reduction in Teachers: Results from a Randomized Controlled Trial , Jaiya Rae Choles

Student Motivation Profiles as a Diagnostic Tool to Help Teachers Provide Targeted Support , Cailin Tricia Currie

Insufficient Effort Responding on Mturk Surveys: Evidence-Based Quality Control for Organizational Research , Lee Cyr

Affirmative Consent Endorsement and Peer Norms Supporting Sexual Violence Among Vulnerable Students on College Campuses , Alyssa Marie Glace

Gendered Partner-Ideals, Relationship Satisfaction, and Intimate Partner Violence , Sylvia Marie Ferguson Kidder

Organizational Calling and Safety: the Role of Workload and Supervisor Support , Layla Rhiannon Mansfield

Bystander Intervention to Prevent Campus Sexual Violence: the Role of Sense of Community, Peer Norms, and Administrative Responding , Erin Christine McConnell

Benevolent Sexism and Racial Stereotypes: Targets, Functions, and Consequences , Jean Marie McMahon

Perceived Overqualification and Withdrawal Among Seasonal Workers: Would Work Motivation Make a Difference? , Anthony Duy Nguyen

Differential Well-Being in Response to Incivility and Surface Acting among Nurses as a Function of Race , Lauren Sarah Park

Financial Strain and the Work-Home Interface: a Test of the Work-Home Resources Model from the Study for Employment Retention of Veterans (SERVe) , MacKenna Laine Perry

Neighbor Perceptions of Psychiatric Supportive Housing : the Role of Knowledge, Attitudes, and Behaviors , Amy Leigh Shearer

The Role of Caregiver Disruption in the Development of Juvenile Sexual Offenders , Miranda Sitney

Intrapersonal and Social-Contextual Factors Related to Psychological Well-being among Youth Experiencing Homelessness , Katricia Stewart

Age-based Differences in the Usefulness of Resources: a Multi-Study Investigation of Work and Well-being Outcomes , Lale Muazzez Yaldiz

Pathways to Kindergarten Growth: Synthesizing Theories of the Kindergarten Transition to Support Children's Development , Rita Yelverton

Theses/Dissertations from 2017 2017

The Force of Manhood: the Consequences of Masculinity Threat on Police Officer Use of Force , Aurelia Terese Alston

Supervisor Mindfulness and Its Association with Leader-Member Exchange , Dana Anuhea Auten

Combat Experiences, Iso-strain, and Sleep Quality Affect Symptoms of Posttraumatic Stress among Working Post-9/11 Veterans , Gilbert Patrick Brady Jr.

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Models of Feedback: Interpretation and Discovery

 This thesis is about feedback models in which it is possible that A causes B, and simultaneously, that B causes A. More particularly a kind of statistical model which takes  this form, called a non-recursive structural equation model. Since models of this sort were originally introduced in econometrics, in Chapter One I  discuss the historical background which led to their creation. I consider it to be particularly  important to examine the historical origins in order to try to establish what were the goals  of those who first used these models, and why they considered that these models helped  them to achieve these goals. This is necessary because the original motivation was later  submerged as technical questions began to dominate the research agenda. I also describe  some of the disciplinary factors which led to almost universal acceptance of this model  form, at least among those building macro-economic models. A classic example of feedback is provided by the economic theory of a market: the price of  a good may be a function of the quantity either demanded or supplied, while these  quantities themselves may be influenced by the price or the expectation of price that  consumers or suppliers may have. Thus studies of supply and demand might be considered  the proper area of application for a feedback model. It is therefore somewhat surprising that  some of the most successful studies of demand used models which made no allowance for  simultaneity. I investigate why these empiricists chose not to include feedback in their  models. 'Reciprocal' causation of the kind suggested by the structure of a non-recursive model does  not fit easily with our intuitive notion of cause and effect. Indeed some statisticians have  questioned the meaningfulness and applicability of such non-recursive models. Similar  concerns were voiced by economists and econometricians when non-recursive models were  first introduced. In Chapter Two I describe this debate in detail since I think it raises  interesting issues concerning the relationship between dynamic systems and static models  that approximate them. In addition to quite specific questions about the correct way to  model the world statistically, the debate covered very general questions about causality and  the nature of explanation. The second major theme of this thesis centers upon the inference of causal structure from  observational statistical data, given various kinds of background knowledge. Inferences of this kind are made frequently in the social sciences (economics, sociology, psychology,  epidemiology) where often only observational data are available. It is common in these  fields to find very litde (if any) justified consensus about the causal processes that may  have generated the data. For this reason the traditional method of postulating a "model" and  then seeing whether it is rejected by data is inappropriate. Even if the available data does  not reject the model it is quite possible that there are a large number of others that are also  compatible with the data. Perhaps in one model changes in A (e.g. the interest rate) bring  about changes in B (e.g. the money supply), while in another model the reverse is true.  Suppose one is a policy maker trying to influence B by manipulating A. If the first model is  true the policy may very well be effective, but if the second is true it will be completely  futile, treating the symptoms rather than the causes of the variable B. Evidently it is of little  use to be told that a model is compatible with given data unless one knows all of the other  models that are similarly compatible. Although we may be unable to advise the policy maker about which of many competing  candidates is the 'true' model, we may still be able to infer that certain causal relations are  common to all models compatible with the data. If it turns out that in all such models A is a  cause of B then this may suffice for a policy decision. In order to produce such a list we  must systematically characterize the way in which statistical data underdetermines causal  theories. I have constructed an efficient and correct algorithm which produces a set of features  common to all linear feedback models compatible with data provided as input (assuming  that there are no unmeasured common causes or 'correlated errors'). This algorithm,  presented in Chapter Three, makes causal inferences on the basis of conditional  independence tests. This is an extension of the theory developed by Spirtes, Glymour and  Scheines in their book Causation, Prediction and Search, where it is assumed that no  feedback is present. The output representation of the algorithm, which I call a Partial  Ancestral Graph or PAG, allows for the easy incorporation of background knowledge. In  addition, though I do not discuss this here, PAGs can also be used to represent features  common to a very broad class of recursive models, including latent variables, correlated  errors, and selection bias. Spirtes (1994) also considers the more general class of non-linear, non-recursive structural  equation models. In Chapter Four I present an algorithm for carrying out causal inference,  given certain assumptions, from data generated from a non-linear non-recursive structural  equation model 

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• Dissertation

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• Doctor of Philosophy (PhD)

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