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

intervention TOPEL Definitional Vocabulary scores, indicating that post-intervention
scores increased as pre-intervention scores increased (= .58, t = 7.11, p < .001; see
Table 29).
Emotion knowledge. To test the effects of the intervention 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 experimental group assignment; and (2) variables
representing the interactions of children‘s pre-intervention scores and the effect code for
experimental group assignment. Children‘s post-intervention AKT affective labeling or
affective perspective taking scores were included as the dependent variable.
Regarding emotion labeling, results revealed that interactions of the effect code
and pre-intervention AKT affective labeling scores together did not predict post-
intervention AKT affective labeling scores after partialing the effects of pre-intervention
AKT affective labeling scores and the effect code (∆R 2 step two = .01, ns). Only pre-
intervention AKT affective labeling scores significantly predicted post-intervention AKT
affective labeling scores, indicating that post-intervention scores increased as pre-
intervention scores increased (= .40, t (113) = 3.90, p < .001; see Table 30).
Regarding affective perspective taking, results revealed that interactions of the
effect code and pre-intervention AKT affective perspective taking scores together did not
predict post-intervention AKT affective perspective taking scores after partialing the
effects of pre-intervention AKT affective perspective taking scores and the effect code
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