An EasyGuide to APA Style. Regan A. R. GurungЧитать онлайн книгу.
details of the callouts are as follows:
Callout labeled First Person Pronoun points to the word, I and the text in the callout reads as follows:Using the first-person pronoun here promotes clarity; it is clear who is speaking, and this avoids passive voice.See Chapter 3, page 36
Callout labeled Heading points to the text, Method and the text in the callout reads as follows:The Level 1 heading is centered and boldfaced; the Level 2 heading is flush left and boldfaced. Both are presented using title case capitalization rules.See Chapter 14, page 148
The details of the page number and content are as follows:
Page number, 7 is shown at the top right corner and the heading, Procedure is shown at the left. Below the title is the following content:
Participants first signed up on Sona Systems to take the survey, and then were given 60 minutes to complete the survey online on any device with Internet capabilities, taking an average of 28.65 minutes (SD equals 21.84). They were not debriefed after completion of the survey but they were thanked for their participation.
Results (Center aligned and boldfaced)
To review, I hypothesize that individuals who reported a greater familiarity with current autism knowledge would be more willing to accommodate peers with autism. To measure the independent variable of familiarity with autism knowledge, respondents self-reported their familiarity with autism knowledge on a scale of 1 equals not at all familiar to 4 equals very familiar. The dependent variable of willingness to accommodate peers with autism was measured on a scale of 1 equals not willing at all to 10 equals very willing. There is not a significant difference between individuals not at all familiar with (M equals 7.86, SD equals 1.91), slightly familiar with (M equals 8.78, SD equals 1.70), somewhat familiar with (M equals 9.13, SD equals 1.48), and very familiar with (M equals 8.25, SD equals 3.50) autism knowledge and their self-reported willingness to accommodate peers with autism, F(3,89) equals 2.09, p equals .107. This hypothesis was also tested by comparing reported familiarity with autism knowledge with willingness to become a peer mentor for a student with autism, measured on a scale of 1 equals not willing at all to 10 equals very willing. There is not a significant difference between individuals not at all familiar with (M equals 7.81, SD equals 1.91), slightly familiar with (M equals 8.20, SD equals 2.10), somewhat familiar with (M equals 8.71, SD equals 1.90), and very familiar
The details of the callouts are as follows:
Callout labeled Statistical Symbols points to the text, SD equals 21.84, and the text in the callout reads as follows:Statistical symbols such as SD are italicized.See Chapter 21, page 237
Callout labeled Verbal Descriptors of Scale Anchors points to the text, 1 equals not at all familiar to 4 equals very familiar, and the text in the callout reads as follows:The word-based (verbal) descriptors of the anchors of a numerical scale are italicized.See Chapter 13, page 140
The details of the page number and content are as follows:
Page number, 8 is shown at the top right corner and the content reads as follows:
with (M equals 8.00, SD equals 4.00) autism knowledge on their self-reported willingness to be a peer mentor for a student with autism, F (3,88) equals 0.71, p equals .548. I also hypothesize that individuals who personally know someone with autism would also report a greater willingness to accommodate peers with autism. The question of interest was “do you personally know an individual with autism,” with answers 1 equals yes and 2 equals no. The following dependent variable of willingness to accommodate peers with autism was measured on a scale of 1 equals not willing at all to 10 equals very willing. There is not a significant difference between individuals who know someone with autism (M equals 8.92, SD equals 1.62) and those who do not know someone with autism (M equals 8.19, SD equals 2.04) and their self-reported willingness to accommodate peers with autism, t (88) equals 1.91, p equals .060. This hypothesis was also tested by comparing responses to the question of interest with reported willingness to become a peer mentor for a student with autism, measured on the scale of 1 equals not willing at all to 10 equals very willing. There is not a significant difference between individuals who know someone with autism (M equals 8.49, SD equals 2.08) and those who do not know someone with autism (M equals 7.86, SD equals 2.09) on their self-reported willingness to accommodate peers with autism, t (87) equals 1.40, p equals .165. When comparing the two variables related to the hypotheses, there is a significant difference between those who know an individual with autism (M equals 2.30, SD equals 0.82) and those who do not (M equals 1.81, SD equals 0.78) on their familiarity with current knowledge on autism measured on a scale of 1 equals not at all familiar to 4 equals very familiar, F (1,89) equals 8.09, p equals .006. In general, measured on a scale of 1 equals not willing at all to 10 equals very willing, there was also a high
The details of the callouts are as follows:
Callout labeled Spacing points to the text, p equals .548, and the text in the callout reads as follows:Treat the equal (and less than) sign like a word, and make sure there are spaces on both sides of the sign.See Chapter 10, page 105
Callout labeled Leading Zero Rule points to the number, .165 and the text in the callout reads as follows:For numbers that cannot be larger than 1 (p value, correlation coefficient), do not include a leading zero ahead of the decimal point.See Chapter 10, page 102
The details of the page number and content are as follows:
Page number, 9 is shown at the top right corner and the content reads as follows:
degree of self-reported willingness to accommodate peers with autism among the respondents, M equals 8.62, SD equals 1.83. Willingness to participate in a peer mentorship program for students with autism, measured on a scale of 1 equals not willing at all to 10 equals very willing, was also high across respondents, M equals 8.24, SD equals 2.09.
Discussion (center aligned and boldfaced)
Although many of the college students reported only being slightly familiar with autism knowledge, an encouraging finding was an overall willingness among students to assist and accommodate peers with autism. This high degree of willingness is a promising outcome as it may pave the way for greater integration of students with autism, consequently increasing their rate of academic success.
Students even conveyed a willingness to become peer mentors for students with autism, if it was offered as a program for college credit, which may be a viable option for some universities as a way to support students with autism, and perhaps other disabilities.
In this study I hypothesized that knowing an individual with autism, such as a family member, a coworker, or a friend, would relate with more willingness to accommodate a peer with autism. I also hypothesized that those more familiar with current knowledge on autism would also report a higher degree of willingness to assist peers with the disorder. In conducting this study I found that among the students in the sample, knowing an individual with autism and/or reporting more familiarity with current knowledge on the disorder did not have a relationship with the individual’s willingness to accommodate a peer with autism.
The details of the callouts are as follows:
Callout labeled Measures of Central Tendency and Variability points to the text, M equals 8.24, and the text in the callout reads as follows:When reporting a measure of central tendency (like a mean or median), a measure of variability (like standard deviation or range) must also be reported.See Chapter 9, page 93
Callout labeled Line Spacing points to the space below the text, other disabilities and the text in the callout reads as follows:There should be no extra line spacing between paragraphs,