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

Table 6 includes Cronbach‘s alpha values for pre- and post-intervention MPAC
subscales. Results indicated that reliability was highest for pre-intervention Positive
Affect (Cronbach‘s alpha = .60) and Negative/Frustrated pre-intervention (Cronbach‘s
alpha = .58) and post-intervention (Cronbach‘s alpha = .57) aggregate scores. The pre-
intervention Productive aggregate demonstrated the lowest reliability (Cronbach‘s alpha
= .28). Corrected correlations of each item and its corresponding MPAC subscale are
presented in Appendix I. Correlations between all pre- and post-intervention MPAC
subscale and aggregate score pairs were small and mostly nonsignificant (see Table 12),
likely a reflection of low pre- and post-intervention MPAC internal consistency
reliability.
Training and procedures. Undergraduate research assistants were trained to
collect TOPEL and AKT data. They were first provided copies of the TOPEL Examiner‘s
Manual (Lonigan et al., 2006b) and the AKT Manual (Denham, 2006a) to review. During
training meetings, these training materials were discussed, the administration of each
measure was demonstrated, and all of research assistants‘ questions were addressed.
Upon completion of training for both measures, individual meetings were set for each
research assistant for pre-certification, at which time the assistants administered
approximately five items from each measure to the lead researcher posing as a child.
Upon successful completion of pre-certification, individual meetings were set for each
research assistant for final certification, at which time the assistants administered each
full assessment to a Head Start child whose parents provided consent for participation but
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