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

assigned to the intervention and book reading control groups, a MANCOVA included
classroom and experimental group assignment as the independent variables, children‘s
Head Start attendance rates during the implementation of the intervention as the
covariate, and post-intervention AKT affective labeling and affective perspective taking
scores as the dependent variables.
Results for emotion knowledge are presented in Table 34. Results for AKT
affective labeling scores revealed no statistically significant differences for the interaction
of classroom and experimental group assignment (F (1, 109) = 0.00, ns), nor for the main
effects of classroom assignment (F (1, 109) = 0.01, ns) or experimental group assignment
(F (1, 109) = 1.02, ns).
Results for AKT affective perspective taking scores revealed a statistically
significant interaction of classroom and experimental group assignment (F (1, 109) =
5.35, η 2 = .05, p < .05) after partialing the effects of Head Start attendance rates during
the implementation of the intervention. An interaction plot was generated in order to
examine group differences in post-intervention AKT affective perspective taking scores.
The plot (see Appendix P) indicated that post-intervention AKT affective perspective
taking scores were higher for children in half-day classrooms assigned to the intervention
group (M = 39.13) when compared to children in full-day classrooms assigned to the
intervention group (M = 35.87). The plot also illustrated similar affective perspective
taking skills of children in half- (M = 38.31) and full-day (37.53) classrooms assigned to
the book reading control group.
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