Choose One Of The Articles You Included In Your Literature
Choose One 1 Of The Articles That You Included In Your Literature Re
Choose one (1) of the articles that you included in your literature review. What was the purpose of the study? What was the research question or hypothesis? What are some things you noticed about the content in the Results section of this article? Address the following questions in your response: What type of information is contained in the written narrative portion of the Results section? Give at least two examples. What statistics did the researchers use to analyze their data? Some of these might be complex, but just describe at least two elements that you noticed. Are there tables and figures included in the Results section? Describe what is shown in one or more of these tables and figures. Did you notice a figure legend at the top or bottom of the Tables/Graphs? What type of information did it contain? Do you think the results supported the researcher's hypothesis? Why or why not? Name two things you found most interesting about the contents of your Results section and two things you found most challenging.
Paper For Above instruction
The purpose of choosing a specific article from a literature review is to gain deeper insight into the research methodology, findings, and their implications within a particular field of study. For this exemplar, I have selected an article that examines the impact of mindfulness meditation on stress reduction among college students. The study aims to investigate whether a structured mindfulness intervention can significantly decrease perceived stress levels, with the hypothesis that students participating in mindfulness training will report lower stress compared to a control group.
The research question addresses whether mindfulness meditation influences stress levels in young adults, and the hypothesis posits a negative correlation between mindfulness practice and perceived stress. The Results section of the article contains both narrative descriptions and quantitative data. The written narrative provides detailed explanations of the statistical analyses, highlights significant findings, and interprets the implications of the data.
Two examples of narrative content include a detailed description of the changes in stress scores pre- and post-intervention and a discussion of the effect sizes observed. The authors specify that participants in the mindfulness group showed a significant reduction in perceived stress, with a p-value indicating statistical significance, and they interpret these findings in relation to the intervention's efficacy.
Regarding statistical analysis, the researchers utilized paired t-tests to compare pre- and post-intervention scores within groups, and an Analysis of Covariance (ANCOVA) to control for baseline differences between groups. The paired t-test assesses the significance of changes over time within each group, while ANCOVA compares the groups after controlling for initial differences, providing a robust analysis of treatment effects.
The Results section also includes tables and figures. For example, Table 1 presents the mean perceived stress scores before and after the intervention for both groups, including standard deviations. This table visually summarizes the significant reduction in stress levels among the mindfulness group relative to controls. A figure, such as a bar graph, illustrates the mean scores, with error bars indicating variability.
The figure legend, located below the graph, explains what the visual shows: "Mean perceived stress scores before and after mindfulness intervention, with error bars representing standard deviation." This legend clarifies the data depicted in the figure for readers.
In my assessment, the results supported the hypothesis, as the mindfulness group demonstrated a statistically significant decrease in perceived stress, while the control group did not. The data suggest that mindfulness meditation can effectively reduce stress among college students.
Two aspects I found most interesting were the magnitude of stress reduction and the use of multiple statistical analyses to verify findings, which strengthened the validity of the results. Conversely, a challenge was interpreting some of the more complex statistical tests, such as ANCOVA, especially understanding the assumptions and their implications on the results.
In conclusion, the Results section effectively communicates the study’s findings through narrative explanation, statistical testing, and visual data representation. These components collectively support the research hypothesis and contribute valuable knowledge to stress reduction interventions.
References
1. Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822-848.
2. Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness. Delta.
3. Creswell, J. D. (2017). Mindfulness interventions. Annual Review of Psychology, 68, 491-516.
4. Baer, R. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology: Science and Practice, 10(2), 125–143.
5. Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24(4), 385-396.
6. Kabat-Zinn, J. (2003). Mindfulness-based stress reduction (MBSR). Constructivism in the Human Sciences, 8(2), 73-107.
7. Garland, E. L., et al. (2015). Mindfulness-based interventions for stress and health. Current Psychology, 34(4), 970–987.
8. Shapiro, S. L., et al. (2006). Mindfulness-based stress reduction for health care professionals: Results from a randomized trial. International Journal of Stress Management, 13(2), 209–222.
9. Segal, Z. V., Williams, J. M. G., & Teasdale, J. D. (2002). Mindfulness-based cognitive therapy for depression. Guilford Press.
10. Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822-848.