Sample A: Cover Page of Thesis, Project, or Dissertation Proposal

as the dependent variables revealed no statistically significant differences in AKT
affective labeling (F (1, 112) = .09, ns) and affective perspective taking (F (1, 112) = .37,
ns) scores between children in half- and full-day classrooms.
A MANOVA including classroom assignment as the independent variable and
children‘s pre-intervention MPAC Productive, Negative/Frustrated, and Positive
aggregate scores as the dependent variables revealed no statistically significant
differences in MPAC Productive (F (1, 112) = 1.59, ns), Negative/Frustrated (F (1, 112)
= .95, ns), and Positive (F (1, 112) = .29, ns) aggregate scores between children in half-
and full-day classrooms. Thus, analyses assessing intervention efficacy did not control
for classroom assignment.
Pre-intervention scores and experimental group assignment. In order to determine
whether there were statistically significant initial differences in vocabulary skills,
emotion knowledge, and social skills between children in classrooms assigned to the
intervention and book reading control groups, an independent samples t-test including
experimental group assignment (intervention group assignment and book reading control
group assignment) as the grouping variable and children‘s pre-intervention TOPEL
Definitional Vocabulary scores as the dependent variable, and two MANOVA tests
including experimental group assignment (two levels: intervention group assignment or
book reading control group assignment) as the independent variable and children‘s pre-
intervention AKT scores or pre-intervention MPAC scores as dependent variables were
conducted.
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