Section 5 How to write a review of an Article for ...



How To Write A Review Of An Article For Dissertations In The Department Of Leadership StudiesAs a general rule statistical tests are shown as the Greek letter that represents the test such as for χ2. If the statistical test is not represented by a Greek letter then the Latin letter is set in Italics such as t-test. See table 3.9, page 141 of Publication Manual of the American Psychological Association (5th ed.).The Format is Italic letter space math sign space number M = 3.41The following examples contain the preferred APA/LS style of reporting statistical results. You may find sources that do not report results as shown below. At a minimum, articles must contain p values or some other statement indicating whether the results were statistically significant.We want to report five things at a minimumWho did the studyWhen did they do the studyWho did they do the study with (the sample)What did they use to collect data (typically the instrument name)What did they find (with the statistical notation)We want to report these five things for each combination of independent variable and dependent variableIndependent Variable 1 and Dependent Variable 1Who did the studyWhen did they do the studyWho did they do the study with (the sample)What did they use to collect data (typically the instrument name)What did they find (with the statistical notation)Independent Variable 2 and Dependent Variable 1Who did the studyWhen did they do the studyWho did they do the study with (the sample)What did they use to collect data (typically the instrument name)What did they find (with the statistical notation)Independent Variable 3 and Dependent Variable 1Who did the studyWhen did they do the studyWho did they do the study with (the sample)What did they use to collect data (typically the instrument name)What did they find (with the statistical notation)And so forth….Minimum Write UpGergen, Hinojosa and Sun (2014) administered the MLQ to 700 doctoral students and 312 masters students at a large university. An independent groups t-test was conducted to determine if the means of the male and female leaders differed for transformational leadership. The results were significant, t(1,012) = 19.46, p = .03. Female leaders (M = 3.2) were rated higher on transformational leadership than male leaders (M = 2.9).Too Much Information Gergen, Hinojosa and Sun (2014) administered the MLQ to 1200 doctoral students and 730 masters students at a large university. Of the 1200 doctoral students 717 responded. Of those 717, however, 17 of the surveys were incomplete. Of the 730 masters students, 365 surveys were returned but only 312 were usable. The authors speculated that the low return rate was due to the time constraints that graduate students feel.An independent groups t-test was conducted to determine if the means of the male and female leaders differed for transformational leadership. Transformational leadership consists of the five I’s. Each of the I’s: Idealized Influence Attributed, Idealized Influence Behavioral, Intellectual Stimulation, Inspirational Motivation and Individual Consideration consisted of 4 questions. A mean was calculated for the 20 questions to create the transformational leadership score.The results were significant, t(1,012) = 19.46, p = .03. Female leaders (M = 3.2) were rated higher on transformational leadership than male leaders (M = 2.9). The authors speculated that part of the reason female leaders were rated more transformational is their agentic nature and conditioning in western culture. The authors discussed how changes in the use of social media might impact future social roles to the point that future studies may find no differences in leadership style between the genders.Example of a t-test Summary With a Significant DifferenceGergen, Hinojosa and Sun (2014) administered the MLQ to 700 doctoral students and 312 masters students at a large university. An independent groups t-test was conducted to determine if the means of the male and female leaders differed for transformational leadership. The results were significant, t(1,012) = 19.46, p = .03. Female leaders (M = 3.2) were rated higher on transformational leadership than male leaders (M = 2.9) Example of a t-test Summary Without a Significant DifferenceGergen, Hinojosa and Sun (2014) administered the MLQ to 700 doctoral students and 312 masters students at a large university. An independent groups t-test was conducted to determine if the means of the male and female leaders differed for transactional leadership. The results were not significant, t(1,012) = 1.66, p = .30.Example of an ANOVA Summary With a Significant DifferenceGergen, Hinojosa and Sun (2014) administered the MLQ to 700 doctoral students and 312 masters students at a large university. An Analysis of Variance (ANOVA) was conducted with transformational leadership as the dependent variable. The independent variables were gender (g) and education (e). The results found a significant main effect for gender, F(1, 1,011) = 3.27, p = .05. Female leaders (M = 3.2) were rated higher on transformational leadership than male leaders (M = 2.9). There was also a significant main effect for education F(2, 1,008) = 4.54, p = .01. The results of a Scheffe post-hoc analysis found that participants with a masters degree (M = 3.3) were rated higher on transformational leadership than those with a bachelors degree (M = 2.9). A significant interaction effect was also found between gender and education (g x e), F(4, 1,005) = 3.55, p = .01. Example of an ANOVA Summary Without a DifferenceGergen, Hinojosa and Sun (2014) administered the MLQ to 700 doctoral students and 312 masters students at a large university. An Analysis of Variance (ANOVA) was conducted with transactional leadership as the dependent variable. The independent variables were gender (g) and education (e). The results found a non significant effect for both main effects, gender, F (1, 1,011) = 1.27, p = .07 and education F (2, 1,008) = 1.54, p = .12. The interaction between gender and education (g x e), F (4, 1,005) =1.05, p = .10 was also not significant.Example of an ANCOVA Summary With a Significant DifferenceGergen, Hinojosa and Sun (2014) administered the MLQ to 700 doctoral students and 312 masters students at a large university. An Analysis of Co-variance (ANCOVA) was conducted with transformational leadership as the dependent variable. The independent variables were gender (g), education (e) and age as the covariate. The results showed a significant main effect for gender, F(1, 1,011) = 3.27, p = .05. Females (M = 3.2) scored higher than males (M = 2.9). There was also a significant main effect for education F(2, 1,008) = 4.54, p = .01. The results of a Scheffe post-hoc analysis found that participants with a masters degree (M = 3.3) scored higher than those with a bachelors degree (M = 2.9). A significant interaction effect was found between gender and education (g x e), F(4, 1,005) = 3.55, p = .01. Additionally the covariate had a significant effect, F(1, 1,004) = 4.31, p = .02. The results of a Pearson correlation coefficient found that the older the leader, the more transformational the leader was rated (r = .35, p = .02)Example of an ANCOVA Summary Without a Significant DifferenceGergen, Hinojosa and Sun (2014) administered the MLQ to 700 doctoral students and 312 masters students at a large university. An Analysis of Co-variance (ANCOVA) was conducted with transactional leadership as the dependent variable. The independent variables were gender (g), education (e) and age as the covariate. The results showed no significant main effects for gender, F(1, 100) = .99, p = .53 and education as F(2, 100) =1.03, p = .82 as well as a non-significant interaction between gender and education (g x e), F(4, 100) =.98, p = .14. Age as a covariate was also not significant, p = .34 Example of a Correlation Summary With a Significant RelationshipGergen, Hinojosa and Sun (2014) administered the MLQ to 700 doctoral students and 312 masters students at a large university. The results of a Pearson correlation coefficient found that the older the leader, the more transformational the leader was rated (r = .35, p = .02)Example of a Correlation Summary Without a Significant RelationshipGergen, Hinojosa and Sun (2014) administered the MLQ to 700 doctoral students and 312 masters students at a large university. No relationship was found between the age of the participant and score on the transformational scale of the MLQ, p > .05.Example of a Multiple Regression Analysis Summary With a Significant RelationshipGergen, Hinojosa and Sun (2014) administered the MLQ to 700 doctoral students and 312 masters students at a large university. A multiple regression analysis was conducted for the predictor variables of age, gender and education. Age was a significant predictor of scores on the transformational scale of the MLQ (R2 = .23, B =. 34, rp = .27, p < .05). Example of a Multiple Regression Analysis Summary Without a Significant RelationshipGergen, Hinojosa and Sun (2014) administered the MLQ to 700 doctoral students and 312 masters students at a large university. A multiple regression analysis was conducted for the predictor variables of age, gender and education. None of the variables were significant predictor of scores on the transformational scale, p > .05. Example of a Chi-square (χ2) Summary With a Significant RelationshipGergen, Hinojosa and Sun (2014) administered the MLQ to 700 doctoral students and 312 masters students at a large university. A χ2 analysis was conducted to determine if there were a relationship between the two categorical variables, graduate/non-graduate and male/female. The results were statistically significant, χ2 (2, N = 1,010) = 19.44, p = .02, showing the two variables were related. Example of a Chi-square (χ2) Summary Without a Significant RelationshipGergen, Hinojosa and Sun (2014) administered the MLQ to 700 doctoral students and 312 masters students at a large university. A χ2 analysis was conducted to determine if there were a relationship between the two categorical variables, graduate/non-graduate and male/female. The results were not statistically significant, χ2 (2, N = 1,010) = 1.01, p = .50, showing the two variables were not related. Example of Meta-Analysis Summary Gergen, Hinojosa and Sun (2014) meta-analyzed 34 effect sizes that had been calculated in previous studies for age and transformational leadership. The weighted mean correlation (k = 34, N = 4,560, rc = .34) found that the older the leaders the more transformational the leaders were rated.Gergen, Hinojosa and Montoya (2014) meta-analyzed 27 effect sizes that had been calculated in previous studies for age and transactional leadership. The true score correlation (k = 27, N = 3,431, ρ(rho) = .12) found that the older the leaders the more transactional the leaders were rated.For LEAD 9320 and LEAD 9341 skip articles that you might find that use the following, more complex methodologiesMultiple Analysis of VarianceFactor AnalysisStructural Equation Modeling ................
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