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

Results also revealed findings for one additional variable included in the first step
of the analysis. The effect code positively predicted post-intervention MPAC Productive
aggregate scores (t = 2.52, p < .05), indicating that children assigned to the intervention
group had higher post-intervention MPAC Productive aggregate scores than children
assigned to the book reading control group.
Regarding negativity and frustration, 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 MPAC Negative/Frustrated aggregate scores after partialing the effects of
pre-intervention MPAC Negative/Frustrated aggregate scores and the effect code for
experimental group assignment (∆R 2 step two = .01, ns; see Table 26).
Results revealed findings for one additional variable included in the first step of
the analysis. Children‘s pre-intervention MPAC Negative/Frustrated aggregate scores
positively predicted post-intervention MPAC Negative/Frustrated aggregate scores (t =
2.59, p < .05), indicating that children‘s post-intervention Negative/Frustrated aggregate
scores increased as pre-intervention Negative/Frustrated aggregate scores increased.
Regarding positivity, 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 MPAC
Positive aggregate scores after partialing the effects of pre-intervention MPAC
Productiveness/Regulation aggregate scores and the effect code for experimental group
assignment (∆R 2 step two = .02, ns).
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