Fill out this providedResearch Matrix [DOCX] withresearch concepts that can be found and connected to these five articles related to the topic of first-generation college students and resilience at a

Fill out this providedResearch Matrix [DOCX] withresearch concepts that can be found and connected to these five articles related to the topic of first-generation college students and resilience at a
7860 Week 2 Assignment Research Matrix Please note that the first row of data is meant as an example. Source Main Themes Research Question Theoretical Framework Sample Population Methodology Findings Ethics Garriott, P. O., Hudyma, A., Keene, C., & Santiago, D. (2015). Social cognitive predictors of first and non-first-generation college students’ academic and life satisfaction. Journal of Counseling Psychology, 62(2), 253-263. doi: https://doi.org/10.1037/cou0000066 Academic Progress, academic satisfaction, college outcome expectations, college life efficacy, environmental supports, life satisfaction, positive affect What are the predictors of students’ academic and life satisfaction? Lent’s model of normative well-being N=414 Students from 2 4-year universities Quantitative Quasi-Experimental Multiple Measures Results suggested the hypothesized model provided an adequate fit to the data while hypothesized relationships in the model were partially supported. Environmental supports predicted college self-efficacy, college outcome expectations, and academic satisfaction. Furthermore, college self-efficacy predicted academic progress while college outcome expectations predicted academic satisfaction. Academic satisfaction, but not academic progress predicted life satisfaction Ethical considerations or challenges were not addressed in this study                     0
Fill out this providedResearch Matrix [DOCX] withresearch concepts that can be found and connected to these five articles related to the topic of first-generation college students and resilience at a
Research Matrix Scoring Guide Due D ate : E nd o f W eek 2 P erc en ta g e o f C ours e G ra d e: 1 5% . CRIT E R IA N O N-P ER FO RM ANCE BASIC P R O FIC IE N T DIS TIN G UIS H ED Id en tif y t h e m ain t h em es in t h e ch osen r e searc h . 12% D oes n ot id entif y th e m ain th em es in th e ch ose n r e se arc h . P artia lly id entifi e s th e m ain th em es in th e ch ose n r e se arc h . A ccu ra te ly id entifi e s th e m ain th em es in t h e c h ose n re se arc h . A ccu ra te ly id entifi e s th e m ain th em es in th e ch ose n r e se arc h . T he m ain th em es a re ju stifi e d, lo gic a l, a nd th oro ugh. Id en tif y t h e r e searc h q uestio n o r questio ns in t h e ch osen r e searc h . 13% D oes n ot id entif y th e re se arc h q uestio n o r questio ns in th e ch ose n r e se arc h . P artia lly id entifi e s th e re se arc h q uestio n o r questio ns in th e c h ose n re se arc h . A ccu ra te ly id entifi e s th e r e se arc h q uestio n o r questio ns in th e ch ose n r e se arc h . A ccu ra te ly id entifi e s th e re se arc h q uestio n o r questio ns in th e c h ose n re se arc h a nd s ta te s th e questio ns in s u ch a w ay th at th e q uestio ns lo gic a lly c o nnect to th e m eth odolo gy. D escrib e t h e th eo re tic al fr a m ew ork o f t h e ch osen r e searc h stu dy. 1 3% D oes n ot d escrib e th e th eore tic a l fr a m ew ork o f th e ch ose n r e se arc h stu dy. P artia lly d escrib es th e th eore tic a l fr a m ew ork o f th e c h ose n r e se arc h stu dy. A ccu ra te ly d escrib es th e th eore tic a l fr a m ew ork o f th e ch ose n r e se arc h stu dy. A ccu ra te ly a nd th oro ughly d escrib es th e th eore tic a l fr a m ew ork o f th e ch ose n r e se arc h s tu dy. Id en tif y t h e s tu dy sam ple in t h e ch osen r e searc h . 13% D oes n ot id entif y th e stu dy s a m ple in th e ch ose n r e se arc h . P artia lly Id entifi e s th e stu dy s a m ple in th e ch ose n r e se arc h . A ccu ra te ly id entifi e s th e s tu dy s a m ple in t h e c h ose n re se arc h . A ccu ra te ly id entifi e s th e stu dy s a m ple in th e ch ose n r e se arc h in s u ch a w ay th at it lo gic a lly c o nnects to th e stu dy’s d esig n. Id en tif y t h e m eth odolo gy u sed in t h e c h osen re searc h . 13% D oes n ot id entif y th e m eth odolo gy u se d in t h e c h ose n r e se arc h . P artia lly id entifi e s th e m eth odolo gy u se d in t h e c h ose n r e se arc h . A ccu ra te ly id entifi e s th e m eth odolo gy use d in th e c h ose n re se arc h . A ccu ra te ly id entifi e s th e m eth odolo gy u se d in t h e c h ose n r e se arc h in s u ch a w ay th at id entifi e s th e d esig n. D escrib e t h e findin gs in t h e ch osen r e searc h . 13% D oes n ot d escrib e th e fi n din gs in th e ch ose n r e se arc h . P artia lly d escrib es th e fin din gs in th e c h ose n re se arc h . A ccu ra te ly d escrib es th e fin din gs in th e ch ose n r e se arc h . A ccu ra te ly d escrib es th e fi n din gs in th e ch ose n r e se arc h a nd id entifi e s g aps. D escrib e t h e e th ic al co nsid era tio ns in t h e c h osen re searc h . 13% D oes n ot d escrib e th e e th ic a l co nsid era tio ns in th e ch ose n r e se arc h . P artia lly d escrib es th e eth ic a l c o nsid era tio ns in th e c h ose n r e se arc h . A ccu ra te ly d escrib es th e eth ic a l co nsid era tio ns in t h e c h ose n re se arc h . A ccu ra te ly d escrib es th e e th ic a l co nsid era tio ns in th e ch ose n r e se arc h in s u ch a w ay th at addre sse s th e a bse nce o f e th ic a l co nsid era tio ns. CRIT E R IA N O N-P ER FO RM ANCE BASIC P R O FIC IE N T DIS TIN G UIS H ED C om munic ate in a m an ner t h at is s ch ola rly , p ro fe ssio nal, a n d co nsis te n t w it h t h e exp ecta tio ns f o r m em bers o f a n id en tifi ed fi eld o f stu dy, u sin g A PA sty le a n d f o rm attin g. 10% F ails to c o m munic a te in a m anner th at is s ch ola rly , p ro fe ssio nal, a nd co nsis te nt w it h th e exp ecta tio ns fo r m em bers o f a n id entifi e d fi e ld o f stu dy, u sin g A PA sty le a nd fo rm attin g. C om munic a te s in a m anner th at is p artly s ch ola rly , p ro fe ssio nal, a nd c o nsis te nt w it h th e exp ecta tio ns fo r m em bers o f a n id entifi e d fi e ld o f s tu dy, b ut in co nsis te ntly e m plo ys A PA s ty le a nd fo rm attin g. C om munic a te s in a m anner th at is s ch ola rly , p ro fe ssio nal, a nd co nsis te nt w it h th e exp ecta tio ns fo r m em bers o f a n id entifi e d fi e ld o f stu dy, u sin g A PA sty le a nd fo rm attin g. C om munic a te s in a m anner th at is c o m ple te ly s ch ola rly , p ro fe ssio nal, a nd co nsis te nt w it h th e exp ecta tio ns fo r m em bers o f a n id entifi e d fi e ld o f s tu dy, u sin g A PA s ty le a nd fo rm attin g fe w o r n o erro rs .