CALIFORNIA STATE UNIVERSITY, NORTHRIDGE

THESIS TITLE IN ALL CAPS RIGHT HERE. JUST TYPE IT HERE. YES, HERE.

THAT IS CORRECT

A thesis submitted in partial fulfillment of the requirements

by

Student’s Name

Month Year
The thesis of Student’s name here is approved:

Committee Member’s Name, Ph.D. Date

Committee Member’s Name, Ph.D. Date

Major Advisor’s Name, Ph.D., Chair Date

California State University, Northridge

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 DEDICATION

This thesis is dedicated to:

This page is optional - basically if you want to dedicate your thesis to friend(s) or family

member(s), you state it here

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 ACKNOWLEDGMENT

I would like to thank my committee members who supported my efforts in writing

this thesis.

To my chair, Dr. name,

To Dr. committee member,

To Dr. committee member,

This page is to acknowledge anyone who has helped with the substance or mechanics of

the thesis. This would include anyone who has (1) given you ideas for your thesis, and (2)

read your drafts and given you feedback. It is better to recognize anyone who helped and

have a lengthy acknowledgment page than to leave someone out.

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 TABLE OF CONTENTS

Signature Page ii
Dedication iii
Acknowledgment iv
List of Tables vi
Abstract vii

CHAPTER I – INTRODUCTION 1
Statement of the Problem 2
Definitions 4
Theoretical Framework 10
Hypotheses 10
Assumptions 10

CHAPTER II – REVIEW OF LITERATURE 10

CHAPTER III – METHODOLOGY 10

CHAPTER IV – RESULTS 10
Major sections here 10

CHAPTER V – DISCUSSION 10
Summary of Findings 10
Discussion 10
Limitations and Research Implications 10
Implications 10
Conclusion 10

REFERENCES 10

APPENDIX
Measures Used in the Thesis 10
Human Subjects Approval Form 10

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 LIST OF TABLES

Table 1 - Descriptive Statistics 12

Table 2 - 12

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 ABSTRACT

TITLE HERE IN ALL CAPS

by

Students’ Name here

Master of Arts in

Psychology

The purpose of this study was to examine

The information in the abstract will be widely incorporated in various search and

bibliographic services. The thesis may be cited by others just on the basis of the abstract

alone. The abstract should generally be 150-300 words. Include the research

questions/hypotheses, one sentence description of the procedures, a description of the

participants, and major findings. It is generally written in past tense to reflect research

already completed.

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 CHAPTER I

INTRODUCTION

Blah blah

Statement of the Problem

Purpose

The purpose of this study is to

Definitions

1. Adolescence generally refers to the stage of development that begins with the onset

of puberty and ends at maturity (The American Heritage College Dictionary, 3rd

ed.)

Theoretical Framework

If you have a particular theory you are using in your thesis, then give a one paragraph

explanation here. It could also be up above before the problem statement

Hypotheses

Null Hypotheses

The data analyses for this thesis was guided by the following null hypotheses:

1.

Research Hypotheses

Based on the review of literature in Chapter 2, the following research hypotheses

were developed.

1. the research hypotheses are your prediction of what you expect to find

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 Assumptions

This research study was created based upon certain assumptions. I have included

some assumptions, if they apply to your thesis, then use them (but rewrite in your own

words)

 Participants will participate in the research without pressure from researchers.

 Participants will be able to read English and understand the items on the

questionnaire since live in the United States.

 Participants will answer the questionnaires completely and honestly.

 The measures used in the study are appropriate youth from different ethnic groups.

 No errors were made in the data entry.

 No errors were made in the data analyses.

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 CHAPTER II

REVIEW OF LITERATURE

You will want to summarize the literature related to your topic. Definitely

summarize literature related to each variable in your study. Also, your review should

start broad and get more specific. There is no set number of citations or page numbers.

It depends on your topic. The main thing is to be sure that you have given the reader a

good overview of the literature related to your topic.

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 CHAPTER III

METHODOLOGY

Procedures

Summarize how you collected data. What type of sampling procedure was used.

Were signed consent forms required? Who entered the data, what program the data were

entered into

Pilot Study

Did you do a pilot study? If so, explain it here.

Sample

This is a sample procedure. You won’t be able to put the numbers in until we

conduct your analyses. Of course you will need to rewrite this in your own words The

data analyses were conducted using 879 of the adolescents’ self-report data. Gender was

closely distributed with males making up 44% of the participants and females making up

49%. Gender was not reported in 7% of the surveys.

Age of the participants ranged from 13 to 20 years of age with the majority of

students 15 (30.9%) and 14 (25.6%) years of age. The mean age was 15.57.

Approximately 13% of the sample was missing the age information. The majority of the

students were in the 9th grade (54.9%). Approximately 12% of the participants were from

the 10th grade, 11th grade (8.7%), and 12th grade (10.8%). Grade was not reported in

13.6% of the sample.

The majority (68%) of the adolescents reported living in a home with their

biological mother and father. The second highest family form was single-parent homes

with 17.8%. Adolescents living with a biological parent and a step parent made up 10.5%

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of the survey. Three percent of the adolescents lived in other family forms. Family form

was not reported in .7% of the surveys.

Birth countries of adolescents who completed the survey follow: 65.6% were born

in the United States, 34.3% were born in others countries, and .1% did not report a birth

country. In regards to percentage of parents born in the United States, 20.2% of mothers

and 18.7% of fathers were born in the U.S.

The ethnic background of the adolescents follow: 54% Latino, 5.5% African

American/West Indies, 8.1% Caucasian, 10.4% Asian, and 22% Armenian.

Measurement

Demographic variables were measured using standard fact sheet items while other

variables in the study were assessed using previously established self-report instruments

as well as measures developed for the overall study.

This is a sample measurement section. You can get the info you need for each scale from

the codebook. You won’t be able to put the reliabilities in until we conduct your analyses.

Global Self-Esteem

The 10-item Rosenberg Self-Esteem Scale was used to assess adolescents’ global

self-esteem (Rosenberg, 1979). Numerous research studies have established the reliability

and validity of the scale. Although originally designed as a Guttman scale, the Rosenberg

Self-Esteem Scale is more often scored as a Likert type scale. According to Rosenberg

(1979), these two scoring systems yield similar results. This study uses the Likert format

with the following response choices: 1 = strongly disagree, 2 = disagree, 3 = agree, and 4

= strongly agree. Sample items include: (a) “At times I think I am no good at all” (reverse

coded) and (b)”I feel that I have a number of good qualities”. Responses to these items

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were averaged to determine an overall self-esteem score. An internal consistency

reliability (Cronbach’s alpha) of .81 was found using the current data.

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 CHAPTER IV

RESULTS

Tell why you used your statistical analyses and then give the results.

The means and standard deviations for all variables are reported in Table 1. All

analyses were conducted using SPSS 13.0 for Windows. The results of all the analyses

are presented in this chapter.

Table 1
Descriptive Statistics for the Independent and Dependent Variables
Variables Range M SD
DV 1-3 2.94 .52
1
Gender 1-2 1.62 .49
IV 1-4 .50 2.77
IV 1-4 1.74 14.86
IV 1-4 3.54 .55
IV 1-4 3.33 .57
IV 1-4 2.24 .75
1
boys = 0, girls = 1

Zero-Order Correlations

Zero-order correlations were conducted to examine the strength and direction of

the bivariate relationships between each independent and dependent variable. Separate

zero-order correlations were conducted for the mothers’ data and then the fathers’ data.

The means and standard deviations for the independent and dependent variables for the

combined sample are presented in Table 1.

Zero-Order Correlations for the Mothers’ Data

As hypothesized, family form was positively correlated with global self-esteem

and independent self (see Table 2). This finding indicates that adolescents from two-

parent, biological families report significantly higher global and independent self-esteem

than adolescents from other family forms. No significant correlation was found between

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interdependent self-esteem and family form. As hypothesized, boys reported significantly

higher global self-esteem than adolescent girls. Contrary to the hypotheses, girls reported

significantly higher interdependent self-esteem than adolescent boys. Also contrary to the

hypothesis, gender was not significantly correlated with independent self-esteem.

Table #
Summary of Zero-Order Correlational Analysis on the Subsample of Adolescent Reports
of IVs and DV (n = ???)
Variables 1 2 3 4 5 6 7
1. DV1 1.00
2. DV2 .46** 1.00
3. IV1 -.14 -.06 1.00
4. IV2 -.18* -.06 .48** 1.00
5. IV3 .02 .05 .16* -.02 1.00
6. IV4 .02 .05 .16* -.02 -.11 1.00
7. IV5 .02 .05 .16* -.02 -.11 -.23* 1.00
*p < .05. **p < .01.

Multiple Regression Analyses

Multiple regression analyses were used to determine (1) the contributions of the

sets of predictor variables (i.e., put IVs here) in explaining the variance in the criterion

variable(s), and (2) the significance level of the beta coefficients within the regression

models (Pedhazur, 1982). Separate multiple regression analyses were conducted for each

dependent variable (i.e., put DVs here). Also, separate analyses were conducted for the

data on the mothers’ behaviors and the fathers’ behaviors.

Table 5
Summary of Hierarchical Multiple Regression Analysis on the Total Sample of
Adolescent Reports of IVs and DV (n = ???)
Predictor Variables b SE ß
IV 1 .18 .08 .16*
IV 2 -.17 .10 -.12
IV 3 -.04 .09 -.03
IV 4 -.26 .08 -.22**
Multiple R .30

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R2 .09
2
Adjusted R .08
F-value 5.98**
Notes: b = unstandardized betas; ß = standardized betas
*p < .05. **p < .01.

MANOVA

In an effort to answer the question of whether the combination of adolescents’

ratings of parenting behaviors vary according to generations and genders, a 3 X 2

(Generations X Genders) MANOVA with Wilks Lambda was conducted. The

multivariate interaction effect between generational status and gender was not significant

(F = .87). However, the main effects were significant for generation status (Wilks

Lambda = .91; F (20, 922) = 2.20; p < .002; Eta squared = .05; observed power = .995)

and genders (Wilks Lambda = .91; F (10, 461) = 4.39; p < .001; Eta squared = .09;

observed power = .999) on the 4 parenting behaviors.

ANOVA

A series of 3 X 2 ANOVAs were conducted to identify specific parenting

behaviors that differ among generations and genders. Regardless of whether or not the

MANOVAs are significant, the univariate analyses are justified (see Huberty & Morris,

1989 for a complete rationale) because (a) the research question is exploratory in nature,

and (b) the research question is best answered by univariate analyses.

The ANOVAs with Bonferroni post-hoc analyses revealed no significant

interaction effects. However, the ANOVAs did reveal that 1st generation Mexican-origin

adolescents reported their mothers engaged in significantly higher monitoring than 3rd

generation youth (see Table 3). In addition, 1st and 2nd generation youth reported their

mothers engaged in significantly higher use of parental support than 3rd generation

adolescents. Girls reported that their mothers engaged in significantly more monitoring

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and support than boys. No significant differences in gender or generation status were

found for adolescent reports of mothers’ punitive behaviors.

Table 3
Gender and Generation Results of the ANOVAs on Mother’s Behaviors
1st 2nd 3rd
Mothers’ Behaviors M (sd) M (sd) M (sd) F value eta
Parental support
Boys 1.3 (2.3) 2.2 (2.3) 2.4 (2.0) .7 .00
a a
Girls 1.3 (2.3) 2.2 (2.3) 2.4 (2.0) .7 .00
Parental monitoring
Boys 1.3 (2.3) 2.2 (2.3) 2.4 (2.0) .7 .00
Girls 1.3 (2.3) 2.2 (2.3) 2.4 (2.0) .7 .00
Parental support
Boys 1.3 (2.3) 2.2 (2.3) 2.4 (2.0) .7 .00
Girls 1.3 (2.3) 2.2 (2.3) 2.4 (2.0) .7 .00
Note: 1 = Low use of parenting behavior, 4 = high use of parenting behavior.
Superscripts of a and a indicate pairs of means (using Bonferoni) that significantly (p <
.05) differ from each other
*p < .05. **p < .01. ***p < .001.

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 CHAPTER V

DISCUSSION

The purpose of this study was to... then give a brief summary of findings

Discussion of the Findings

Give each finding then discuss why you think the result was found in this sample

Limitations and Research Implications

This thesis will add to the understanding of the blank, however, certain limitations

to the study exist. I have included some limitations, if they apply to your thesis, then use

them (but rewrite in your own words). You can either bullet them or put them in

paragraph form.

 The data were collected using self-report questionnaires in a cross-sectional design

which only assess adolescents’ perceptions of the independent and dependent

variables at one point in time.

 The use of a cross-sectional, correlational design limits assertions of causality

between the independent and dependent variables.

 Just using individual reports to measure both the independent variables and dependent

variables results in shared method variance (which can inflate the relationship

between the independent and dependent variables).

 This study collapses various Latino/Armenian/Asian groups into one group which

does not take into account intra-group differences.

 This sample is limited to individuals from Los Angeles which can limit

generalizability.

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 Implications

Explain what these findings might mean to a teacher, counselor, practitioner, etc.

Conclusion

Give a one paragraph summary of purpose, findings, and implications

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REFERENCES

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 APPENDIX A

MEASURES USED IN THE THESIS

You have a choice – you can either include the measures used in the thesis here, or you

can include the items used in your scales in the methods section.

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