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

Emotion knowledge. To test the effects of teachers‘ implementation of
intervention methods in enhancing children‘s emotion knowledge, two hierarchical
regression analyses were conducted, each including the following independent variables
in the following sequential steps: (1) children‘s pre-intervention AKT affective labeling
scores or pre-intervention AKT affective perspective taking scores; and the effect code
for group assignment, and (2) mean scores for the book reading log item for each
classroom, the total number of storybook readings in which children participated, and the
mean length of audiotaped storybook readings for each classroom. Children‘s post-
intervention AKT affective labeling or affective perspective taking scores were included
as the dependent variable.
Regarding affective labeling, results revealed that neither teachers‘ mean scores
for the book reading log item, nor children‘s participation in intervention storybook
readings, nor the mean length of audiotaped storybook readings predicted post-
intervention AKT affective labeling scores after partialing the effects of pre-intervention
AKT affective labeling scores and the effect code for experimental group assignment
(∆R 2 step two = .01, ns).
Regarding affective perspective taking, results revealed that teachers‘ mean scores
for the book reading log, children‘s participation in intervention storybook readings, and
mean length of audiotaped storybook readings together predicted post-intervention AKT
affective perspective taking scores after partialing the effects of pre-intervention AKT
affective perspective taking scores and the effect code for experimental group assignment
(∆R 2 step two = .07, p < .05; see Table 24). Children‘s participation in intervention
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