Dissertation Title Here: Title Should be Centered and Beginning of Each Word Should be Capitalized

by

Your name here as it appears in your academic records

A dissertation submitted to the faculty of

San Diego State University

In partial fulfillment of the requirements for the degree

Doctor of Education

in

Educational Leadership

Date of your dissertation defense here, e.g. July 4th, 1776

SAN DIEGO STATE UNIVERSITY

The Undersigned Faculty Committee Approves the

Dissertation of

Dr. Your Name Here

Type in Title of Dissertation Here with Headline Style Capitalizaton

Type in Faculty Name (no DR or PhD), Chair

Type in Name of Department or School

Type in Faculty Name (no DR or PHD)

Type in Name of Department or School

Type in Faculty Name (no DR or PHD)

Type in Name of Department or School

Fourth Member, if needed

Type in Name of Department or School

Approval Date

Copyright © Year

by

Type Your Name Here

A dedication page may also be included, but is optional. If a dedication page is included, no title is provided on the page. The dedication should be centered.

ABSTRACT

The first line of the abstract should not be indented. The title of this section (abstract) should be centered at the top of the page and in all caps. The title should not be bolded. This is true for all subsequent section headings (i.e., the title is centered at the top of the page, is in all caps, is NOT bolded). The abstract should be no more than 350 words. The pages preceding the copyright page should not be numbered at all and the copyright page through the acknowledgements/dedication should all be in roman numerals starting with “iii”. Also note that a running head is not included on any of the pages within the manuscript. Within the next section is an example of the table of contents. The table of content headings listed below are provided as examples to demonstrate how some sections of the dissertation are typically laid out; it is not a requirement that these exact section titles be used.

Keywords: can be included, but are not required.

FOR ASD, SYNTHESIZE THE FINDINGS INTO ONE ABSTRACT

TABLE OF CONTENTS – FOR TRADITIONAL

PAGE

ABSTRACT	iv

LIST OF TABLES	xi

LIST OF FIGURES	xii

ACKNOWLEDGEMENTS	xiii

CHAPTER 1—INTRODUCTION	1

First Level Headings Are Indented	1

Another First Level Heading	2

Second Level Headings Are Indented Further	4

Another Second Level Heading	6

Purpose of the Study	12

Problem and Significance	13

Research Question/Hypotheses	15

Definition of Terms	17

Limitations	19

Delimitations	21

Assumptions	22

Chapter 2—literature review	23

First Level Heading	23

Second Level Heading	23

Second Level Heading	33

Third level heading	40

Third level heading	41

First Level Heading	46

Chapter 3—methodology	50

Model	50

Research Design	51

Instrument	51

Data Collection	54

Data Analysis	64

Variables	65

Limitations	68

Delimitations	70

Assumptions	71

Chapter 4—results	72

Data Screening	73

Scale Development	74

Analysis of Primary Hypotheses	88

Analysis of Secondary Hypotheses	96

Chapter 5—discussion	100

Discussion of Findings	101

Implications of the Limitations on Present and Future Research	111

Recommendations	115

Practical Application of Results	117

Future Research	119

REFERENCES	121

APPENDICES

Survey	136

Recruitment Announcements and Consent Form	155

Institutional Review Board Approval Letter	162

TABLE OF CONTENTS – FOR ASD

PAGE

ABSTRACT	#

LIST OF TABLES	#

LIST OF FIGURES	#

ACKNOWLEDGEMENTS	#

CHAPTER 1—INTRODUCTION	1

Purpose of the Studies	1

Synthesis of Study Findings	2

Significance of the Overall Research	5

Chapter 2—Article 1	11

Introduction	11

Purpose .	18

Research Question and/or Hypotheses .	25

Review of Literature	26

Theoretical Framework .	35

Methods	38

Research Design.	40

Data Collection .	41

Data Analysis.	41

Results/Findings	44

Discussion	45

Recommendations	46

Practical Application of Results .	47

Future Research	48

Conclusion	49

Chapter 3—Article 2	51

Introduction	51

Purpose .	55

Research Question and/or Hypotheses .	58

Review of Literature	64

Theoretical Framework .	66

Methods	67

Research Design.	76

Data Collection .	77

Data Analysis.	86

Results/Findings	89

Discussion	95

Recommendations	98

Practical Application of Results .	104

Future Research	106

Conclusion	106

Chapter 4—Article 3	107

Introduction	107

Purpose .	111

Research Question and/or Hypotheses .	113

Review of Literature	118

Theoretical Framework .	122

Methods	125

Research Design.	129

Data Collection .	135

Data Analysis.	141

Results/Findings	144

Discussion	153

Recommendations	156

Practical Application of Results .	162

Future Research	166

Conclusion	169

REFERENCES	173

APPENDICES

Survey	193

Recruitment Announcements and Consent Form	205

Institutional Review Board Approval Letter	209

LIST OF TABLES

PAGE

Table 1. Tables Are Listed in the Order They Appear in the Manuscript	3

Table 2. All Words Are Capitalized in the Titles of Tables	3

Table 3. Here is an Example of How a Title Should Look if it Extends Beyond a Single Line	3

LIST OF FIGURES

PAGE

Figure 1. Figures Are Listed in the Order They Appear in the Manuscript	3

Figure 2. All Words Are Capitalized in the Captions of Figures	3

ACKNOWLEDGMENTS

The acknowledgments section is optional. If this page is included, the title should be centered at the top of the page and in all caps.

CHAPTER 1—INTRODUCTION

First Level Heading: Centered, Bold, Title Case

The first line is indented. All sections of the manuscript should have a 1.5-inch margin on the left side and a one-inch margin on the top, bottom and right sides. In addition, all sections should be double-spaced. Page numbering starts with a “1” on this page. Note that this style guide has been developed to address formatting questions/issues students typically have. For detailed information on the formatting requirements for students, please see the most current edition of the APA Publication Manual.

Another First Level Heading

Here is an example of a citation for a website where no author is listed (American Association of Community Colleges, 2009). Here is an example of a citation for a government agency website (U.S. Department of Education [USDOE], 2003). The first time this type of citation is included in text, the name of the agency along with its acronym are provided. In all following citations in the text, only the acronym is used (USDOE, 2003).

Second Level Headings: Flush Left, Bold, Title Case

The first time an acronym for a word/phrase is used within the manuscript, it is written out and the acronym is provided in parentheses. For example, when referring to grade point average (GPA) or Scholastic Assessment Test (SAT) scores, any future references to GPA or SAT do not need to be spelled out after the first time.

Third Level Headings: Flush Left, Bold Italic, Title Case

Here is an example of a citation for a quote; note that “the quote is provided and then the reference includes a page number” (De Raad & Perugini, 2002, p. 29). When the author is noted in the text, a citation for a quote would look like this: To clarify, Lazarus (1961) states “persons can be classified into types by their pattern of traits” (p. 53). Here is an example of a citation used when referencing a secondary source (as cited in Martin & Swartz-Kulstad, 2000). Note that secondary sources should be avoided if possible; original references are preferred. Secondary sources are typically used when an original work is unavailable/out of print.

Fourth Level Headings: Indented, Bold, Title Case, Ending with a Period. Here is an example of a citation with two authors (Cohen & Brawer, 2008). Here is an example of a citation for which more than two authors are included (Brinkworth et al., 2009). In this case, “et al” is used in place of listing all authors. Here is an example of a citation used when there are more than one reference within the manuscript with the same author and date (Astin, 1993a). To signify which reference a citation goes with, a letter is placed at the end of the citation, in this case an “a” (Astin, 1993a) or a “b” (Astin, 1993b). Here is an example of a citation used when the author(s) are noted in the text: Hawley and Harris (2006), for example, found that students who believed they could face challenges were better able to strategically anticipate and plan how to incorporate challenges into their academic schedule, resulting in greater levels of success. Here is an example of a citation used when multiple references are included in a single citation (Gloria & Ho, 2003; Rayle et al., 2006; Rosenthal, 1995). Note that the citations are listed alphabetically. Here is an example of a citation for multiple references in a single citation all by the same author (Pervin, 1968, 1989, 2001).

Fifth level headings: Indented, Bold Italic, Title Case Heading, Ending with a Period. If two references of more than three surnames with the same year shorten to the same form (e.g., both shorten to Creswell et al., 2001), cite the surnames of the first authors and of as many of the subsequent authors as necessary to distinguish the two references, followed by a comma and et al. (Creswell, Jenkins, et al., 2001; Creswell, Martin, et al., 2021).

Hypotheses (Or Research Questions)

Hypotheses/Research Questions can be listed in numbered fashion.

Here is Hypotheses/Research Question 2.

Here is Hypotheses/Research Question 3.

Definition of Terms

The term to be defined should be italicized: Definition of the term should appear one space after the colon.

Another term: Definition of the term here.

The Chapter Title style will automatically force the next chapter to start on a new page. If you don’t use the style you will need to insert a page break.

Chapter 2—literature review

First Level Heading

Here is an example of a footnote included in the text. Note that the footnote details are included on the bottom of the page. The footnote must be single-spaced and should be in 10 point font. Footnotes should be brief and express only a single idea.

Here is an example of a figure. A statement should be provided which informs the reader of the purpose of the figure and which provides the figure number. After the figure is referenced within the text, the figure should be provided. Note that the Figure is labeled by its number on one line, then the caption in italics is included on the next line and then the Figure itself is provided. No extra spaces should be placed between the manuscript text, Figure number, caption, or image. The beginning of each word in the Figure caption should be capitalized. The caption style is linked to the List of Figures. Apply the Table/Figure Number style to the number.

Figure 1

Example of a Figure

Chapter 3—methodology

Note that a heading does not need to be included after a chapter title. A first level heading can be included after the chapter title, but it is not a requirement.

Here are a few examples of how appendices can be referenced within the text: The first page of the survey included the consent form (see Appendix A for all surveys). Copies of the recruitment announcements and consent forms are included in Appendices B and C.

Within a paragraph or sentence, identify elements of a series by lowercase letters fully enclosed in parentheses. Here’s what a list should look like (a) the first item, (b) the second item, (c) the third item.

Here is an example of a bullete list

Here is an example of a bullete list

Here is an example of a bullete list

Chapter 4—results

Tables should be referred to within the text using the table number in parentheses (Table 15) or by stating “Table 16 shows…” or something similar. “Table above”, “Table below” or “Table on page…” should never be used. Note that the table is labeled by its number on one line, then the table title in italics is included on the next line and then the table itself is provided. No extra spaces should be placed between the manuscript text, table number, table title, or table. The beginning of each word in the table title should be capitalized. Apply the Table/Figure Number style to the number.

Table 15

ANOVA of Blocks of Grade Point Average Predictor Variables in the Model

Model	Sum of squares	df	Mean square	F	Significance
1	Regression Total	13.26 128.56	3 120	4.42 .99	4.49	.005
2	Regression Total	17.59 128.56	5 120	3.52 .965	3.65	.004
3	Regression Total	25.84 128.56	8 120	3.23 .92	3.52	.001

Note: Any descriptive notes regarding the table should be placed here. “Note” should appear in italics. The font size of the note should match the font size of the table. Notes can be double or single-spaced.

Within Table 15 and 16, font sizes have been changed in order to fit all information in. For tables, footnotes, or other material outside of the main text, a font size as low as 8pts may be used. Table 15 and the table note are written in 11 point font. Table 16 is written in 10 point font. If a note were to be included following Table 16, it should be written in 10 point font.

Table 16

Beta Weights of Predictor Variables in Model

Unstandardized coefficients	Standardized coefficients
Variable	β	Std. error	β	t	Significance
Age	.02	.01	.20	2.07	.04
Gender	-.47	.18	-.22	-2.57	.01
Ethnicity	.05	.04	.12	1.47	.14
Extroversion	.01	.01	.06	.65	.52
Openness	-.01	.02	-.03	-.33	.74
Agreeableness	.04	.02	.20	1.99	.05
Conscientiousness	.03	.02	.20	2.09	.04
Emotional stability	.02	.01	.11	1.26	.21
Faculty engagement	-.18	.07	-.27	-2.71	.01
Peer engagement	.06	.03	.22	2.39	.02
Campus engagement	-.04	.02	-.19	-1.99	.05
Academic engagement	-.02	.04	-.05	-.54	.59

Chapter 5—discussion

Here is an example of a block quotation for 40 words or more. The sentence prior to the block quote should end in a colon:

The quotation should start on a new line. The entire block quote should be indented. The block quote should be single-spaced. Note that quotation marks do note enclose block quotes. The citation for the quote should be provided after the period of the last sentence in the quote. No period follows the citation. (Smith, 2012, p. 199)

Quotes that are less than 40 words should follow the format shown on page 2.

REFERENCES

American Association of Community Colleges. (2009). About community colleges. http://www.aacc.nche.edu/Pages/default.aspx

Astin, A. W. (1993a). What matters in college? Liberal Education, 79(4), 4-12.

Astin, A. W. (1993b). What matters in college? Jossey-Bass.

Bailey, T. R., Calcagno, J. C., Jenkins, D., Kienzl, G., & Leinbach, T. (2005). Community college student success: What institutional characteristics make a difference? (Community College Working Paper No. 3). Teachers College, Columbia University. https://ccrc.tc.columbia.edu/media/k2/attachments/community-college-student-success.pdf

Brinkworth, R., McCann, B., Matthews, C., & Nordstrom, K. (2009). First year expectations and experiences: Student and teacher perspectives. International Journal of Higher Education and Educational Planning, 58(2), 157-173. https://doi.org/10.1007/s10734-008-9188-3

Cohen, A. M., & Brawer, F. B. (2008). The American community college. Jossey-Bass.

Family Education Rights and Privacy Act, 20 U.S.C. § 1232g (1974). https://studentprivacy.ed.gov/?src=fpco

Goldberg, L. R. (1990). An alternative “description of personality”: The Big-Five factor structure. Journal of Personality and Social Psychology, 59, 1216-1229. https://doi.org/10.1037//0022-3514.59.6.1216

Goldberg, L. R. (1992). The development of markers for the Big-Five factor structure. Psychological Assessment, 4, 26-42. https://psycnet.apa.org/doi/10.1037/1040-3590.4.1.26

Goldberg, L. R. (1993). The structure of phenotypic personality traits. American Psychologist, 48(1), 26-34. https://psycnet.apa.org/doi/10.1037/0003-066X.48.1.26

Goldberg, L. R. (1999). A broad-bandwidth, public domain, personality inventory measuring the lower-level facets of several five-factor models. In I. Mervielde, I. Deary, F. De Fruyt, & F. Ostendorf (Eds.), Personality psychology in Europe (Vol. 7, pp. 7-28). Tilburg University Press.

Kuh, G. D. (2009). The national survey of student engagement: Conceptual and empirical foundations. New Directions for Institutional Research, 2009(141), 5-20. https://doi.org/10.1002/ir.283

Kuh, G. D., Cruce, T. M., Shoup, R., Kinzie, J., & Gonyea, R. M. (2008). Unmasking the effects of student engagement on first-year college grades and persistence. Journal of Higher Education, 79(5), 540-563. https://www.jstor.org/stable/25144692

Lounsbury, J. W., Huffstetler, B. C., Leong, F. T., & Gibson, L. W. (2005). Sense of identity and collegiate academic achievement. Journal of College Student Development, 46(5), 501-514. https://muse.jhu.edu/article/187361/pdf

Lounsbury, J. W., Saudargas, R. A., Saudargas, R., & Gibson, L. W. (2004). An investigation of personality traits in relation to intention to withdraw from college. Journal of College Student Development, 45(5), 517-534. http://dx.doi.org/10.1353/csd.2004.0059

Lounsbury, J. W., Sundstrom, E., Loveland, J. L., & Gibson, L. W. (2003). Broad versus narrow personality traits in predicting academic performance of adolescents. Learning and Individual Differences, 14, 67-77. https://doi.org/10.1016/j.lindif.2003.08.001

Mazyck, J. E. (2017). Transfer service staff and the perceptions of transfer readiness among Black male community college students in California (Publication No. 10682001) [Doctoral dissertation, San Diego State University]. ProQuest Dissertations and Theses Global.

Neufeld, J. E., Rasmussen, H. N., Lopez, S. J., Ryder, J. A., Magyar-Moe, J. L., Ford, A. I., & Bouwkamp, J. C. (2006). The engagement model of person-environment interaction. Counseling Psychologist, 34(2), 245-259. http://dx.doi.org/10.1177/0011000005281319

Nora, A. Crisp, G., & Matthews, C. (2011). A reconceptualization of CCSSE's benchmarks of student engagement. The Review of Higher Education, 35(1), 105-130. https://doi.org/10.1353/rhe.2011.0036

U.S. Department of Education. (2003). Community college students: Goals, academic preparation, and outcomes. http://nces.ed.gov/ pubs2003/2003164.pdf

appendix A

Data Collection Surveys

“Appendix” should be in all caps and centered Apply the APPENDIX LABEL style. Provided a title below the appendix label. Apply the APPENDIX TITLE style.

Appendix b

Recruitment Announcements and Consent Form

Here is the footnote. It provides additional content/clarification of a concept. Footnotes can be single or double spaced.