Corrections to bibliography

· Annotated Bibliography Assignment Template (see article summary template on page 2)

**To open this Google Doc in MS Word - select “File” from the menu, “Download As”, “Microsoft Word”.

Add the annotated bibliographies alphabetized beneath each subtheme using the exact format I provided so all required content is clearly and consistently included. Be sure to number your summaries 1-24 so I can easily see that you have included the required 24.

Some examples of how to start your paper title - The review of X, An examination of X, The impact of X on X,

The Overarching Theme/Title of my Paper is (one concise sentence): **Your studies should be equally organized under your 3-4 headings. Be sure to include both quantitative and qualitative research (interviews and case studies)

Subtheme 1: Name Associated summaries below

Subtheme 2: Name

Associated summaries below

Add additional subthemes as needed (no more than 4)

Study Summary Template Annotated bibliographies are one short concise paragraph, about 250 words.

Use only single study research articles (if you do not see the words purpose, participants, data collection/analysis, findings etc - you have not selected single study research). Do not use meta-analysis, systematic review, data-set studies, discussion, commentary type articles, PhD dissertations, or books. All research should be currently published in the last 10 years (5- 7 years preferred) , unless it is seminal research (milestone, key findings, very important to the field). Send the study to me for approval if you would like to use an older study.

*** Please send one or two of your bibliographies to me for review prior to submitting your week 3 assignment to ensure that you are on track.

Use the template below when writing your annotated bibliographies. For your own use, you can also create a table and plug the information into the table . Organizing the study information in a table is helpful when comparing and contrasting methodologies, sample size, results, etc, to support your unifying theme. Open the link to the table and then use the Make a Copy option so you have a document that you can edit.

Add completed reference with DOI number above each summary

In paragraph format (without the questions), provide the following information using 250 words or less. Use past tense when discussing the research process and findings.

There are no citations in an annotated bibliography.

Researcher last name (year) examined, evaluated, investigated, explored, studied, etc what topic for what purpose? (one sentence)

What was the gap in the research that the study addressed - meaning what was still unknown or understood about this topic based on previous research? AND why is it important to examine this gap (two sentences)

(Do not use the words the unknown, gap or why it is important…. Just state the information)

The participants included- list the number of individuals (and if noted both genders, age range in parentheses after number of individuals) (one sentence) **Example - The participants included 100 individuals (66 male, 34 female, age range 18 - 44 years)

How was the data collected? (two -three sentences depending on methodology)

How was the data analyzed? (one -two sentences)

What were the findings? (two- three sentences)

What are the implications? (two - three sentences) Do not use the word Implication - just state how the findings are applied outside of the research setting to help others. Example: Results added new information to the field, extended previous findings, additional research needed. Findings can be used to help others in what way - create interventions, psychoeducation programs, treatment protocols, inform policy makers, inform insurance providers, etc

*Finally, note in one concise sentence, how the results or the findings provide support for subtheme X (state the subtheme name) the study is aligned with (which is a helpful reminder for you when reviewing multiple studies). You will only remind the reader at the end of each study of the subtheme in this assignment, not when you move the content to the capstone template

**Use Double Spacing In Your Document

Researcher last name (year) examined (analyzed, evaluated, investigated, etc) what topic? (what is already known about this topic? What is new about this study? Why is it important to examine this topic?). The participants included total # of individuals (# male, # female, age range if noted in study). Using (survey, experiment, case study, interviews, etc) methodology (include both quantitative or qualitative methodologies in your paper) the researchers (describe/summarize how the study was conducted). How was the data collected? How was the data analyzed? What were the findings? The results indicated (showed, provided support for, highlighted, did not support, contradicted etc., and add what the implications of the findings are (how are finding applied outside of the research setting? (Results added new information to the field, extended previous findings, additional research needed, findings can be used to help others in what way - create interventions, treatment protocols, inform policy makers, etc).

*Finally, note in one concise sentence how the results provide support for your identified subtheme the studies are aligned with (which is a helpful reminder for you when reviewing multiple studies). This content will not be moved into your paper as you are adding it here as a reminder for yourself of how the findings are aligned with your subtheme

Example 1

Di Nicola, M., Ferri, V. R., Moccia, L., Panaccione, I., Strangio, A. M., Tedeschi, D., Grandinetti, P., Callea, A., De-Giorgio, F., Martinotti, G., & Janiri, L. (2017). Gender differences and Psychopathological features associated with addictive behaviors in adolescents. Frontiers in Psychiatry, 8, 256. https://doi.org/10.3389/fpsyt.2017.00256

Di Nicola et al. (2017) explored the prevalence of gender differences and psychopathological factors in addictive behaviors, both substance and non-substance, within the high school adolescent population. With adolescence being a fundamental period of development, as the neurodevelopmental changes that occur often leads to emotional and cognitive imbalances, substance and non-substance addictive behaviors are said to be prevalent within this age group more so than others. Despite this being the case, there still lacks sufficient evidence surrounding occurrences, related factors, and the overall impact of addictive behaviors on the adolescent population. The participants included 996 individuals (240 male, 756 female) who completed a survey. For non-substance at-risk behaviors, researchers used the Italian versions of Internet Addiction Test, South Oaks Gambling Screen-revised Adolescent questionnaire, and the Exercise Addiction Inventory-Short Form. For assessing psychopathological factors, the Italian versions of the Barratt Impulsiveness Scale (Adolescent Version), Snaith-Hamilton Pleasure Scale, Dissociative Experience Scale for Adolescence, and Toronto Alexithymia Scale was utilized. The data was analyzed using the statistical package SPSS 21.0. Frequent alcohol use and lifetime substance consumption were most common in adolescent males. There was also an association between addictive behaviors and psychopathology. With addictive behaviors having a negative impact on quality of life for adolescents, more studies are imperative for further defining psychopathological factors of these behaviors. The results in this study are pertinent to the subtheme biological approach on addiction because the findings provided insight on gender differences in addictive behaviors.

Example 2

Estévez, A., Jáuregui, P., Sánchez-Marcos, I., López-González, H., & Griffiths, M. D. (2017). Attachment and emotion regulation in substance addictions and behavioral addictions. Journal of Behavioral Addictions, 6(4), 534-544. https://doi.org/10.1556/2006.6.2017.086

Estévez et al. (2017) explored the correlation of emotional regulation and attachment in adolescents and young adults, with substance and non-substance addictive behaviors and the gender differences of said predictors. Risky behaviors are often associated with emotional regulation and attachment, potentially resulting in risk factors contributing to the development of addictive behaviors. However, further research is pertinent in understanding evolution-regulation strategies throughout adolescence. The participants included 472 students (222 female, 208 male, aged 13-21 years). The data was collected using different self-report questionnaires such as the Inventory of Parent and Peer Attachment and the Video Game-related Experience Questionnaire. The data was analyzed using Pearson's r correlation, a block-wise regression analysis, and Student's t-tests. Emotion regulation was found to be a predictor of all addictive behaviors. Gender differences were also noted, with males scoring high in gambling disorder and video game addiction. Emotion-regulation difficulties served as predictors for substance and non-substance addictive behaviors, with gender differences explaining different variations in behavior addictions. The results can be used to inform therapists of the impact of gender on addiction and to create preventive and clinical interventions based on gender. The findings provided support for the subtheme of the biological approach on addiction because of the focus on emotion and gender differences as factors in prevalence of addictive behaviors.

Example 3

Lin, C. (2015). Gratitude and depression in young adults: The mediating role of self-esteem and well-being. Personality and Individual Differences, 87(C), 30–34. https://doi.org/10.1016/j.paid.2015.07.017 Lin (2015) investigated the effects of self-esteem and psychological well-being on the relationship between gratitude and depression in late adolescence. The purpose was to replicate the connection between gratitude and depression, as well as expand on earlier information about self-esteem and well-being in Taiwanese population. The participants included 235 Taiwanese undergraduate university students (90 male, 145 female, average age 20 years). The data was collected by a multi-section questionnaire; the Chinese version of the Gratitude Questionnaire was used to measure experience and level of gratitude. The Rosenberg Self-esteem Scale was used to measure self-esteem, the Flourishing Scale was used to measure psychological well-being, and the Center for Epidemiologic Studies Depression was used to measure depression. The data was analyzed using the Chi-square statistics, standardized root-mean-square residual, root-mean-square error, the goodness of fit index, and the comparative fit index. An examination of the Akaike Information Criterion, with smaller values was done to compare two or more models. Those with a high level of gratitude see themselves in a better light and have higher self-esteem. Individuals with a higher level of psychological well-being had lower levels of depression. The results provide support for my subtheme because self-esteem is based on one’s self-view and specific course subtheme emotionally driven depression, because the information shows that there is an impact on the level of depression one will have, based on the way they see themselves. Example 4 Speed, B. C., Nelson, B. D., Auerbach, R. P., Klein, D. N., & Hajcak, G. (2016). Depression risk and electrocortical reactivity during self-referential emotional processing in 8 to 14 year-old girls. Journal of Abnormal Psychology, 125(5), 607-619. http://doi.org/10.1037/abn0000173 Speed et al. (2016) explored the effects of self-relevant information processing on depression risk in young girls whose mothers had a history of depression to understand cognitive vulnerabilities in children at risk for depression. The results from previous research provided limited clarity on the cognitive-affective processes that contribute to the development of childhood depression. The participants included 121 girls (age range 8-14 years) recruited from a larger New York puberty study. Depression data was collected using structured clinical interviews including the Kiddie Schedule for Affective Disorders. The Pubertal Development Scale was used to assess puberty data. Continuous EEG digitized data measured electrocortical reactivity to emotion words in two conditions: girls with maternal depression influence and girls without maternal depression influence. The data was analyzed using valence mixed-measure analysis, one-way ANOVA, RT ANOVA, and hierarchical regression analysis. Baseline symptomology did not differ between the two groups, although a link between emotional word event potential and depression was found in girls of depressed mothers. Late positive potential was enhanced in negative words for girls of depressed mothers. No differences were seen in positive words associations. Although current depressive symptoms may be associated with increased negative and increased positive recall bias at this age, understanding the cognitive vulnerabilities of children living with depressed mothers could aid in the prevention and development of depression in daughters. Future researchers should investigate the impact on children of depression in fathers, to rule out confounding variables. The results provided support for the subtheme …...

**************

DOI number Resources

Correct DOI format -

Example - https://doi.org/10.1037/arc0000014

Incorrect format doi :http: //dx.doi.org. ezproxy1.apus.edu /10.1371

Good DOI resource- http://blog.apastyle.org/apastyle/digital-object-identifier-doi/

How to find a DOI number - http://blog.apastyle.org/apastyle/2009/12/how-to-find-a-doi.html

What to use if no DOI number is noted.

Per APA version 7 you can leave out a DOI number if not found, but you need to use diligence and search before discluding.