what is a thesis in psychology

Thesis and Capstone Requirements for Psychology Programs

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Updated August 17, 2022 · 4 Min Read

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In most psychology programs, the thesis and capstone function as a student's final assignment. These culminating experiences, while different in requirements, serve the same purpose: to demonstrate the depth of your learning, to measure achievement of program objectives, and to outline relevant research interests. Thesis and capstone projects synthesize your overall learning, taking the knowledge you've gained throughout your program and applying it to your own research. A thesis, which often requires more intensive research than a capstone, may span multiple years depending on the level of the psychology program.

Often involving scholarly and clinical research, these culminating projects may take place in professional psychology settings, such as private practices, clinics, or mental health treatment facilities. Regardless of setting, you'll almost certainly be required to document your work though extensive writing, typically in a long form research paper. This guide covers the major aspects of thesis and capstone projects, including topics, grading criteria, and presentation requirements.

What's the Difference Between a Capstone and a Thesis in Psychology Programs?

While the terms may sometimes be used interchangeably, a capstone and a thesis involve different types of work and feature certain key distinctions. A capstone often occurs as part of an undergraduate program, while a thesis generally occurs at the end of a graduate program. A capstone project attempts to address an issue in the field by applying existing knowledge toward a real-life problem (often in the form of fieldwork). A thesis seeks to create new knowledge through student research, trying to prove or argue a hypothesis, rather than just investigate a topic.

What Is a Capstone Like in Psychology Programs?

Psychology capstone format.

A psychology capstone takes place over the course of multiple semesters. During the first semester, students may lay the groundwork for their projects, determining areas of focus and exploring strategies for research. The next semester involves the completion of the capstone, which may take the form of a research project or an in-depth internship/practicum (or combination of both). Most programs require candidates to complete a research paper or some other type of intensive project, and students typically present their findings to peers and faculty members at the end of the capstone course. Students often complete their capstone independently, though some schools may allow for group work.

Choosing Your Psychology Capstone Topic

Networking with other professionals can serve you well when it comes time to complete your capstone. Again, your capstone may take place in a professional environment where you receive guidance from a supervisor, though a faculty member typically serves as your true capstone adviser. Capstone topics vary as much as the psychology field itself, but they almost always address a contemporary issue in the field that warrants further study.

Completing Your Psychology Capstone

A capstone may take the form of an in-depth research project or an internship or practicum, and you may choose which path to pursue. Regardless, you'll typically design a capstone under the supervision of a faculty member, who must approve your topic and format. To pursue an internship, you must determine an appropriate professional setting. If you already work in the psychology field or a related area, you may be able to intern at your current place of employment. If not, your psychology department should be able to connect you to various professional organizations that offer internship opportunities. When performing an internship, you'll likely need to record your experiences (for later presentation) through a journal or other written means. Some programs may even include seminar courses that enable you to reflect on your internship experiences with other students.

Presenting Your Psychology Capstone

After completing your capstone, many programs require you to present your findings to faculty members and program peers. A faculty panel, composed of a few psychology faculty or other department members, evaluates your presentation and may pose questions or critiques. Classmates in the audience may pose questions as well. Most capstone presentations include a visual element, such as a PowerPoint presentation, though this is not always required. Some programs may open capstone presentations to the public.

How Is a Psychology Capstone Graded?

Most psychology programs provide a rubric that outlines expectations and grading criteria for the capstone so students know what to expect before they present. Some schools may award a letter grade for a capstone, while others grade on a pass or fail basis. If you receive a failing grade, you'll typically be allowed to revise portions of your capstone and resubmit it for reassessment, or you may be required to retake the course and submit another capstone project.

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What Is a Thesis Like in Psychology Programs?

Psychology thesis format.

A thesis typically functions as a comprehensive, research-based paper that addresses a psychology topic. Completion time varies between programs and levels of study, but a thesis typically takes a year or more to complete. In many programs, the process begins with an introductory course that enables you to organize your ideas, develop a research topic, and obtain research methods and strategies. In general, most programs require you to complete your thesis independently, rather than in a group. Many programs also require you to present and defend your thesis.

Choosing Your Psychology Thesis Topic

To complete your thesis, you'll work under the supervision of an adviser -- a faculty or another member of the psychology department who guides you through the process of completing the thesis and who offers regular feedback on research. Networking prior to beginning your thesis can be useful both for establishing professional connections and identifying an appropriate adviser. Psychology thesis topics vary widely depending on your area of specialization, your research interests, and your adviser's field of expertise. A psychology thesis might examine anything from emotion regulation to cognitive performance to the development of intelligence.

Completing Your Psychology Thesis

Completing a thesis involves several steps. First, you'll need to develop a topic, which must be approved by your thesis adviser. Your adviser can work with you to determine whether a topic holds relevance to current psychological research and contains enough depth to sustain serious research. After arriving at a topic and determining the scope of your research, you must then perform your research and begin drafting your thesis.

Throughout the course of writing and research, you'll meet with your adviser to ensure that your thesis stays on track. Your adviser can offer guidance on research strategies, organizational advice, and critiques on your thesis draft, along with general tips for managing your time and workload. The documentation of your thesis research typically takes place entirely through writing, though it may involve other components depending on your area of specialty.

Presenting Your Psychology Thesis

Most programs require you to present your thesis to a small panel of experts (typically faculty and department members) in a process known as a thesis defense. While the name sounds intimidating, the thesis defense often serves as more of a formality, as your adviser will have already offered substantial critique of your work by this point. The thesis committee poses open-ended questions about the scope of your work and its implications to ensure you fully understand your research. Master's thesis presentations are typically closed to the public and may include a visual component, such as a PowerPoint or video presentation.

How Is a Psychology Thesis Graded?

Most programs grade theses on a pass/fail basis, and while some may provide a rubric outlining expectation of your research, it's uncommon to receive a letter grade. Many schools may offer special recognition for particularly strong theses. It's typically not possible to "fail" a thesis, since your adviser will inform you of any major problems and prevent you from presenting your work before it's ready. If the thesis committee determines your research needs more work, you'll typically have the opportunity to revise the project and defend it again at a later date.

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Students can conduct an experimental thesis, a computational thesis, or a theoretical thesis. All formats require a review of the literature .

• An experimental thesis should include a comprehensive literature review, findings from at least one original research study (an experiment or a field study) with appropriate statistical analyses, and a general discussion of the findings.
• A computational thesis should include a review of the literature and description and discussion of the computational models that the student has completed.
• A theoretical thesis should include a comprehensive review of the research literature on a psychology topic of importance, including an extensive evaluation of the findings and original interpretations, theoretical proposals, or a proposed program of research to add further scientific knowledge.
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Master's Thesis Projects at UM-Dearborn

1. Students may elect to complete a Masters Thesis during the second year of the program. Students selecting this option will take 3 credits in an approved elective course and 6 thesis credits. Contact the program director, Dr. Caleb Siefert , or the Master's Thesis Coordinator, Dr. Michelle Leonard , for more information..

2.  Browse Master's Theses   or Honors Theses   to see what approved theses look like.

• Your thesis will also be uploaded to Deep Blue , UofM's institutional repository (searchable through Google Scholar).
• You will need to register for an ORCID ID , a persistent digital identifier that distinguishes you from every other researcher. 

3. Institutional Research Board (IRB) Application

You cannot collect data or run analyses without Institutional Research Board (IRB) approval for any planned research involving human subjects. Go to  the eResearch Regulatory Management Human Subjects application page  and click on the  Human Subjects Study Application button in the upper left margin to start a new application.

Office Of Research Help Guides

• Go to the Human Subjects Research page  for more information about conducting human subjects research and the IRB application process
• Go to the PEERS Human Subjects module , required training for anyone doing human subject research
• Use the IRB Application Checklist and the Instructional and Step-by-Step Guides for IRB Applications to help you put together your IRB application

For questions regarding IRB application requirements (e.g., policy, procedure, science), contact IRB Health Sciences and Behavioral Sciences, by email at  [email protected]  or by phone at (734) 936-0933.

4. To graduate after successfully defending your Master's thesis:

The Graduate Studies Office requires you to have your thesis submitted to  Deep Blue (the University of Michigan's institutional repository) in order to release your final grade. You and your advisor can choose from either of the following process options below to have your thesis submitted to Deep Blue

The deadlines for submission for either option  are:

• Summer 2024 August 9, 2024
• Fall 2024 December 9, 2024
• Winter 2025 April 14, 2025

Option 1: Submit your Master's Thesis for a format check before you have it submitted to Deep Blue

• Your thesis needs to be finalized and approved by your Thesis Chair before you submit it for a format check
• Use the  Master's Thesis Formatting Checklist  below to make sure that your thesis meets the Graduate Studies Office formatting requirements for Masters theses. 
• Library staff will check your thesis once using the  Master's Thesis Formatting Checklist  (see below) against the Graduate Studies Office formatting requirements for Masters theses.
• Library staff will send you an email that includes the formatting revisions needed as well as a link to the Deep Blue Submission form 
• You will also add information about your thesis needed for Deep Blue submission
• You will then submit your Master's Thesis as a pdf file with embedded fonts for Deep Blue

Option 2: Waive a format check and just submit your thesis to Deep Blue

• Fill out the Thesis/Dissertation Waiver Statement  and have your committee chair sign it
• This statement must be  signed by your committee chair before you submit it
• Library staff will send you an email that includes the link to the Deep Blue Submission form 

To help you format your Word document correctly , use:

• UM's online  Microsoft Word for Dissertations (and Theses) guide : look for the Scholar Space Word Template for Dissertation (and thesis) , which has many of the formatting guidelines built in.
• Word for Windows Training Page  or Word for Mac Help Page
• Master's Thesis Formatting Checklist

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APA 6-step guide to starting, researching, writing and defending your thesis

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3. Ready, set, collect!   Experts offer tips on making your thesis proposal defense, IRB approval, participant recruitment, and data collection go smoothly 

4. Writing up your results : Experts offer tips on analyzing your data, formatting and design the presentation of your results, and staying focused

5.  Discussing your findings :  Experts offer tips on writing your discussion section, including putting your research into context, striking a balance between telling the story of why people should care about your research without overstating your conclusions, and common discussion mistakes 

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Honours Thesis Handbook

This handbook,  effective September 1, 2016 , is the course outline for PSYCH 499A/B/C (Honours Thesis) from Fall 2016 and onward.

Table of contents

• What is an honours thesis ?
• Who should do an honours thesis ?

Prerequisites for admission to PSYCH 499

Selecting a topic for the honours thesis, finding a thesis supervisor.

• Research interests of the Psychology faculty and recent honours thesis supervised

Class enrolment for PSYCH 499A/B/C

Warnings regarding a decision to discontinue psych 499.

• Course requirements for PSYCH 499A progress report and thesis reviewer nominations
• Course requirements for PSYCH 499B - oral presentation of the thesis proposal

Course requirements for PSYCH 499C - completing the thesis and submitting it for marking

Obtaining ethics clearance for research with human or animal participants, evaluation of the honours thesis, honours thesis award, annual ontario psychology undergraduate thesis conference, avoid academic offences, computing facilities, honours thesis (psych 499a/b/c), what is an honours thesis.

Psychology is a scientific approach to understanding mind and behaviour. Honours Psychology students all learn about the body of knowledge that exists in psychology as well as the scientific procedures for making new discoveries. The honours thesis course (PSYCH 499A/B/C) is an optional course for those who have a strong interest in conducting original research and wish to gain greater experience in research design, data analysis and interpretation.

Students carry out the honours thesis project under the supervision of a faculty member and present the findings in a scholarly paper. An honours thesis can be an empirical research project or more rarely a thesis of a theoretical nature. For an empirical project, the student develops a testable hypothesis and uses scientific procedures to evaluate the hypothesis. For a theoretical project, the student integrates and evaluates existing evidence to offer new interpretations and hypotheses. The difference between the two types of projects is basically the same as the difference between an article in Psychological Review or Psychological Bulletin , and an article in any of the experimental journals. A regular journal article typically reports the result of some empirical investigation and discusses its significance. A Psychological Review paper on the other hand, offers a theoretical contribution (e.g., suggesting a new theoretical approach or a way of revising an old one and showing how the new approach may be tested). A Psychological Bulletin article usually offers a review of an evaluative and integrative character, leading to conclusions and some closure about the state of the issue and future directions for research.

Students who plan to apply for admission to graduate school in psychology are typically advised to do an empirical research project for the honours thesis. Students who choose to do a theoretical paper should discuss their decision with the PSYCH 499 coordinator  (see below) early in the PSYCH 499A term.

The topic of investigation for the honours thesis will be based on a combination of the student's and the supervisor's interests .

Students in year two or three who are considering whether or not they want to do an honours thesis can learn more about what is involved in doing an honours thesis by doing any of the following:

• attending an honours thesis orientation meeting. The meeting is typically the first week of classes each academic term. The official date and time of the meeting will be posted on the PSYCH 499 website .
• attending PSYCH 499B oral presentations by other students. 
• reading a few of the honours thesis samples that are available  online PSYCH 499 SharePoint site  (site only accessible to students currently enrolled in PSYCH 499) or via our Learn shell (only available when enrolled).

In addition to the student's honours thesis supervisor, another resource is the PSYCH 499 course coordinator . The PSYCH 499 coordinator conducts the thesis orientation meeting at the start of each term and is available to discuss any course-related or supervisor-related issues with potential students and enrolled students . If students have questions or concerns regarding the procedures for doing an honours thesis that cannot be answered by their thesis supervisor, they should contact the PSYCH 499 coordinator.

The honours thesis course (PSYCH 499A/B/C) is worth 1.5 units (i.e., 3 term courses). The final numerical grade for the thesis will be recorded for each of PSYCH 499A, 499B, and 499C.

Who should I do an honours thesis?

Honours Psychology majors are not required to do an honours thesis.

Good reasons for doing an honours thesis include:

• An honours thesis is a recommended culmination of the extensive training that honours Psychology majors receive in research methods and data analysis (e.g., PSYCH 291, 292, 389, 390,  492). PSYCH 499 is a good choice for students who have a strong interest in, and commitment to, conducting original research and wish to gain greater experience in research design, data analysis and interpretation.
• An honours degree in Psychology that includes a thesis is typically required for admission to graduate programs in Psychology.
• Thesis supervisors are able to write more meaningful reference letters for students' applications for further studies, scholarships, or employment.

The prerequisites for PSYCH 499 are all of the following:

• enrolment in honours Psychology
• successful completion of PSYCH 291, 292, 391, and at least one of: PSYCH 389, 390, 483, 484
• 60% cumulative overall average
• 82% cumulative psychology average

* calendar descriptions as well as course outlines

The course prerequisites for enrolment in PSYCH 499A are strictly enforced because the courses provide essential background for success in PSYCH 499, and it is necessary to restrict the number of students enrolling in PSYCH 499. Appeals to enrol in all 3 of the following courses concurrently will not be accepted:

• Advanced research methods course (PSYCH 389, 390, 483, 484)

In addition to the above formal prerequisites, we assume that all students who are enrolling in PSYCH 499 will have completed at least 4 of the "discipline core courses" (i.e., PSYCH 207, 211, 253, 257, 261) prior to the PSYCH 499A enrolment term.

See " Class enrolment for PSYCH 499A/B/C " below for further details regarding course enrolment, and the PSYCH 499 Application for students without the course prerequisites (e.g., PSYCH average between 81%-81.9%).

The topic of the honours thesis will be based on a combination of the interests of the student and his/her thesis supervisor. One approach for selecting an honours thesis topic is for the student to first find a thesis supervisor who has similar interests to his/her own, and then for the student and the thesis supervisor to develop an honours thesis proposal which compliments the faculty member's current research. Alternatively, some students have more specific research interests and will seek an appropriate thesis supervisor. Students are advised against developing an honours thesis project in too much detail before securing a thesis supervisor.

Review some of the honours thesis titles recently supervised by our faculty members.

See research interests of individual faculty members in the next section.

Each student who enrols in PSYCH 499 must find their own supervisor for his/her honours thesis project. A thesis supervisor must be finalized by the eighth day of classes for the PSYCH 499A term.

Full-time faculty members in the UW Psychology Department, and the four Psychology faculty members at St. Jerome's are all potential thesis supervisors. Think carefully about what you want to tell faculty members about yourself before making contact (think 'foot-in-the-door'). For example, inform a potential supervisor of the following:

• for which school terms you are seeking a thesis supervisor (If not planning to do PSYCH 499 over back-to-back school terms, please explain why, e.g., co-op work term).
• why you are interested in doing an honours thesis
• the program that you are enrolled in (e.g., BA versus BSc, co-op versus regular stream)
• your year of study and target date for graduation
• when you will complete the prerequisites for enrolment in PSYCH 499A
• your cumulative overall and psychology average (highlight improvement if applicable)
• your grades for research methods and statistics courses
• your educational and career goals
• your volunteer/work experience that you have had previously and with whom
• Did you work in his/her lab as a volunteer or paid research assistant?
• Did you take a course with him/her previously?
• Have you read articles that he/she wrote?
• Do his/her interests relate to your interests for studies at the graduate level and/or future employment?
• Were you referred by someone and why?

The search for a thesis supervisor will be easier if you establish rapport during second and third year with faculty members who are potential thesis supervisors. Ways to network with faculty members include the following:

• get involved in the faculty member's lab. See ' Research experience ' on the Psychology undergraduate website for further details
• the Associate Chair for Undergraduate Affairs - currently Stephanie Denison
• faculty members who attended the school(s) you are interested in applying to in the future. See the Psychology Department's Faculty listing for details
• faculty members who have interests that relate to your future plans. See Research interests of faculty members in our department.
• faculty members whose labs you worked or volunteered in
• be an active participant in the class discussions for the advanced research methods courses (PSYCH 389, 390) and honours seminars (PSYCH 453-463).
• enrol in a directed studies course (PSYCH 480-486) where you will receive one-on-one supervision from a faculty member. See the course application form for further details
• read articles that the faculty member has written and discuss the material with him/her
• attend departmental colloquia and divisional seminars where students can engage in discussions with faculty members about the material presented. Postings appear on the right sidebar of the Psychology Department home page

You may find that some faculty members that you approach will have already committed to supervising as many honours thesis projects as they feel able to handle for a given year. Be persistent in your search for a thesis supervisor and do not feel discouraged if you need to approach several (i.e., six or eight) people.

If you are unable to obtain a thesis supervisor, please speak to the PSYCH 499 coordinator .

Faculty members other than the thesis supervisor can also be very useful resources during the course of the thesis project. Feel free to discuss your thesis work with any relevant faculty (or graduate students).

Research interests of the faculty members in the Psychology Department and recent honours theses supervised

For research interests of faculty members please refer to the "Our People" page in the main menu and click on the faculty member's name. You can sort the list by "Name" or "Area of Study". Note that faculty members may not be available to supervise honours theses during sabbatical dates indicated on the web site.

For recent honours theses supervised by individual faculty members please refer to the honours theses supervised website.

Refer to the course enrolment information/instructions on the PSYCH 499 website.

The honours thesis (PSYCH 499A/B/C) is worth 1.5 units (i.e., 3 term courses). Students may not enrol for all of PSYCH 499A/B/C in one term. Students should consult with their thesis supervisor regarding the appropriate class enrolment sequence for PSYCH 499. Students can spread the class enrolment for PSYCH 499A, 499B, and 499C over three terms beginning in the 3B term or over two terms beginning in 4A. Those choosing to do the honours thesis over two terms will enrol in PSYCH 499A/B in 4A and PSYCH 499C in 4B. Alternative sequencing (e.g., 499A/B/C over three terms) should be discussed with the thesis supervisor. Although students can start an honours thesis in any term, the Fall term is typically recommended.

Factors that students should consider when deciding which terms to enrol for PSYCH 499A/B/C:

• When will the prerequisites for PSYCH 499 be completed? For example, Honours Psych & Arts and Business Co-op students will not enrol in PSYCH 499A until the 4A term because the prerequisites for PSYCH 499 won't be completed until the 3B term.
• Will the thesis supervisor be available to supervise the project during the terms that the student proposes to enrol for PSYCH 499A/B/C (e.g., is the supervisor planning a sabbatical leave or to retire)?
• For co-op students, how will the work/school sequence interfere with the project?
• The amount of time necessary to obtain ethics clearance varies depending on the participants required and research design.
• When is the optimal timing for data collection? For example, if PSYCH 101 students will be participants for the study, one has to consider the ratio of PSYCH 101 students to researchers that are available in a given term. The Fall term is typically the best time to collect data from this population, Winter term second best, and the Spring term the poorest.
• What other responsibilities does the student have (e.g., course selections, personal circumstances) in a given term?
• The thesis supervisor requires a sufficient amount of time to get to know the student before he/she is asked to write the student reference letters (e.g., for applications for graduate school, scholarships, or employment).

Details are provided in the next 3 sections regarding the course requirements for each of PSYCH 499A, 499B, and 499C.

Students should be diligent about their responsibilities for the honours thesis. Procrastination leads to delays in firming up the research proposal, doing the oral presentation, obtaining ethics clearance, and beginning data collection. Ultimately procrastination can lead to poor quality work and/or a postponement of graduation.

Students should consult with their thesis supervisor and the Psychology undergraduate advisor before dropping any of PSYCH 499A, 499B, or 499C.

• If a student wants to drop any of PSYCH 499A, 499B, and 499C in the current term, the individual course requests are governed by the same course drop deadlines and penalties (e.g., WD and WF grades) as other courses. Refer to important dates on Quest.
• Dropping PSYCH 499B and/or PSYCH 499C in the current term does not remove PSYCH 499A or PSYCH 499B from earlier terms.
• If a student does not complete the honours thesis, any INC (incomplete) grades for PSYCH 499A/B/C will be converted to FTC (Failure to Complete = 32% in the average calculations). Further, any IP (In Progress) grades for PSYCH 499A/B/C will be converted to FTC (=32%).
• Honours students with INC and/or IP grades will be unable to graduate (e.g., with a General BA in Psych) until those grades are replaced by a final grade(s) (e.g., 32%) and the grade(s) has been factored into the average calculation. In such cases, the student must meet all graduation requirements, including overall average, Psychology average and minimum number of courses required.
• Those who want any grades (e.g., INC, IP, WD, WF, FTC, 32%) for PSYCH 499 removed from their records are advised to submit a petition to the Examinations and Standings Committee. Before doing so, they should consult with the Psychology undergraduate advisor.

Course requirements for PSYCH 499A - progress report and thesis reviewer nominations

Students should attend the honours thesis orientation meeting during the PSYCH 499A term even if they attended a meeting during second or third year. The meeting is usually the first week of classes each academic term. The official date and time will be posted on the PSYCH 499 website . At the meeting, the PSYCH 499 coordinator will describe what is involved in doing an honours thesis and answer questions. Students will also receive information regarding library resources and procedures for obtaining ethics clearance.

Students must report the name of their thesis supervisor to the PSYCH 499 course administrator in the Psychology Undergraduate Office by the eighth day of classes for the PSYCH 499A term. During the PSYCH 499A term, students must

• conduct background research on the thesis topic (e.g., formulate a research question, review relevant literature, formulate major hypotheses)
• nominate potential thesis reviewers
• submit a progress report to the PSYCH 499 coordinator .

Progress reports

Progress reports are due the last day classes for the PSYCH 499A term. The thesis supervisor must sign the progress report before it is submitted to the PSYCH 499 coordinator . Submit the progress report directly to the course coordinator's mailbox in PAS 3021A or via email, cc'ing the course administrato r and your supervisor to give confirmation that they have "signed off" on your progress report (this can pose as the signature). Students should keep a copy of their progress report because the reports will not be returned. The PSYCH 499 coordinator will contact individual students by email if there is a problem with their progress report.

The progress report should be about 5-10 pages in length and include the following information:

• a title page identifying the document as a "PSYCH 499A Progress Report", with the proposed title of the project; student's name, address, telephone number, and email address; the student's ID number, the name of the honours thesis supervisor; and the signature of the supervisor indicating that he or she has read the report and approved it;
• a statement of the general topic of the proposed research;
• a brief account of the background literature the student has read, together with a brief explanation of its relevance for the project;
• a clear statement of the research questions and/or the major hypotheses that the study will address;
• a brief statement of the further steps that will be necessary to complete (e.g., settling on a research design, etc.) before the student will be ready to submit a research proposal and do an oral presentation.

PSYCH 499A students who are not concurrently enrolled in PSYCH 499B typically do not have a fully developed research proposal by the end of the first term of PSYCH 499. The progress reports should be submitted on time and should include as much detail regarding the research proposal as possible (see next section for further details).

Some PSYCH 499A students who are not concurrently enrolled in PSYCH 499B will firm up their research proposals earlier than expected and will want to do, and are encouraged to do, the oral presentation of the research proposal in the first term of PSYCH 499 (see next section for further details). In these cases, the IP (In Progress) grade for PSYCH 499B will be applied to the academic term in which the student formally enrols for PSYCH 499B.

Students who submit progress reports will receive an IP (In Progress) grade for PSYCH 499A; those who do not will receive an INC (Incomplete) grade for PSYCH 499A. INC and IP grades for PSYCH 499 do not impact on average calculations and students with either of these grades can be considered for the Dean's honours list. However, students with INC grades are not eligible for scholarship consideration. Note that INC grades convert to FTC (failure to complete = 32%) after 70 days.

Thesis reviewer

The thesis reviewer is due by the last day of classes for the term for students who enrol in PSYCH 499A only and they are due by the end of the third week of the term for students who enrol concurrently in PSYCH 499A/B.  You will work with your supervisor to decide who would be a strong reviewer and will plan this out with that reviewer. Once your reviewer is determined, please email the course administrator . The thesis reviewer’s duties will include reading the thesis proposal and attending the oral presentation in the PSYCH 499B term and reading and grading the final thesis at the end of the PSYCH 499C term.

Full-time faculty members in the UW Psychology Department and the four Psychology faculty members at St. Jerome's are all potential thesis reviewers. (Note: the student’s thesis supervisor cannot be the thesis reviewer). Students may consult with their thesis supervisors for advice about which faculty members to request as potential thesis reviewers. Several types of considerations might guide whom students seek as potential reviewers. For example, a student may seek a reviewer who has expertise in the topic they are studying, or they may seek breadth by requesting a reviewer with expertise in a quite distinct area of study, or they may seek a reviewer who has expertise in a relevant type of statistical analysis. It is up to the student, in consultation with their supervisor, to determine what factors to prioritise in selecting potential reviewers.

Course requirements for PSYCH 499B - oral presentation of the thesis proposal

During the PSYCH 499B term, students must finalize the research proposal for their honours thesis project and present this information orally to their thesis reviewer and the student’s thesis supervisor. Although the presentation is not graded, it is a course requirement that must precede the completed thesis. The presentation gives the student an opportunity to discuss their research proposals with a wider audience and to receive feedback regarding their literature review and the scope, design, testing procedures, etc., for their projects.

It is also essential that students who are doing an empirical research project involving human or animal participants formally apply for ethics clearance, and that they receive ethics clearance before beginning data collection (see 'Obtaining Ethics Clearance for Research with Human or Animal Participants' for further details).

Students should contact the   PSYCH 499 course administrator in the Psychology Undergraduate Office early in the PSYCH 499B term to book the date and time for their oral presentation. When booking, students are asked to indicate if they will be presenting virtually, or in-person and should mention if the presentation is open to other students to attend. Students are asked to book their presentation as early as possible to ensure space is available The thesis reviewer will attend and conduct the presentation. Presentations occur during the first three months of each term (available dates/times and current presentation schedule are posted on the PSYCH 499 website ). The presentation should be 25 minutes in length followed by a 25 minute period for discussion and questions. Students are encouraged to attend other students' presentations when available.

A written version of the research proposal must be submitted to the mailbox or email of the thesis reviewer at least two business days prior to the scheduled date of the student's oral presentation of the proposal (meaning no later than 4:30pm Thursday for a Tuesday presentation). For empirical research projects, the proposal must include the following: a title page identifying the document as a "PSYCH 499B Research Proposal"; a brief review of the relevant scientific literature; a clear statement of the research question and major hypotheses to be examined; the planned method, including the number and types of participants, the design, the task or tests to be given, and the procedure to be used; the statistical tests and comparisons that are planned; and the expected date for beginning data collection. For a theoretical research project, the proposal must include a clear review of the issues, theories, or constructs to be analyzed; a description of the scholarly database to be used (including a list of important references); and a clear account of the intended contribution of the work (i.e., how it will advance understanding).

The research proposal must be approved and signed by the student's thesis supervisor before the proposal is submitted to the thesis reviewer . Students can get a better idea of the content and format required for the research proposal by referring to the methods section of completed honours theses. Students should keep a copy of their research proposal because the copy that is submitted to the  thesis reviewer will not be returned.

All PSYCH 499 students must complete the ' TCPS 2 Tutorial Course on Research Ethics (CORE) ' before the research ethics application on which they are named is submitted for approval. In addition, all PSYCH 499 students must complete a "Researcher Training" session with the REG Coordinator .

Students who have completed the oral presentation requirement will receive an IP (In Progress) grade for PSYCH 499B; those who have not will receive an INC (Incomplete) grade for PSYCH 499B. INC and IP grades for PSYCH 499 do not impact on average calculations and students with either of these grades can be considered for the Dean's honours list. However, students with INC grades are not eligible for scholarship consideration. Note that INC grades convert to FTC (failure to complete = 32%) after 70 days.

Students who enrol in PSYCH 499A and 499B in the same term and satisfy the oral presentation requirement that term will not be required to also submit a progress report.

On-line surveys

Honours thesis students who require assistance regarding research software and the development of on-line surveys, beyond advice from the honours thesis supervisor, may wish to seek advice from Bill Eickmeier (Computer Systems Manager and Research Programmer; PAS 4008; ext 36638; email  [email protected] ). Students are expected to manage much of this process independently and will be given access to a self-help website. Most students will be able to work independently using a Qualtrics account provided by the thesis supervisor, or using the  web form template notes  Bill has posted on the web. However, Bill is available to provide additional guidance if he is given at least three to four weeks advance notice.

Caution regarding off-campus data collection

If you are planning to collect data off-campus, please read carefully the " Field Work Risk Management " requirements provided by the University of Waterloo Safety Office. "Field Work" refers to any activity undertaken by members of the university in any location external to University of Waterloo campuses for the purpose of research, study, training or learning.

We assume that insurance for private vehicles is up to the owners and that insurance for rental vehicles, if applicable, would be through the rental company. Further details of University of Waterloo policies regarding travel .

Please discuss your plans for off-campus data collection with your thesis supervisor and the  PSYCH 499 coordinator in advance to ensure that all bases are covered with regards to waivers, insurance, etc.

In the PSYCH 499C term, students will complete the data collection for their project (see the previous paragraphs if using on-line surveys or doing off-campus data collection), analyze/evaluate the data, and finish writing the honours thesis. The honours thesis must be written in the form indicated by the American Psychological Association (APA) Publication Manual (available at the Bookstore), but may be more abbreviated than a regular journal article. Sample honours theses can be found in the Learn shell.

For an empirical research project, the following sections are required in the thesis:

• introduction (literature review and the hypothesis)
• methods (participants, design, task or test to be given, testing procedures, measures)

It is not necessary to append ORE application forms to the completed honours thesis. However, a copy of the formal notification of ethics clearance is required.

The sections and subsections required for theoretical papers will be slightly different than for empirical research projects, and will vary according to the topic being studied. If possible, students should plan the layout for the theoretical paper in the PSYCH 499B term because the plan may guide their literature review. Students should consult with their thesis supervisor and the  PSYCH 499 coordinator  about the layout.

Normally students will receive feedback from their thesis supervisor on at least one or two (and often more) drafts of the thesis before the final paper is submitted for marking. Be sure to leave adequate time for this process.

Submitting the thesis for marking

The final version of the thesis is due the last day the class period for the PSYCH 499C term.  However, due dates do change each term dependent on grade submission deadlines held by the registrar’s office, so it is important to follow the due date on our official due date page.  See 'Extensions on the thesis submission deadline' below regarding requests for extensions.

In order for the Psychology Department to track theses that are submitted for marking and ensure that marks are forwarded to the Registrar's Office as quickly as possible, students must submit an electronic copy of the honours thesis to  the PSYCH 499 course administrator  who will coordinate grading by the thesis supervisor and the thesis reviewer , and will submit PSYCH 499 grades to the Registrar's Office. The honours thesis does not need to be signed by the thesis supervisor. The marking process is as follows:

• Receipt of the thesis will be recorded and an electronic copy of the thesis will be forwarded to the student's thesis supervisor and reviewer with a grading form for comments.
• The thesis supervisor will return the grading form with comments and a grade recommendation to the PSYCH 499 course administrator and the thesis reviewer.
• The thesis reviewer will be responsible for assigning the final grade and will return the completed grading form to the PSYCH 499 course administrator .
• T he PSYCH 499 course administrator will notify the student and the Registrar's Office of the final grade. The final numerical grade for the thesis will be recorded for each of PSYCH 499A, 499B, and 499C.
• Page 2 of the grading form will be returned to the student.

Extensions on the thesis submission deadline

We will do our best to ensure that students graduate at the preferred convocation date; however, we cannot guarantee that students who submit honours theses for marking after the deadline will be able to graduate at the preferred convocation date.

Students should refer to the PSYCH 499 website on a regular basis for information regarding PSYCH 499 deadlines that may affect the target date for submitting the honours thesis for marking (e.g., for getting one's name on the convocation program, for sending transcripts and/or letters regarding completion of the degree to other schools for admission purposes, to be considered for awards, etc.).

We strongly advise that students submit the thesis for marking at least four to six weeks prior to the date of convocation. Further, they should confirm that their thesis supervisor will be available to grade the thesis within a few days following submission of the thesis.

Students who do not submit an honours thesis for marking by the end of the examination period for the PSYCH 499C term require approval for an extension from their thesis supervisor. After speaking with the thesis supervisor, the student must report the revised date of completion to the PSYCH 499 course administrator . They will be given an IP (In Progress) grade for PSYCH 499C if they have done the oral presentation for PSYCH 499B and if they are making reasonable progress on the thesis. Otherwise, an INC (Incomplete) grade will be submitted for PSYCH 499C. INC and IP grades for PSYCH 499 do not impact on average calculations and students with either of these grades can be considered for the Dean's honours list. However, students with INC grades are not eligible for scholarship consideration. Note that INC grades convert to FTC (failure to complete = 32%) after 70 days.

Notes: 1. Honours students with INC and/or IP grades for PSYCH 499ABC will be unable to graduate (e.g., with a General BA in Psychology) until those grades are replaced by final grades (e.g., 32%) and the grades have been factored into the average calculation. In such cases, the student must meet all graduation requirements, including overall average, Psychology average, and minimum number of courses required. 2. If IP grades for all of PSYCH 499ABC remain on the record for 12 months following the PSYCH 499C term, the Registrar's Office will convert the IP grades to FTC (failure to complete = 32%). If this occurs, consult with the Psychology undergraduate advisor regarding your options.

Capture your thesis on video!

As of Fall 2012, we are asking honours thesis students if they'd like to take part in a voluntary "video snapshot" of their work. This is a great way to tell others about your thesis, and your experience at the University of Waterloo.

Upon completion of your thesis and submission of your 499C document, we are asking students to arrange for someone from their supervisor's lab to take a short 1-2 minute video clip of you the student.  In that video, we'd like to hear a 'grand summary of what you researched, and what you found out'. We'd also love to hear about 'what you learned in the honours thesis course'.

These video clips can be taken with a smartphone (or other video camera), then emailed to the PSYCH 499 coordinator  or the PSYCH 499 course administrator . Alternatively you can arrange a time to be videotaped by the course administrator (ideally when handing in your 499C final thesis document).

Completing a video is optional, and should be done ideally within two weeks of submission of your thesis. Whether or not you choose to capture your thesis on video will in no way affect your grade in the 499 honours thesis course. Once we have reviewed the video we will upload it to our Psychology website for general viewing by the public. Permission forms to release your photo/video on the Department of Psychology’s website will be available from the  PSYCH 499 coordinator . The Model Release Form can also be found on Waterloo's Creative Services website.

Convocation awards

Each year the Psychology Department nominates a student(s) for the following awards: Governor General Silver Medal (university level), the Alumni Gold Medal (faculty level), and the Psychology Departmental convocation award. These awards are only given at the June convocation. Typically, only honours students who have final grades for all course work, including the honours thesis, by the first week of May can be considered for these awards. Students whose overall and Psychology averages fall in the 88-100% range are strongly encouraged to adhere to the thesis submission deadlines noted above.

The Office of Research Ethics (ORE) at the University of Waterloo is responsible for the ethics review and clearance of all research conducted on and off-campus by University of Waterloo students, staff, and faculty that involves human and animal (live, non-human vertebrates) participants.

Research involving human or animal participants must not begin until notification of full ethics clearance has been provided by the ORE.

Information regarding the application and ethics review process for research involving human participants is available on the Office of Research Ethics web site. However, specific information regarding the ethics application process for Honours thesis research is provided below.

Information regarding the application and ethics review process for research involving animals is also available on the Office of Research Ethics web site.

For individual contacts in the ORE, see 'Contacts' in this handbook.

Ethics Application: Once the rationale and hypotheses for the thesis project have been formulated and basic design and procedures have been determined, the student may submit the project for ethics review and clearance.

In order to ensure that students have a good understanding of the ethics review process and guidelines they are required to complete the TCPS2 -2022 CORE Tutorial (described below) prior to preparing your ethics application.

Upon completion of the CORE Tutorial, the student may begin the ethics application by signing onto the Kuali System for Ethics located at UWaterloo Ethics either starting the application on their own, or having the Thesis Advisor begin it. Please note that the student will need to have accessed the Kuali system in order for the Advisor to add them to the protocol. The advisor should be listed as the Principal Investigator and the level of research should be Senior Honours Thesis.

All Thesis projects require new ethics unless alternative arrangements have been made to make use of a currently running project. This should be discussed with the thesis advisor and approval should be obtained from the department to create an amendment for the project.

Upon receipt of Full Ethics Clearance, and if the student and supervisor are sure that there will be no revisions to the design or procedures, then data collection may begin. Whenever possible though, we encourage you to complete the Research Proposal and Oral Presentation before you begin data collection.

Note that procedures for applying for ethics clearance vary according to the type of sample -- for example, university students versus children in the Early Childhood Education Centre, etc. Further details are provided below.

Study Modifications: Based on feedback provided at the student’s Oral Presentation, the student and thesis supervisor may decide to make some modifications to the research plans. If the ethics application has not yet been submitted for review, then the changes can be incorporated into the application. If you have received ethics clearance, then you will need to submit an amendment by logging into Kuali and selecting the amendment option from the right hand side.

Human Participants in Research

Honours Thesis students must read and be familiar with the University of Waterloo guidelines and procedures for conducting research with human participants before submitting their applications for ethics clearance to conduct research.

The following is an excerpt from the guidelines:

“The ethics review process is intended to offer a level of assurance to research participants, the investigators and the University that research participants will be involved in ethically sound and well-designed research, and will be engaged in a prior consent process that is fully informed and voluntary. The ethics review process also ensures adequate protection of individuals’ privacy as well as confidentiality of information they provide. In addition, the ethics review process increases the probability that all known and anticipated risks associated with the research are identified and adequately communicated to participants prior to participation. Moreover, it ensures that the known and potential risks are judged to be outweighed by potential benefits from conducting the research. Procedures used to recruit participants are examined to ensure they are free of explicit or implicit coercion and enable participants to withdraw their consent at any time without fear of reprisal.”

Research conducted in the Psychology department follows the ethical guidelines set out in the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans, 2nd edition (TCPS 2 - 2022).

Please note that effective January 1, 2024 you will need to be up to date with your TCPS to include the 2022 version. If you have only completed the TCPS2 you will need to renew your certification.

Associated with the TCPS 2-2022 is an online tutorial called Course on Research Ethics (CORE). CORE is comprised of 9 modules, is self-paced and includes interactive exercises and multi-disciplinary examples. A certificate of completion is provided. CORE replaces and updates the earlier TCPS Tutorial. In order to ensure that you have a better understanding of the ethics review guidelines you are required to complete the CORE Tutorial prior to submitting your ethics application. Please note that if you have already completed the CORE Tutorial as an RA for example, you are not required to complete it again. Upon completion of the CORE Tutorial please send a copy of the Completion Certificate to the DERC Officer . The link to CORE is: http://pre.ethics.gc.ca/eng/education/tutorial-didacticiel/

The particular procedures for applying for ethics clearance for research with human participants depends on the population from which participants are obtained; however, all projects require the submission of an application form to the Office of Research Ethics (ORE).

Note : All research ethics applications must include:

• REG (Sona Description), PSYCPool (email/phone scripts), SLC (Flyer/Poster)
• Information/Consent Letter (+ Post-debriefing Consent if deception)
• Feedback/Appreciation Letter (+ Oral Debriefing if deception)
• Survey/Questionnaire/Interview items/Stimulus Appendices
• Research Proposal

Thesis supervisors and reviewers are given the following guidelines when they are asked to recommend a final grade for the honours thesis:

Each year, the Psychology Department recognizes the achievement of a small number of students who have produced the most outstanding honours theses. Theses will be considered for a thesis award if the thesis supervisor nominates the student and the thesis receives a final grade of 93 or above. Theses submitted for marking after the second Friday in May will not be considered for a thesis award. Nominated theses will be reviewed to select the award recipients and the recipients will be notified by the Psychology Undergraduate Office.

The thesis conference is an informal forum for students to present (orally or in poster format) a summary of their honours thesis to a friendly and enthusiastic audience of their peers and to discuss their work with others who have similar interests.

Registration is required. There is no registration fee for presenters or thesis supervisors and lunch is provided. Participants report that the event is very worthwhile and enjoyable. Clearly a great way to end fourth year!

The conference is typically held at the end of April or early May. If you will be presenting at the conference, data collection for the thesis should be completed by March. You are not required to present a complete analysis of your thesis results at the conference.

Further details about the thesis conference

Failing to adhere to established standards in the conduct of research is a serious offence. Please refer to "Obtaining ethics clearance for research" above for further details.

Students should also familiarize themselves with Policy 71 (Student Academic Discipline Policy) as well as the advice from the Faculty of Arts regarding avoiding academic offences .

Please check the Information Systems & Technology (IST) Department website for information regarding setting up your University of Waterloo computer account, accessing the internet, costs for printing, accessing your account from off-campus, etc. If you are enrolled in the Faculty of Arts, please also check the Arts Computing Office website for information.

The University of Waterloo computer accounts give students free access to applications such as word processing, statistical and graphics packages, spreadsheets, and electronic mail. Students also have access to the internet which allows them to use Waterloo's Electronic Library including the electronic journal article databases. Students are charged for printing and can put money for printing on to their resource account at various locations across campus including PAS 1080 using their WatCard.

It is critical that the University (e.g., administration, instructors, academic advisors, etc.) can reach you reliably by email (e.g., regarding academic standing, degree requirements, deadlines, etc.). If you are using a web email account such as Hotmail or Yahoo, we strongly encourage you to consider using a more reliable email account such as your Waterloo account. Your Waterloo account is just as easy to use from off-campus as other free web accounts but is more secure. You can access your Waterloo account from the " mywaterloo " website.

If you are using an email address other than your Waterloo email address you should do one of the following two things:

• change the email address that you want posted on the university directory, or
• activate your Waterloo account and arrange for the email from your Waterloo account to be forwarded to your alternate email address. The alternate email address will not appear on the university directory.

Intent to Graduate Forms and general convocation information is available on the Registrar's Office website. Students who want to graduate in June must submit an Intent to Graduate Form to the Registrar's Office before March 1. The deadline to apply for  October convocation is August 1. Students who apply to graduate, but do not complete their honours thesis in time to graduate at the preferred convocation must submit another Intent to Graduate Form for the next convocation.

Those who submit their thesis for marking beyond the end of the final examination period for the PSYCH 499C term should refer to " Extensions on the thesis submission deadline " for further details regarding graduation deadlines.

Office of research ethics

Psychology department

Psychology Guide: Resources for Writing a Thesis

• Getting Started
• Finding Resources
• Tests & Measures
• Search Smarter This link opens in a new window
• Statistics & Data Resources
• Resources for Writing a Thesis
• Referencing
• PY1106: Communicating Psychology: Listening, Translating & Disseminating: Literature Review Topics This link opens in a new window
• PY2018: Intercultural Psychology This link opens in a new window
• PY2106: Human Development Across the Lifespan This link opens in a new window
• PY2109: Environmental Psychology This link opens in a new window
• PY3102: Social Psychology This link opens in a new window
• PY3104: Principles of Counselling This link opens in a new window
• PY3106: Theoretical Foundations of Modern Psychology This link opens in a new window
• PY4209 Principles of Counselling Guide

Writing a thesis

• Staying Up to Date: Alerting & Current Awareness Services Guide
• Thesis Formatting Guide
• Guidelines for Submitting a JCU Digital Thesis to ResearchOnline@JCU

Keeping up with the literature

@jcu thesis search.

The library holds all PhD and Masters by Research theses completed at JCU, as well as some Honours theses. Use the link below to limit your results to our thesis collection.

• Find JCU, Australian and International theses

Books @ JCU Library

Here is a small selection of books available in JCU Library.

Thesis collections

• JCU Theses Collection This link takes you to a box on the One Search Guide to show you how to find JCU theses in our catalogue
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Love research? Interested in taking what you learned in a PSYCH 4998 lab further? Consider completing a undergraduate thesis in psychology!

To Graduate “With Research Distinction in Psychology” a Student Must:  

• Be a psychology major (if you are an honors student, see "Honors Research Distinction in Psychology" below
• Graduate with at least a 3.0 overall GPA
• Take PSYCH 4999.01 and 4999.02 (Both of these course are  only  offered in Spring semester)
• Write and successfully defend a Psychology Thesis

The Thesis is independent research conducted by the student and supervised by a psychology faculty member. The Psychology Department requires completion of a two-course sequence (PSYCH 4999.01 and 4999.02). Each course is taught in subsequent spring semesters. For example, students on a traditional four-year plan would take Psychology 4999.01 in spring semester of their junior year and PSYCH 4999.02 in spring semester of their senior year. However, with support of the Faculty Thesis Advisor, a students may begin a Thesis and Psychology 4999.01 in spring of their sophomore year.

To Graduate “With Honors Research Distinction in Psychology” a Student Must:  

• Be a psychology major
• Be a member of the Arts and Sciences Honors Program
• Graduate with at least a 3.4 overall GPA
• Complete the psychology major Honors Contract Requirements
• Take PSYCH 4999.01H and 4999.02H (Both of these courses are  only  offered in Spring semester)
• Write and successfully defend a Psychology Honors Thesis

The Honors Thesis is independent research conducted by the student and supervised by a psychology faculty member (only tenured or tenure-track faculty may advise an Honors Thesis). The Psychology Department requires completion of a two-course sequence (PSYCH 4999.01H and 4999.02H). Each course is taught in subsequent spring semesters. For example, a student on a traditional four-year plan would take PSYCH 4999.01H in spring semester of their junior year and PSYCH 4999.02H in spring semester of their senior year. However, with support of the Faculty Honors Thesis Advisor, a student may begin an Honors Thesis and Psychology 4999.01H in spring of their sophomore year.

Frequently Asked Questions

Talk to your psychology advisor, attend our annual Psychology Enrichment Program “Getting Involved in Research in the Psychology Department,” attend the annual Psychology Undergraduate Research Colloquium, explore the PSYCH 4998 opportunities, or talk to your fellow students who are in research labs.

Students interested in pursuing a Thesis or Honors Thesis should begin participating in research (PSYCH 4998) no later than their sophomore year.

Students should secure a Faculty Thesis Advisor by fall semester of the junior year (typically this will be a faculty member with whom you completed 4998 research).

Go to the Be a Research Assistant webpage and find a project that sparks your interest. Check out the lab websites and start applying. It is recommended to apply to 5-7 labs. Once accepted, you can negotiate your hours and responsibilities (this will determine the number of credit hours you receive), have the faculty member sign a course enrollment form (s/he will have the class number), take the course enrollment form to the Psychology Advising Office (PS 015) or email it to [email protected] .

To enroll in PSYCH 4999.01 or 4999.01H, students should complete the Psychology Thesis/Honors Thesis Application. The application requires the signature of the Faculty Thesis Advisor. Once this is turned in to [email protected], students will be enrolled in PSYCH 4999.01 or 4999.01H.

For non-Honors students:

You must submit a Thesis Application with the  College of Arts and Sciences  (under Research Distinction) at least one term before your graduating term. You will need to submit a research proposal and your Faculty Thesis Advisor’s signature on the application form. You will need to schedule an appointment with your Psychology Advisor to complete the Major Program Form on the application.

For Honors students:

The application to graduate with Honors Research Distinction is available from the  Arts and Sciences Honors Office . You will need to submit a research proposal and your Faculty Thesis Advisor’s signature on the application form. If you do not have an approved Honors Contract on file at the Honors Office, you will need to call (614) 292-5750 to schedule an appointment with the Psychology Honors Advisor to complete the Major Program Form of the application (you will have to complete the psychology major contract requirements).

After you have successfully completed your written Thesis document, you will have an hour-long meeting with your Faculty Thesis Advisor and one other faculty member. You will describe your Thesis project to them, and they will ask you questions about your work. You must defend your Thesis at least two weeks before the end of the term you graduate.

What Are The Differences Between a Thesis and a Dissertation?

• By Kristen Fescoe: BA Psychology; MS Clinical and Forensic Psychology
• Published January 25, 2016
• Last Updated November 8, 2023
• Read Time 2 mins

Most graduate programs in psychology require students to complete a thesis project or dissertation as part of the course of study. The specific details of each vary from school to school but there are some general differences that will be found across colleges in regards to a thesis or a dissertation.

What is a Thesis?

A thesis is a project that is completed during the course of a master’s degree program in many fields. In psychology students will be asked to complete one of two types of thesis projects. The first (generally in a Master of Arts degree program) is a literature review on a specific topic that is relevant to the field of psychology. In this type of project, the student will use existing research or data on their topic and evaluate the topic across a time period. There are many different topics that students can choose from. The second type (generally in a Master of Science degree program) is where a student will either conduct their own research or participate in ongoing research with a faculty member and write a thorough scientific paper on the study and their findings. In many cases, students will have the opportunity to present their research at a presentation or submit it for publication.

What is a Dissertation?

A dissertation is conducted during the course of a doctoral program for those pursuing a Doctor of Philosophy in Psychology. A dissertation starts with a topic of interest in the field of psychology. The study will work with their faculty mentor to design and implement an ethical study to investigate their topic. Their findings are turned into a scholarly paper that will often be submitted for publication or presentation. After the paper portion is complete, the doctoral candidate will then go before a board of professionals and instructors to “defend” their thesis. They will present their material and answer probing questions from the panel. Those pursuing a Doctor of Psychology (PsyD) can complete either a traditional dissertation or a thesis-like literature review, depending upon the requirements of the program.

What Are the Major Differences Between a Thesis and a Dissertation?

The major difference between these two is the level at which they are completed. A thesis is traditionally a mater’s level project, while a dissertation is complete at the doctoral level. Another difference is the level of intensity in the project. Thesis projects are generally completed over the course of 1-2 semesters. Dissertations can take upwards of a year to complete.

What Are the Similarities Between a Thesis and a Dissertation?

There are also some similarities between the two. Both projects involve an thorough investigation of a topic in the field of psychology. They also both require the student to complete a lengthy, and scholarly paper. Students at both levels can choose to submit their work for publication or presentation.

Trending now

Psychology Senior Thesis

Graduating with honors.

Students wanting to graduate with honors must meet the college/department requirements for cum laude, magna cum laude, or summa cum laude. Students will be granted magna or summa cum laude if they meet the college requirements and the requirements specified by their major.

PSY 4970 Senior Thesis

The PSY4970 Honors Thesis is an opportunity for students to engage in research which involves writing a formal research proposal, conducting independent research under close faculty supervision, and submitting a formal written report. This honors thesis is a significant commitment, often spanning several semesters of research, either in a lab or through independent study.

• Credits Per Semester: 1-3
• These credits apply to the 9-credit max allowed for IW coursework . At least 1 credit MUST apply to the additional psych electives category in your degree audit.  They cannot apply to the 4k level psychology requirement. 
• We will not retroactively adjust past credit to make space should students use all 9 credits of IW. Students must plan accordingly.
• Grading Scheme:   S/U
• Interactive Enrollment Request Form : PSY4970 Enrollment Request Form

PSY4970 Enrollment Form & Full Propsal Submission Deadline

Eligibility

• To graduate with magna or summa cum laude honors, students must complete an empirical research project. To qualify, the thesis must have a strong focus on psychology and be supervised by a faculty member from the Psychology Department who is an expert in the student’s chosen research topic.
• Students may collaborate with a non-psychology faculty member on their research; however, they must also have a psychology faculty member who is knowledgeable in the research area and willing to serve as their sponsor to be eligible under PSY4970. This psychology faculty member will be the co-chair and ensure that the research has a strong emphasis on psychology.

Department of Psychology Faculty Directory

Enrolling in PSY4970

• If you work with a non-psychology member, you must locate a psychology faculty member as your co-chair. You will then need one additional member for your committee (3 required).
• You and the chair should then identify two other faculty members, at least one who is a psychologist with a research focus, to serve on your thesis committee. The purpose of the thesis committee is to direct and assist you in all phases of the project.
• NOTE: If the research supervisor is NOT a faculty member in the psychology department (e.g., is in another department, such as Clinical and Health Psychology), you must find a Psychology faculty member to serve as a co-chair of your committee.

Complete documents needed for enrollment

• The names of the members of your thesis committee.
• Your IRB approval #
• Your proposal must outline the following:
• Specific aims or purpose of the project
• Review of pertinent literature
• Type and number of subjects to be tested.
• Apparatus or materials to be used.
• Techniques or procedures for data collection
• Methods of data analysis
• Possible outcomes of the study and their interpretations for the senior thesis.

Students can take 1-3 credits per semester, to be determined by your research supervisor. For each credit taken, you must complete 45 work hours this semester. Students must enroll in at least one credit of PSY 4970 in the semester they will defend their thesis (often the same semester they will graduate). However, typically previous semesters will have already been spent working on t he thesis.

Note : Remember that PSY4970 credit applies to the overall 9IW credit policy. While students can enroll in 1-3 credits within a term if they do not have IW  credit left, they are not eligible to enroll in PSY4970. It cannot be taken for 0 credits, nor will we retroactively change previous credits earned.

Once your proposal and enrollment form is completed, email the undergraduate coordinator, Dr. Ron Chandler, and copy [email protected]. Please make sure to email your proposal at least 1-2 days before the semester deadline.

The undergraduate coordinator, Dr. Ron Chandler, will review students proposal. They will be notified if approved by the undergraduate coordinator, after which the advising staff can register you for the course.

Senior Thesis Defense Process and Awarding Honors

• Discuss the thesis defense with your thesis committee chair so that you can be prepared for what to expect.
• Typically, students prepare a 15-minute PowerPoint presentation summarizing the project and its findings.
• Before the defense, print out a copy of the thesis defense form (see steps below), and take this form to your defense.
• You should plan to distribute your written thesis to the committee at least a week before the defense date, if possible.

In the semester that you defend, you will have written a formal thesis according to the guidelines of the American Psychological Association. You will arrange a thesis defense, where you schedule a meeting with your thesis committee, prepare an oral presentation, and answer questions from your committee.

• You must print out and bring the Senior Thesis Defense form to your defense and give it to your committee chair. There are instructions on this form for both the student and the committee chair. For the student part, you can type in the top half of the form and print it out if that’s easier. For the committee chair, this form also contains guidelines that the committee will use to evaluate the student’s thesis as worthy of High or Highest Honors.
• If a room is available at the day/time you need, email David Fowler ([email protected] to reserve the room. The earlier you can do this, the better chance you will have of getting a room at the time you want.
• Student presents PowerPoint presentation.
• The remainder of the meeting is spent with the committee asking the student questions. The defense can take place through the last day of semester classes.
• After your defense, return the completed/signed senior thesis defense form, along with the three individual evaluation forms, to [email protected] and include Dr. Ron Chandler POSSIBLE, but no later than the last day of classes.

If approved, your committee will sign your thesis defense form and evaluate your thesis as worthy of High or Highest Honors.

Interested but unsure how to start?

• Talk with your course instructors and teaching assistants about research projects that they are conducting.
• Browse the notices about available research positions on the bulletin boards on the first floor of the Psychology Building.
• Look through faculty members’ web pages to see who is conducting research of interest to you (see https://psych.ufl.edu/directory/faculty/ for a listing of faculty and links to their web pages).
• Get involved with the Psychology Club. The club will announce opportunities for research positions periodically.
• Once you have identified laboratories of interest, contact the faculty member or graduate student to find out about the availability of research assistant positions and the specific laboratory’s application procedures. You are encouraged to do this as early as possible, as some laboratories have a limited number of available positions. It is best to apply towards the end of the semester before you want to begin working in the research lab or as early as possible in the semester you wish to begin working.

Frequently Asked Questions

Students are allowed a maximum of 9 credits total for Individual/Work (IW) courses, and this limit cannot be exceeded under any circumstances. For any single IW course, students can enroll in up to 4 credits, with a maximum of 3 credits within a single semester.

PSY4970 allows 1-3 credit enrollment.

It’s important to note that students planning to enroll in PSY4970 Honors Thesis must reserve at least 1 of the 9 IW credits. If all 9 credits have been used, students will be ineligible to enroll in PSY4970. We cannot retroactively adjust credit from previous terms to accommodate PSY4970 enrollment. Student must plan accordingly.

Additionally, IW courses count toward the 3000-level Additional Psychology Electives and cannot be used to fulfill the 4000-level Psychology Electives requirement.

A senior thesis is an original and significant research project conducted under the close supervision of a faculty member. If you’re considering undertaking a senior thesis, it’s important to first gain experience as a research assistant (see PSY4911 of PSY4905 for details). This allows a faculty member to become familiar with your work, making it more likely they will agree to supervise your thesis.

Completing a thesis is a serious commitment, requiring both intellectual effort and time. Most thesis projects take at least two semesters to complete, in addition to the time spent initially gaining experience as a research assistant.

Students must develop a written proposal, at least 7-8 pages in length (longer proposals are often appropriate), double-spaced, and consisting of sections representative of the actual thesis.

PROPOSAL: Generally, the proposal should include the following:

• Specific aims or purpose of the project.
• Review of pertinent literature.
• Type and number of subjects to be tested: if applicable.
• Apparatus or materials to be used: if applicable.
• Techniques or procedures for data collection.
• Methods of data analysis.
• Possible outcomes of the study and their interpretations for the senior thesis

Please see The Defense form for details.

The first step is to identify a laboratory where you would like to gain your experience. There are several ways to do this.

• If you enroll in PSY 4970 but do not defend your thesis that semester, you must submit a detailed progress report to Psych Advising and Dr. Chandler by the last day of classes. The report should explain your progress and outline your plans for completing the research in a subsequent semester. If you must discontinue your thesis, provide a detailed explanation, though this should be rare.
• If you plan to continue your thesis next semester, you must sign up for PSY 4970 credits in the semester you intend to defend. A maximum of 4 credits can be taken for PSY 4970, so if you’ve already completed 3 credits, you can only sign up for 1 more. These credits must count toward your Psychology requirements. To continue, fill out the PSY 4970 paperwork again, using the same thesis proposal, and attach it to a new form signed by your Faculty Supervisor. Submit this via email to [email protected].

Please see the PSY4970 Enrollment Form & Full Proposal Submission Deadline table above.

No, students can obtain cum laude by meeting the college requirements: 3.50 or higher GPA on all courses taken at UF beginning the semester after accumulating 60 credits. ( See CLAS AAC college advisor for assistance). Students can obtain magna or summa cum laude if they meet the college requirements and the requirements set by the Psychology department for the honors thesis.

If the faculty member is not in psychology or affiliated with psychology, you must get a member of the psychology department who is experienced in the research area you plan to complete research in. You will need them to sign the form as the faculty sponsor. Find a faculty sponsor for your project

PSY 4905 may be  appropriate for students when developing a senior honors thesis idea or when doing a directed readings course as an independent study with a professor. Student should consult with their faculty member and the Undergraduate Coordinator for assistance.

Students will typically do a couple of things. Some will register for individual study (PSY 4905) to collect data on what they want to do for their research topic. Then, find a faculty member with similar interests and ask them if they are willing to help them with their research work in the lab. This would be supervised research (PSY 4911). They would register for PSY 4970, senior thesis, in their senior year to defend their findings.

Registering for 4905 or 4911 is not required, but you must register for 4970 to do the honor thesis for at least one credit. This credit must apply to the additional psych electives.

Unfortunately, no

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Psychology thesis, psychology thesis research.

This course is designed to enable Psychology majors, usually seniors, to engage in independent laboratory or field research, resulting in a culminating senior thesis, under the direction of a faculty member. Students take two terms of Thesis Research, and no more than two terms of 88, 89, 92, or a combination of 88s, 89s, and 92s may count toward the eight required courses for the major. This course may be used to fulfill the upper-level (60 or above) major requirement.  Students must declare their intent to pursue Thesis Research before the end of the second week of the Fall term of their Senior year.

Enrolling in Thesis Research

Students should first identify a faculty member who will supervise their thesis research and discuss the planned work with that faculty member.  After this consultation, the  Independent Psychology Thesis Research Permission Checklist will guide students through the application process, and the completed checklist will serve as their permission request to register for PSYC 92.  The application process includes forming a Thesis Committee. (See details below.)

• PSYC 1, 10 and 11 are prerequisites. Students should check well in advance with their faculty advisor for additional prerequisites.
• The permission checklist must be signed by the advisor, and then turned in to the PBS main office for approval by the Chair of the Undergraduate Committee, Professor Ann Clark.
• For potential sources of funds for independent research visit the  PBS Research Opportunities page  and the  Dartmouth Undergraduate Advising and Research site .

Forming A Thesis Committee

Theses will be evaluated by a two-person Thesis Committee approved by the Undergraduate Committee. Thesis Committee members must be identified prior to the student registering for PSYC 92. The Thesis Committee must include a regular member of the Department of Psychological and Brain Sciences faculty. The other individual, if not a regular member of PBS, must have an active academic appointment (e.g., Research Associate, Research Assistant Professor, Medical School Faculty, Faculty in other departments of the College, etc.). Either Committee member may serve as the primary advisor. The two members of the Thesis Committee may not be in the same laboratory. 

THESIS PROGRAM COMPONENTS

Quick summary.

Written Thesis

• Due: Friday, May 23, 2025, by 3:00pm
• Format: Cover Page with signatures (signatures can be electronic), Abstract, Introduction, Methods, Results, Discussion, References
• One signed PDF must be submitted to the PBS Admin Office via email. PDFs should already be signed by your advisor and second reader when they are turned in.
• Be aware that you may need to make corrections to your thesis after your oral defense, allow yourself enough time to do so.

Oral Defense

• You will give a 15-20 minute overview of your research and then answer questions from committee members.  In total the defense usually lasts one and a half hours.
• In attendance will be your thesis committee, comprised of your Primary Advisor, and Secondary Reader. Other students are not permitted to attend.
• You should submit your final drafted thesis to your committee at least one week prior to your oral defense.
• Your oral defense must occur before the Poster Session.  It is advisable to bring a draft of your poster to your defense for feedback from your committee.
• Once you have a date and time set with your committee, contact  Michelle Powers  to reserve a room.

Poster Session

• Typically held on an afternoon during the week before the last week of classes of the spring term. Tentative date for 2025 - Thursday, May 22 4:30 - 5:30 p.m.
• You will stand by your poster and should be able to summarize your project in 3-5 minutes.
• Friends and family are welcome to attend.

Evaluation and Awards

• Grades for PSYC 92 are assigned by the primary advisor.  It is common for faculty advisors to find it difficult to evaluate the thesis work until it is complete, and thus it is typical to assign a grade of ON (On-going) for the initial term of PSYC 92.  The "ON" grades must be changed to regular letter grades by the end of the Spring term, when the thesis is completed.
• The Thesis Committee will read and evaluate the thesis and oral presentation, and recommend in writing meritorious students to the Undergraduate Committee for consideration for the various departmental prizes, which are voted on by faculty who attend the Thesis presentations and/or the year-end faculty meeting.
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Psychology Undergraduate Program

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• Thesis Advising

If you're thinking of writing a thesis as part of your Psychology concentration, the first thing you'll want to do is check out the Undergraduate Office's  thesis manual . You can find it on the Honors Thesis section of this website! Then, you should contact Psychology's Thesis Tutorial Instructor.  

Statistics Consulting

Statistics and coding may seem overwhelming at first, especially if the thesis project will be your first time working with your own data. For guidance, senior thesis students should reach out to the Department's  Statistics Consultant . The Consultant holds individual meetings with students to provide input on statistical methods, writing analysis, and experimental results for thesis projects.  

Alaric Wei, Data and Statistics Consultant (2024-2025)

Alaric Wei is a third-year Ph.D. student in the Psychology - Cognition, Brain, and Behavior program, under the mentorship of Dr. Randy Buckner. His research focuses on the neurobiology of cognition and behavior in both healthy individuals and patients with neurological or neuropsychiatric disorders. He employs neuroimaging, behavioral and psychological testing, and advanced computational methods to investigate these areas. Alaric aims to uncover the central mechanisms of human cognition and the underlying pathologies of various disorders by leveraging machine learning and deep learning techniques. Outside the lab, Alaric enjoys playing a wide range of board games and is training to become a private pilot. Feel free to chat with him about flying experiences!

As the Psychology Department’s Data and Statistics Consultant, Alaric assists thesis students with selecting appropriate analyses, troubleshooting code, discussing theory and methodology, and developing the skills to confidently present their research. With extensive experience in teaching statistics and advising undergraduates, he is eager to provide support and looks forward to hearing from you.

How to Meet with the Data and Statistics Consultant : Please email Alaric ( [email protected] ) directly with the following info:

• 3 specific dates and blocks of time that work for you
• A summary of the questions you'd like to discuss 
• A copy of your most recent Data Analysis Plan (or most recent thesis proposal/prospectus (including background and proposed analyses))
• If possible, A copy of your data (or mock dataset that shows your expected data structure)
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Psychology Thesis

Psychology thesis option.

The Psychology Thesis is intended for the serious psychology student who is seeking challenging research training and the opportunity for individual mentoring by a faculty member. Students must write  and propose their research project to a committee of three faculty members, conduct the research investigation, give a poster presentation on their work, and successfully defend the thesis before the faculty committee.

Students completing the two-semester thesis sequence (Psy498 and Psy499) receive essential preparation skills for graduate study in psychology and related fields, as well as their future careers. In addition, the experience gained by Psychology students can be extremely beneficial in giving them an advantage with future career plans, whether they opt to seek employment immediately after graduation or to pursue graduate school.

Benefits of completing a Psychology Thesis

• Completing a thesis shows you are committed to the field and really helps with gaining better understanding of where your professional passions may be.
• Entry to graduate and professional programs is competitive. Completing a two-semester thesis project is a way you can distinguish yourself. Further, engaging with your faculty advisor on a thesis project often leads to a strong, more effective letter of recommendation from your faculty advisor.
• Students pursuing a degree in Psychology are better known by the faculty, offering additional personalized experiences and learning.
• The individual research project gives you a solid background in research methodology, which is important for graduate school admission to both clinical and research-oriented programs. It will help you to develop strong time management skills.
• You will have the opportunity to present study at a conference and possibly publish your results.
• You can participate in the University’s Three-Minute Thesis competition.

Student and Faculty Expectations

The Thesis consists of an independent research project spanning two semesters and is typically completed during the senior year. The student will choose a faculty member who ultimately will serve as the research advisor for the student’s Thesis. We strongly recommend that students interested in completing a thesis begin exploring faculty research interests and reading their research to learn more about the kind of work in which they engage. Faculty research interests are listed on the faculty section of psychology department webpage.

Students are encouraged to try working in a Psychology faculty member(s) research lab(s), whether on a voluntary basis or for independent study credit, during their sophomore and junior years. If a student has difficulty identifying a faculty advisor, please reach out to the Thesis Program Director (Elizabeth Richardson; [email protected] ) for assistance.

Application for completion of a thesis is typically submitted during the end of the student’s junior year. The student and faculty member should meet during the spring semester of the student’s junior year in order to initially develop an informal arrangement for supervision of the student’s research. This will become formalized when the student registers for three credits of PSY 498 Thesis research (typically taken in the Fall of senior year) and then continues with three credits of PSY 499 Thesis research (typically Spring of senior year). Registration forms are available on the Psychology Department webpage. Specific expectations and requirements are outlined below.

Student Expectations

The Thesis must be a scholarly endeavor that makes a contribution to the body of knowledge in psychology. This typically will include a review of extant literature, a detailed description of the methods and procedures, analysis of results, and a discussion relating the findings to the broader literature and field of psychology. The length of the thesis commonly ranges from 20-50 pages, depending on the scope of the project, number of references, figures and tables, and appendices (e.g., research instruments, qualitative interview questions, lab protocols).

Students will work in collaboration with their faculty research advisor to develop a research project that is both inherently interesting to student and faculty, as well as realistic to complete within the allotted timeframe. The Thesis is not required to be of publishable quality, although publication or presentation of the results to the scientific community is a desirable goal. It is important that students take an active role in communicating with their faculty advisor about what is expected in the thesis research in order to avoid misunderstandings at later dates.

At the end of the PSY 498 semester, students will be expected to successfully complete a thesis proposal meeting with their selected thesis committee before proceeding to PSY 499. At the end of the PSY 499 semester, students will be expected to successfully defend their thesis project before their committee and will also be expected to complete a poster that will be presented at the bi-annual Psychology research conference, and any other research conference identified by student and faculty research advisor. Details are provided below regarding a suggested timeline for completion.

Faculty Expectations

Faculty who agree to serve as research advisor for Thesis research take on some of the responsibility for ensuring that the student completes graduation requirements and all tasks necessary for the successful completion of the thesis. It is expected that the faculty advisor will make him/herself available to the student on a regular, reliable basis and that his or her work with the student ultimately benefits the student’s undergraduate educational experience.

The Thesis research project is expected to be of high quality but also manageable proportions. The usual time commitment for an Thesis project is about 10 hours a week for two semesters. Ideally, the scope of the project is consistent with this expectation so that students can graduate in May.

Faculty should make every effort to clearly outline with the student what their expectations are for the Thesis research. Faculty may have different working models of what an Thesis should be, based upon their own working style, the type of research, and the student’s abilities and skills. Early communication with the student about these expectations is critical. Students typically are unclear about what a Thesis involves, and what a faculty member may wish to see in the student’s work may not be self-evident to students unless these expectations are made explicit. For instance, faculty need to consider when they will hold regular meetings with the student, and if they have preferred methods and times for communication (e.g., face-to-face appointment, email, text, Zoom or Skype appointments).

While students are responsible for ensuring that they acquire and complete all necessary forms with signatures, it is helpful for faculty research advisors to be aware of the paperwork requirements. Forms can be obtained on the Psychology Department webpage.

Faculty are also strongly encouraged to establish a detailed timeline with each of their thesis students. Faculty should inform students if they will be on sabbatical, on vacation or away at a conference, or otherwise unavailable during any part of a semester (note that if a faculty member will be unavailable for extensive periods they should not take on the commitment to supervise an Thesis). Below, please find an example timeline of tasks to be included for both semesters of the Thesis. This can be modified as needed, but a pre-established timeline discussion with the student ensures that both student and faculty are clear on what is expected of each of them. Another example of a thesis contract, with a fillable table is offered as a helpful resources on the Forms section of the website, under Undergraduate Program.

Sample PSY 498 semester timeline [Fall of Senior Year]

Sept. 30: review existing relevant literature and develop draft of study hypotheses

Oct. 15: detailed outline of Introduction section

Oct. 30: full draft of Introduction section; outline of study methods and plan for statistical analyses

Nov. 15: full draft of study methods, plan for statistical analyses, and study hypotheses

Nov. 30: submit completed full draft of Introduction, Methods, Study Aims/Hypotheses and Proposed Analyses to faculty research advisor

Dec. 7: prepare all necessary IRB paperwork

Dec. 15: thesis proposal meeting with committee (committee members must receive full thesis proposal one week before meeting). Important note: Students will receive an IP grade for PSY 498 until they have successfully proposed their thesis and submitted their signed PSY 498 Thesis Approval Form . Once this has been completed, the student will receive their final grade for PSY 498 and will then be enrolled in PSY 499.

  Dec. 20: upon committee approval of study proposal, study materials must be submitted for IRB review (Note: all studies must be submitted for IRB review only after they have been approved by the research thesis committee).

Sample PSY 499 semester timeline [Spring of Senior Year]

Jan. 30: all study materials to be prepared and ready for administration

Feb. 7: assuming approval by IRB, begin study recruitment and implementation

March 21: tentative completion of study implementation

Withdrawal date:  Particular attention must be paid to the Withdrawal date listed in the Academic Calendar for that particular semester. Students and faculty must assess if the project is possible to complete. Important note: Students who remain in 499 past this date must either complete the thesis, take an incomplete that will delay graduation until complete, or receive an F for the course.

March 31: all data entered/downloaded and cleaned

April 12: analyses completed and Results section drafted

April 19: Complete draft of thesis (Title Page, Abstract, Introduction, Methods, Results, Discussion, and accompanying tables/figures) drafted and submitted to faculty research advisor

May 3: Complete thesis distributed to committee members at least one week before meeting

May 10: thesis defense meeting with committee; accompanying paper to be prepared and signed upon successful defense of thesis project.

The Thesis in Psychology

The only acceptable Thesis in psychology consists of an empirical investigation (whether qualitative, quantitative, or mixed-methods) of a topic relevant to the science of behavior. Portfolios are not acceptable. The thesis should generally follow the structure of a published article, containing an introduction and review of the literature, statement of the study aims and hypotheses, method, results, and discussion. Acceptable lengths vary from 20-50 pages, including relevant appendices and references.

Selecting a Research Advisor and a Research Thesis Committee . Students can find research advisors and research thesis committees in multiple ways. They may have taken a course or two with a particular faculty member whose research is particularly interesting and in line with their own interests. Alternatively, they may have served as a research assistant for a professor whose work is of interest to the student. The student’s faculty research advisor will ultimately be the best source to provide the student with suggestions for the remaining committee members, consisting of a total of three faculty members, at least two of which need to be faculty within the Psychology department.

Selecting a Topic. The topic of the thesis is usually decided on a mutual basis by the student and faculty research advisor. The topic should not be so narrow that there is little relevant literature to review, nor should it be so broad that it is poorly defined or cannot be completed within the span of a year. Importantly, the topic should be one that is interesting enough to the student that they are motivated to put in many months of work to see it through to successful completion. Generally, students who have worked with their faculty advisor previously have worked toward some topic possibilities

Registration and Expectations for Thesis Courses. Pre-requisites for registering for PSY 498 include: junior (or above) standing; Psychology major. Ideally, the student and potential faculty research advisor will begin a series of conversations about a potential thesis project during the spring of the student’s junior year. In addition to discussing what the study might consist of, conversation should include discussion of what is expected of student and faculty member. This will become formalized when the student completes the Thesis Proposal Form and Semester Plan for PSY 498 (see below) and submits this to their faculty advisor for their signature. The faculty advisor will then be responsible for submitting this form to the department Thesis director (Elizabeth Richardson; [email protected] ), who will then submit to the department chair and CAS Dean for their signatures. Once the final signature is obtained, the CAS Dean’s office will forward this paperwork to the Registrar’s Office for a 3-credit section of PSY 498 to be established for the student.  Please note these additional considerations regarding PSY 498 registration:

• PSY 498/499 does not fulfill the Capstone Experience requirement, nor does it satisfy university studies requirements. This two-semester thesis sequence does, however, satisfy the requirement for two additional 300-400 level courses in Psychology.
• To receive a passing grade in PSY 498, the student must successfully complete their thesis proposal meeting and all faculty committee members must approve and sign the PSY 498 Thesis Approval Form (see below) prepared by the student. Please note that this serves as a contract between student and the committee, with the expectation that the student will complete evaluation of the proposed aims and hypotheses. See attached form.
• Should the student not successfully propose their thesis by the end of that semester, an Incomplete grade will be assigned until the thesis proposal has occurred, at which time a change of grade form will be submitted by the faculty advisor. Incomplete grades will be converted to a failing grade if the thesis proposal is not completed within one year of the incomplete grade being assigned. Please note, withdrawals are not possible after the end of the semester in which the student first enrolls in PSY 498.  Once past that point, students must complete the course or take a F as a final grade.
• Should the student not successfully propose their thesis by the end of that semester, an incomplete grade will be assigned until the thesis has been defended before committee and the PSY 498 Thesis Approval Form (see Forms) signed. A change of grade form can then be submitted by the faculty advisor. Students CANNOT enroll in PSY 499 until they have received a letter grade for PSY 498.
• Upon successful completion of PSY 498, students will submit the one-page summary of their thesis goals (PSY 498 Thesis Approval Form) with committee signatures in order to be enrolled in PSY 499. To receive a passing grade in PSY 499, the student must successfully complete their thesis defense meeting and all faculty committee members must provide approval.
• Please note, students who remain in 499 past the withdrawal date must either complete the thesis, take an incomplete that will delay graduation until complete, or receive an F for the course. Incomplete PSY 499 grades will be converted to a failing grade if the thesis is not defended within one year of the incomplete grade being assigned.

The Thesis “Proposal” and “Defense”. The Department of Psychology requires that students working on a Project successfully pass a thesis proposal meeting (culmination of PSY 498 semester) and a thesis defense meeting (culmination of PSY 499). The student is expected to provide an oral justification of the project to their research committee, which will include a short summary of the research itself, followed by a period of questioning and discussion with members of the committee. The purpose of the proposal is to have the student present their research project and carefully review the rationale for the work and study design. The purpose of the defense is to give the student a chance to show his or her familiarity with the topic of the research and to gather the committee together to share comments and suggestions.

At least two weeks prior to the thesis proposal/defense meeting, the student should give a final draft to the faculty research advisor. The advisor will carefully review this document, provide feedback, and once the advisor’s approval is obtained, the student should then distribute the final copy of the paper to be proposed/defended to the remaining committee members. Distribution of the paper to committee members must occur at least one week before the defense so that the research committee members have time to review the document before going into the meeting.

It is the student’s responsibility to prepare and distribute all materials electronically to the research committee and to arrange for the time and place of the upcoming proposal/defense meeting. The document must follow APA style, be neat and organized, and contain: title page, abstract, the body of the paper, and any appendices, such as measures. Once the student has arranged the date and time, a room must be reserved through the campus online system and faculty informed of the meeting location. While the thesis proposal meeting should involve only the student and faculty committee, the student may invite others to watch the thesis defense, such as research assistants who have helped with the project or friends who are interested and want to provide support.

For the proposal and defense meetings, students are expected to dress appropriately and conduct themselves in a professional way. This is a formal opportunity for the student to present him or herself in a professional manner that suggests how they may perform in future roles in graduate school or professional settings. This is valuable information that may be used in writing letters of recommendation on the student’s behalf. Students should work to communicate their points clearly and professionally, and respectfully address each committee member’s ideas and suggestions.

For the thesis proposal, students will want to prepare a brief (10-15 minute) presentation that outlines the key components of relevant background literature, specific aims and hypotheses of their own project, what they intend/have accomplished, and how this is relevant to existing literature and broader societal implications. For the thesis defense, students should spend more time on their study results and implications. Students are expected to respectfully address each committee member’s ideas and suggestions. While students are often anxious about this process, they should be encouraged to realize the benefits of this experience. They have the opportunity to discuss a topic that is close to their heart with faculty members who also care deeply about the topic. This commonly leads to wonderful, stimulating discussion and a chance to learn from one another.

At the conclusion of the thesis defense, students will be asked to leave the room while the committee deliberates on the quality of the project and makes decisions regarding recommendations for whether the project has been successfully completed. Usually these deliberations take only a few minutes, after which the student will be invited back into the room and the results of the committee’s decision shared with the student.

At the end of the thesis proposal and defense meetings, signatures from the committee should be obtained on the PSY 498 Thesis Approval Form (for thesis proposal) or PSY 499 Thesis Completion Approval Form (for thesis defense). Signatures may typically be obtained even if some minor revisions are required. If more than minor revisions are required, committee members may opt to sign this page after they have noted that revisions have been successfully made. Once all signatures have been obtained, the faculty research advisor will submit the grade for that semester.

After the Defense. From this point on, it is up to the student whether or not to do anything further with the thesis. The student may wish to meet further with the faculty advisor to discuss the possibility of continuing on the research in some form, or the possibility of publication. The following points are encouraged for discussion between student and faculty research advisor:

• If the student wishes to go on to graduate school and a professional career in psychology, publication of the thesis can be an important and valuable first step. Students should clarify authorship of any publication that results from the thesis research, as well as who would be responsible for what tasks in preparing for publication. Students should have opportunity to serve as first author on any manuscripts, posters, and other products resulting from their thesis.
• Students who fail to make progress on publication after two years default their rights to first authorship to the faculty member if the faculty member chooses to pursue publication
• Importantly, each student should provide a complete copy of their thesis data set and any supporting data to their faculty advisor. Students are responsible for reviewing the requirements of the IRB for data protection and storage and to discuss these steps with the faculty advisor to ensure best methods for data storage, protection, or destruction post study completion.

Finally, while there are many challenges to completing this two-semester sequence, most students who complete this feel that it was a positive, growth-stimulating experience. It is important to recognize the skills used throughout this process - resourcefulness, persistence, organization and maturity - in order to accomplish this goal!

Course Catalog

See course schedules and requirements.

Director, Psychology Thesis Program

Elizabeth Richardson , PhD

Professor Psychology Liberal Arts 384

508-910-6954 [email protected]

Last modified: Wed, Mar 15, 2023, 01:20 by Andrew Revell

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Writing Dissertations and Theses in Psychology

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This accessible guide equips students to succeed in their master’s thesis or doctoral dissertation in psychology. The authors provide concrete assistance to the myriad tasks and requirements that students will encounter as they plan, conduct, and present their dissertation or thesis research.

Drawing upon their many years of experience in working with graduate students, the authors address the multiple stages of the dissertation and thesis process. They take you through drafting the proposal, the advisor-advisee relationship, interacting with committee members, the writing process, handling obstacles, and the final presentation. Chapters provide guidance on using a research team, collecting data, conducting a literature review, and even acquiring financial support. Finally, students will find additional resources such as practical information on copyright issues, research methods, case analyses, and teleconferencing.

This is an essential book for both graduate psychology students working on their master’s theses or doctoral dissertations and their advisors.

TABLE OF CONTENTS

Chapter 1 | 6  pages, introduction, chapter 2 | 14  pages, your dissertation advisor, chapter 3 | 13  pages, your dissertation committee, chapter 4 | 24  pages, developing the focus and methods for your dissertation, chapter 5 | 9  pages, how to conduct and organize your literature review, chapter 6 | 19  pages, how to write your dissertation competently and efficiently, chapter 7 | 13  pages, strategies for organizing your dissertation, chapter 8 | 17  pages, moving your research along, chapter 9 | 13  pages, submitting drafts to your dissertation advisor and responding to feedback, chapter 10 | 17  pages, principles of dissertation research methods, chapter 11 | 9  pages, getting your dissertation research approved by institutional review boards, chapter 12 | 23  pages, preparing and presenting written sections of your dissertation to your advisor and committee, chapter 13 | 16  pages, presenting your proposal and your dissertation to your committee.

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Home > School, College, or Department > CLAS > Psychology > Dissertations and Theses

Psychology Dissertations and Theses

Theses/dissertations from 2024 2024.

Faculty Mentors' Influence on Latino/a/x STEM Undergraduates' STEM Identity Development , Sandy Cerda-Lezama

The Nuanced Relationship Between Mindfulness, Racial Prejudice, and Policy Support , Jared Michael Cutler

Individual and Structural Contributors to Implicit and Explicit Anti-Muslim Bias in the United States , Aeleah M. Granger

The Relationship Between Adverse Childhood Experiences and Juvenile Offender Typology , Aliza Beth Lipman

A Cognitive Approach to Supervisor Training Intervention Evaluation: Analyzing Change with Response Shift Theory and Models of Measurement Invariance , Luke Daniel Mahoney

The Exploration of Latino BIP Participants' Experiences of Oppression and Expressions of Critical Consciousness , Adrian Luis Manriquez

Permission to Play: A District's Initiative to Innovate Kindergarten and Promote Developmentally Appropriate Practices , Cristin McDonough

The Wage of Wellness: The Relationship Between Socioeconomic Status, Race, and Work Recovery , Emily Julia Ready

Seguir Adelante: A Qualitative Exploration of Latino Farmworkers' Work and Non-Work Resources , Faviola Robles Saenz

It Takes a Village: An Examination of Social Relationships and Mental Health , Em Francis Trubits

Theses/Dissertations from 2023 2023

Examining Factors Impacting the Service Needs of Unhoused Women , Holly Brott

Main, Mediated, and Moderated Effects of Participating in an After-School Social and Emotional Learning Program on Young Children's Development of Social-Emotional Skills , Amy L. Cordier

Who Puts the "Support" in Supportive Housing? The Impact of Housing Staff on Resident's Well-Being, and the Potential Moderating Role of Self-Determination , Kenna Estell Dickard

Motivation to Collaborate: A Qualitative Exploration of the Perspectives of Service Providers on an Alternative First Response Program , Desiree' J. DuBoise

Tell Me, Do You Feel It Too? A Meta-analysis of Dyadic Emotional Contagion in the Workplace , Stefanie Fox

Left on "Read" and All Alone: Instigated Cyber Incivility, Shame, and Experienced Ostracism at Work , Alison Lucia Hunt

Exploring Associations between Military Identity and Well-being Outcomes among Post-9/11 Veterans after Separation , James David Lee

Experiences of People with Serious Mental Illness Seeking Services at Community Mental Health Centers During the COVID-19 Pandemic , Emily Leickly

Why So Serious? Using the Belongingness Need Tenet from the Self-Determination Theory to Examine Workplace Humor and Its Outcomes , Katharine Lucille McMahon

Emotion Knowledge, Its Applications, and Their Associations With African American Children's Social Relationships With Teachers and Peers in Kindergarten and First Grade , Brielle Emily Petit

Stress-Reduction from Positive Support: Impacts of Receiving Partner Capitalization Support on Veteran Stress/Work Stress , MaryAnn Dona Samson

Diversity in Recruitment: The Role of Realistic Website Job Previews for Racial and Ethnic Minority Applicants , Jennifer Saucedo

Antecedents of FSSB: Evaluating the Demographic Basis of Support , Erika Ann Schemmel

A Daily Investigation of the Recovery Paradox: Examining the Dynamic Interplay of Workload, Recovery Experiences, and Microbreaks , Morgan Rose Taylor

Not on the Menu: Customer Sexual Harassment in the Restaurant Industry , Fernanda Wolburg Martinez

Theses/Dissertations from 2022 2022

Model.Disclose(): Examination of Obsessive-Compulsive Disorder Disclosure at Work , Timothy Allen Carsey

Transforming Learning Communities, Transforming Ourselves: A Qualitative Investigation of Identity Processes in a Participatory Action Research-themed Undergraduate Course , Julia Sara Dancis

Clarifying and Measuring Inclusive Leadership , Kelly Mason Hamilton

Intersections of Masculinity, Culturally Relevant Factors, and Intimate Partner Violence Perpetration Among Asian American Men , Jason Z. Kyler-Yano

Sleeping to Support: An Examination of the Relationship Between Leader Sleep and Positive Support Behaviors , Jordyn Jan Leslie

Work-Related IPV Among Latinos: Exploring the Roles of Fatherhood Status, Gendered Expectations, and Support for Intimate Partner's Employment , Adrian Luis Manriquez

Masculinity Instability and Ideologies as Predictors of IPV Perpetration: The Mediating Role of Relationship Power , Emma Christine Marioles O'Connor

The Benefits of Social Support on Health and Well-Being in Military Populations: Examining Mechanisms, Source of Support, and the Reach of a Workplace Well-Being Intervention , AnnaMarie Sophia O'Neill

Do Motives Matter? The Role of Motivation in Shaping the Impact of Mindfulness Training on Teachers' Psychological Distress and Wellbeing , Cristi N. Pinela

Theses/Dissertations from 2021 2021

The Longitudinal Effects of a Family and Sleep Supportive Intervention on Service Member Anger and Resilience , Shalene Joyce Allen

Drug Conviction and Employment Restriction: Experiences of Employees with Drug-Related Criminal Histories , Liana Bernard

Sustaining Boys' Motivation Over the Transition to Middle School: Can Interpersonal Resources Protect Boys from Engagement Declines Across Sixth Grade? , Brandy Anne Brennan

Returning to Rejection: Outcomes and Boundary Conditions of Mental Illness Stereotypes , Stefanie Fox

Guarding Against Strain: The Moderating Role of Nonwork Experiences in the Relationship Between Work-Related Hypervigilance and Strain in Correctional Officers , Samantha Getzen

Anti-Muslim Bias: Investigating Individual Differences, Threat Perceptions, and Emotions in Islamophobic Policy Support , Aeleah M. Granger

Black Children's Development of Self-Regulation within Stressful Contexts of Parenting: Investigating Potential Buffering Effects of a Kindergarten Social-Emotional Learning Program , Eli Labinger

"Like I Was an Actual Researcher": Participation and Identity Trajectories of Underrepresented Minority and First-Generation STEM Students in Research Training Communities of Practice , Jennifer Lynn Lindwall

Claiming Miscommunication to Justify Rape: The Role of Liking the Perpetrator , Alyssa Marie Glace Maryn

An "I" for an "I" : A Systematic Review and Meta-Analysis of Instigated and Reciprocal Incivility , Lauren Sarah Park

Parenting and Children's Academic Coping as a Dynamic System: Feedforward, Feedback, and Mediators of Changes Across the School Year , Kristen Elizabeth Raine

Does Experiencing Spousal Support and Strain Impact the Quality of Family-Based Support that Supervisors Provide to Employees? , Joseph Alvin Sherwood

"B-ing Flexible" : Examining Creativity in Bisexual Employees , Megan Jane Snoeyink

Exploring the Relationships Between Community Experiences and Well-Being among Youth Experiencing Homelessness , Katricia Stewart

Mothers' Drinking Motives , Sheila Kathleen Umemoto

An Examination of Nurses' Schedule Characteristics, Recovery from Work, and Well-Being , Sarah Elizabeth Van Dyck

Preventing Sexual Violence Through Understanding Perceptions of Sexual Offenders , Judith G. Zatkin

Theses/Dissertations from 2020 2020

Examining Employee Needs at Work and Home: a Self-Determination Theory Perspective , Dana Anuhea Auten

Trajectories, Time Windows, and Alternative Pathways of Engagement: Motivational Resources Underlying Academic Development during Middle School , Heather Anne Brule

Examining Mindfulness Training for Teachers: Theoretical and Methodological Extensions of Intervention Effectiveness , Jaiya Rae Choles

Detecting Reinforcement Patterns in the Stream of Naturalistic Observations of Social Interactions , James Lamar DeLaney 3rd

An Investigation of the Temporal Relationship Between Agitation and Sleep Disturbances , Emily Catherine Denning

Peers' Academic Coping as a Resource for Academic Engagement and Motivational Resilience in the First Year of Middle School , Daniel Lee Grimes

Home Resources Supporting Workplace Resources: an Investigation of Moderated Intervention Effects From the Study for Employment Retention of Veterans (SERVe) , Sarah Nielsen Haverly

"It Puts a Face to All the Knowledge We've Gotten" : a Program of Research on Intimate Partner Violence Surrogate Impact Panels , Kate Louise Sackett Kerrigan

A Daily Examination of Anger and Alcohol Use Among Post-9/11 Veterans , James David Lee

An Examination of Daily Family-Supportive Supervisor Behaviors, Perceived Supervisor Responsiveness and Job Satisfaction , Luke Daniel Mahoney

Nurse Can't Even: the Immediate Impact of Incivility on Affect, Well-being, and Behavior , Katharine Lucille McMahon

Perceptions of Police Use of Force at the Intersection of Race and Pregnancy , Emma Elizabeth Lee Money

The Impact of Paternal Caregivers for Youth Who Commit Sexual Offenses , Miranda Hope Sitney

Human Energy in the Workplace: an Investigation of Daily Energy Management Strategies, Job Stressors and Employee Outcomes , Morgan Rose Taylor

Individual and Community Supports that Impact Community Inclusion and Recovery for Individuals with Serious Mental Illnesses , Rachel Elizabeth Terry

Investigating Sexual Fantasy and Sexual Behavior in Adolescent Offenders , Hayley Lauren Tews

Theses/Dissertations from 2019 2019

Integrating Work Ability into the Organizational Science Literature: Advancing Theory and Developing the Nomological Network , Grant Brady

Family Linked Workplace Resources and Contextual Factors as Important Predictors of Job and Individual Well-being for Employees and Families , Jacquelyn Marie Brady

The Role of Teacher Autonomy Support Across the Transition to Middle School: its Components, Reach, and Developmental Effects , Julia Sara Dancis

Does X Mark the Applicant? Assessing Reactions to Gender Non-Binary Job Seekers , Kelly Mason Hamilton

Urbanicity as a Moderator of the Relationship Between Stigma and Well-being Outcomes for Individuals with Serious Mental Illnesses , Emily Leickly

The Relationship Between Undergraduate Research Training Programs and Motivational Resources for Underrepresented Minority Students in STEM: Program Participation, Self-efficacy, a Sense of Belonging, and Academic Performance , Jennifer Lindwall

Perceived Partner Responsiveness, Sleep and Pain: a Dyadic Study of Military-Connected Couples , AnnaMarie Sophia O'Neill

Recruitment Marketing: How Do Wellness and Work-Life Benefits Influence Employer Image Perceptions, Organizational Attraction, and Job Pursuit Intentions? , Amy Christine Pytlovany

The Combined Effects of Parent and Teacher Involvement on the Development of Adolescents' Academic Engagement , Nicolette Paige Rickert

Examining the Development and Classroom Dynamics of Student Disaffection Over Multiple Time Periods: Short-term Episodes and Long-term Trajectories , Emily Anne Saxton

Drinking on a Work Night: a Comparison of Day and Person-Level Associations with Workplace Outcomes , Brittnie Renae Shepherd

Development and Validation of the Workplace Mental Illness Stigma Scale (W-MISS) , Nicholas Anthony Smith

Relational Thriving in Context: Examining the Roles of Gratitude, Affectionate Touch, and Positive Affective Variability in Health and Well-Being , Alicia Rochelle Starkey

Preventing Child Sexual Abuse and Juvenile Offending Through Parental Monitoring , Kelly E. Stewart

"To Call or Not to Call?" The Impact of Supervisor Training on Call Center Employee Attitudes and Well-Being , Whitney Elan Schneider Vogel

Theses/Dissertations from 2018 2018

The Impact of Leader Race and Gender on Perceptions of Organizations in Response to Corporate Error , Nicolas Derek Brown

Impacts of Mindfulness Training on Mechanisms Underlying Stress Reduction in Teachers: Results from a Randomized Controlled Trial , Jaiya Rae Choles

Student Motivation Profiles as a Diagnostic Tool to Help Teachers Provide Targeted Support , Cailin Tricia Currie

Insufficient Effort Responding on Mturk Surveys: Evidence-Based Quality Control for Organizational Research , Lee Cyr

Affirmative Consent Endorsement and Peer Norms Supporting Sexual Violence Among Vulnerable Students on College Campuses , Alyssa Marie Glace

Gendered Partner-Ideals, Relationship Satisfaction, and Intimate Partner Violence , Sylvia Marie Ferguson Kidder

Organizational Calling and Safety: the Role of Workload and Supervisor Support , Layla Rhiannon Mansfield

Bystander Intervention to Prevent Campus Sexual Violence: the Role of Sense of Community, Peer Norms, and Administrative Responding , Erin Christine McConnell

Benevolent Sexism and Racial Stereotypes: Targets, Functions, and Consequences , Jean Marie McMahon

Perceived Overqualification and Withdrawal Among Seasonal Workers: Would Work Motivation Make a Difference? , Anthony Duy Nguyen

Differential Well-Being in Response to Incivility and Surface Acting among Nurses as a Function of Race , Lauren Sarah Park

Financial Strain and the Work-Home Interface: a Test of the Work-Home Resources Model from the Study for Employment Retention of Veterans (SERVe) , MacKenna Laine Perry

Neighbor Perceptions of Psychiatric Supportive Housing : the Role of Knowledge, Attitudes, and Behaviors , Amy Leigh Shearer

The Role of Caregiver Disruption in the Development of Juvenile Sexual Offenders , Miranda Sitney

Intrapersonal and Social-Contextual Factors Related to Psychological Well-being among Youth Experiencing Homelessness , Katricia Stewart

Age-based Differences in the Usefulness of Resources: a Multi-Study Investigation of Work and Well-being Outcomes , Lale Muazzez Yaldiz

Pathways to Kindergarten Growth: Synthesizing Theories of the Kindergarten Transition to Support Children's Development , Rita Yelverton

Theses/Dissertations from 2017 2017

The Force of Manhood: the Consequences of Masculinity Threat on Police Officer Use of Force , Aurelia Terese Alston

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noun. 1. with regard to logic, a proposition to be exposed to logical study in effort to establish proof or disproof. 2. more generally, any idea or proposition put forth within an argument . 3. with regard to philosophy , the initial phase of a dialectical process: a proposition which is opposed by an anti-thesis, thereby producing a new proposition called a synthesis . 4. a dissertation based upon unique research , particularly one needed for an advanced academic degree.

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	Stephen F. Austin State University
	Aug 19, 2024   2024-25 Graduate Catalog     2024-25 Graduate Catalog | The graduate program in general psychology is designed to expose students to some of the main subfields in psychology as well as train students to conduct psychological research and teach psychology courses at the college level. The curriculum may be of interest to individuals seeking to increase their chances of being accepted into psychology doctoral programs and those who would like to earn a master’s degree in psychology as a means of achieving their professional goals. All students in the program will take coursework in various subfields of psychology as well as receive mentorship and training in psychological research, data analysis, ethics, college teaching and professional development. Furthermore, students will have the option to complete a thesis (i.e., independent research project) or a nonthesis option (i.e., independently teach a college psychology course). Students will consult with the graduate program coordinator to help determine the option that will best prepare the student to meet her/his professional goals. Degree Candidacy Admission to degree candidacy is a prerequisite to enrollment in PSYC 5189 - Thesis Research    and PSYC 5190 - Thesis Writing   . To be admitted to departmental degree candidacy, students must achieve a minimum overall GPA of 3.0. Psychology: Thesis Concentration Required courses. PSYC 5300 - Psychology Proseminar Credit(s): 3 PSYC 5317 - Univariate Statistics for Behavioral Sciences Credit(s): 3 PSYC 5318 - Multivariate Statistics for Behavioral Sciences Credit(s): 3 PSYC 5325 - Teaching Seminar Credit(s): 3 PSYC 5385 - Advanced Research Design Credit(s): 3 Elective Courses Complete 15 credit hours from the following list: PSYC 5330 - Biopsychology Credit(s): 3 PSYC 5308 - Cognitive Psychology Credit(s): 3 PSYC 5313 - Organizational Psychology Credit(s): 3 PSYC 5316 - Decision-Making Credit(s): 3 PSYC 5320 - Advanced Psychopathology Credit(s): 3 PSYC 5314 - Advanced Developmental Psychology Credit(s): 3 PSYC 5334 - Advanced Applied Psychology Credit(s): 3 PSYC 5335 - Advanced Tests and Measurement Credit(s): 3 PSYC 5339 - Human Factors Engineering Credit(s): 3 PSYC 5319 - Advanced Social Psychology Credit(s): 3 Thesis Requirements PSYC 5189 - Thesis Research Credit(s): 1 To 9 (3 credit hours required) PSYC 5190 - Thesis Writing Credit(s): 1 To 9 (3 credit hours required) Minimum Total Hours: 36 Scholars' Bank Psychology theses and dissertations. By Issue Date Search within this collection: This collection contains some of the theses and dissertations produced by students in the University of Oregon Psychology Graduate Program. Paper copies of these and other dissertations and theses are available through the UO Libraries . Recent Submissions Integrating Dialectical Behavior Therapy (DBT) Skills and Parenting for Emotionally Dysregulated Parents: Intervention Development  Everett, Yoel ( University of Oregon , 2024-08-07 ) Parental emotion dysregulation (ED) is linked to less effective parenting behaviors that are associated with increased child emotional and behavior problems. There is a lack of integrated adult mental health + parenting ... The Impact of Early Life Adversity and Parenting Skills on Emotion Regulation in a Child Welfare-Involved Sample  Rock, Alexus ( University of Oregon , 2024-08-07 ) Child Welfare (CW) involved children are vulnerable to developmental problems, including deficits in emotion regulation. Emotion regulation is crucial for understanding and responding to situations appropriately. The ... Contextual Factors Influencing Posttraumatic Stress After Campus Sexual Assault  Adams-Clark, Alexis ( University of Oregon , 2024-08-07 ) Sexual assault has been repeatedly associated with multiple types of psychological distress, including posttraumatic stress. Post-assault outcomes are frequently linked to intrapersonal or psychological processes (e.g., ... An Exploration of Fear of Sleep and Experiential Avoidance in the Context of PTSD and Insomnia Symptoms  Kelly, Shay ( University of Oregon , 2024-08-07 ) Fear of sleep (FoS) has been posited to develop following trauma exposure and significantly contribute to the maintenance of insomnia symptoms. While FoS has been operationalized within the Fear of Sleep Inventory - Short ... The Pathology of Imagination: Picturing the Worst  Castillo, Andrew ( University of Oregon , 2024-08-07 ) This pre-registered study evaluates the relationship between imagination and maladaptive personality traits using the Four-Factor Imagination Scale and Personality Inventory for DSM-5. Large-scale, multinational, cross-sectional ... Background Functional Connectivity Reveals Neural Mechanisms of Top-Down Attentional Control  Li, Yichen ( University of Oregon , 2024-08-07 ) Top-down attentional control is essential for efficiently allocating our limited attentional resources to process complex natural environments, focusing on information relevant to our goals. The neural mechanism underlying ... Maternal Stress, Family Functioning, and Child Well-Being According to Latinx Mothers With Young Children: A Mixed Methods Approach  Hernandez, Ana ( University of Oregon , 2024-08-07 ) While there is an inextricable link between parental stress and child well-being, considerably less research has examined this relationship among Latinx parent-child dyads despite their unique experiences in the United ... When “Self-Harm” Means “Suicide”: Adolescent Online Help-Seeking for Self-Injurious Thoughts and Behaviors  Lind, Monika ( University of Oregon , 2024-03-25 ) The sensitive period of adolescence facilitates key developmental tasks that equip young people to assume adult roles. Adolescence features important strengths, like the need to contribute, and some risks, like vulnerability ... Stereotypes and Social Decisions: The Interpersonal Consequences of Socioeconomic Status  Hughes, Bradley ( University of Oregon , 2024-01-09 ) Interpersonal perceptions of socioeconomic status (SES), those formed in face-to-face interactions, can perpetuate inequality if they influence interpersonal interactions in ways that disadvantage people with low SES. There ... Utilization of Linguistic Markers in Differentiation of Internalizing Disorders, Suicidality, and Identity Distress  Ivie, Elizabeth ( University of Oregon , 2024-01-09 ) The adolescent period of development is associated with a significant increase in the occurrence of mental illness. In addition, death by suicide is one of the leading causes of death amongst adolescents. Identity formation ... The Role of Fractal Fluency on Visual Perception  Robles, Kelly E. ( University of Oregon , 2024-01-09 ) From quarks to galaxies, the natural world is organized with fractal geometry. Fractal fluency theory suggests that due to their omnipresence in our visual world, fractals are more fluently processed by the visual system ... The Anatomy of Antagonism: Exploring the Relations of 20 Lexical Factors of Personality with Machiavellianism, Grandiose Narcissism, and Psychopathy  Kay, Cameron ( University of Oregon , 2024-01-09 ) Despite being the focus of extensive research over the past two decades, the structure of the “Dark Triad”—or, as I will refer to it here, the “Aversive Triad”—is still shrouded in confusion. Much of this confusion stems ... Content Representation in Lateral Parietal Cortex  Zhao, Yufei ( University of Oregon , 2024-01-09 ) While the lateral parietal cortex (LPC) in the human brain is traditionally investigated for its functions in visual perception, more recent evidence has highlighted its substantial contribution to supporting human episodic ... Sociocultural Contexts of Emotion Socialization in BIPOC Families  Lee, Angela ( University of Oregon , 2024-01-09 ) Having effective emotion regulation skills is critical to socioemotional well-being, and parents play a key role in the development of children’s emotion regulation through emotion socialization behaviors. However, since ... Cross-ideological Communication: The Impact of Real Conversations Compared to Imagined Ones  Niella, Tamara ( University of Oregon , 2024-01-09 ) Political polarization has visibly increased in the last few years. A sense of divisiveness has been exacerbated by a surge in social media communication about contentious issues which has been replacing face-to-face ... Inflammation, Mental Health, and the COVID-19 Pandemic: A Pilot Study with Child Welfare Service Involved Families  Horn, Sarah ( University of Oregon , 2024-01-09 ) The coronavirus (COVID-19) pandemic has posited unique challenges for families and significantly disrupted several aspects of children’s environments. The pandemic is an ongoing risk experience, with young children being ... Testing Novel Norm Interventions for Promoting Pro-environmental Consumption  Lieber, Sara ( University of Oregon , 2024-01-09 ) The purpose of the current project was to investigate how a social psychology approach could be used to develop an effective climate-change mitigation tool. A commonly used technique in the social psychology literature for ... Understanding the Misunderstood Emotion: A Mixed-Methods Investigation of Variants of Anger  Razavi, Pooya ( University of Oregon , 2023-07-06 ) In cultural accounts and scholarly writings about anger, we see conceptualizations that reflect the existence of two variants: an anger perceived as moral, appropriate, and justified; and an anger considered wrong and ... Measuring long-term memories at the feature level reveals mechanisms of interference resolution  Drascher, Maxwell ( University of Oregon , 2023-07-06 ) When memories share similar features, this can lead to interference, and ultimately forgetting. At the same time, many highly similar memories are remembered vividly for years to come. Understanding what causes interference ... The Role of Hierarchical Structures in Cognition  Moss, Melissa ( University of Oregon , 2023-07-06 ) Individuals routinely execute complex tasks that involve multiple, dependent levels of information, such as driving a car or cooking dinner. It is amazing that our cognitive system is able to represent such complex, ... View more submissions Search Scholars' Bank All of scholars' bank, this collection. Everett, Yoel (2) Adams-Clark, Alexis (1) Aguiar, Naomi (1) Akers, Laura (1) Ashby, Stefania (1) Barlow, M. Rose (Margaret Rose) (1) Barnes, Melissa (1) Barton, Jocelyn (1) Batterink, Laura (1) Beauchamp, Kathryn (1) ... View More Clinical psychology (16) Psychology (11) Parenting (9) Social psychology (9) Attention (8) Emotion (8) Adolescence (7) Neuroimaging (7) Cognitive psychology (6) Date Issued 2020 - 2024 (56) 2010 - 2019 (99) 2000 - 2009 (19) 1960 - 1969 (1) 1935 - 1939 (1) Has File(s) Most Popular Items Statistics by Country Most Popular Authors BYU ScholarsArchive Home > Family, Home, and Social Sciences > Psychology > Theses and Dissertations Psychology Theses and Dissertations Theses/dissertations from 2024 2024. The Impact of Applied Mental Health Classes on Eudaimonia, Gratitude, and Heart Rate Variability , Derek Charles Bartlett Facets of Neuroticism as Predictors of Heart Rate Variability and Psychological Distress , Mikel Cressman Psychotherapy Outcomes of Sexual Minority College Students: A Comparison of Religiously-Affiliated and Non-Religiously Affiliated U.S. Universities , Elise Burton Johnson Sleep It Off? Exploring Sleep Duration and Bedtime Regularity as Potential Protective Moderators of Early Adversity's Impact on Mental Health in Infancy, Childhood, And Adolescence , Sarah Lindsey Hipwell Kamhout Intervening for a Better Social Life? A Comparative Analysis of Psychological Egoism and Aristotle as Alternate Foundations for Applied Social Psychology's Aims , Samuel D. Major Perceptions of Violent Content and Their Relationships on Aggressive Behavior: The Effects of Implicit Beliefs on Aggression in Relation to Video Content , Logan McCombs Distinguishing Between Symptom Presence and Severity Using a Two-Part Sequential Model , Luiza Ferreira Pradera Sleep, Eat, Repeat: An Examination of the Influence of Sleep and Biological Sex on Eating-Related Inhibitory Control in Overweight Emerging Adults , Shelby Mika Seipert-Raine The Influence of Religious and Political Discrepancies on Parent-Adolescent Social Cohesion , Emily de Schweinitz Taylor Deliberate Practice with Motivational Interviewing: Basic Helping Skills Among Novice Helpers , Angel Laurencio Vega Theses/Dissertations from 2023 2023 Group Therapy for Externalizing Behavior Problems in Youth: A Meta-Analysis , Rachel Anne Arnold Adolescence and Stress: A Longitudinal Examination of the Role of Stress on Health Outcomes and the Moderating Role of Self-Regulation and Social Support , Joshua T. Christensen Sex-Specific Variation in Deep Brain Shape is Attenuated in Schizophrenia - An ENIGMA Consortium Meta-Analysis , Delaina Brooke Cimmino Gratitude Training for Promoting Subjective Well-Being: A Randomized Controlled Trial Comparing Journaling to a Personalized Menu Approach , Conner Lee Deichman Development, Reliability, and Validity of a Measurement of Attitudes Toward Non-Binary Individuals , Jane Green Meet Them Where They Scroll: A Meta-Analytic Review of Teen and Young Adult Dating Violence Prevention Programs , Aeriel Grace Halstead Online Self-Compassion Training vs. Expressive Writing: A Randomized Controlled Trial , Lauren Benyo Linford Real Time Tracking of Sleep Behaviors as a Predictor of Suicidal Ideation for Young Adults with Autism Spectrum Disorder and Social Anxiety , Yong Seuk Steven Lograsso Exploration of the Impact of Gender-Affirming Care and Social Support on Executive Functioning and Mental Health in Gender-Diverse Autistic and Non-Autistic Adults , Karys Michaela Normansell-Mossa "Unraveling Shame": Therapy Experiences of Religious Sexual Minority College Students , Audrey Louise Parker Group Therapeutic Relationships Codevelopment in Short-Term Therapy: A Conceptual Replication and Extension of Lo Coco et al. (2019) , Tate M. Paxton Mediators of the Insomnia-Suicidality Association , Zach Simmons Theses/Dissertations from 2022 2022 Group Psychotherapy for Pain: A Meta-Analysis , Cameron Todd Alldredge Age-Related Differences in Food-Specific Inhibitory Control: Electrophysiological and Behavioral Evidence in Healthy Aging , Whitney D. Allen Outdoor Air Pollution and Psychological Well-Being: A Meta-Analysis , Jeremy Stanley Bekker Defining Cheating Using Multiple Models , Krista Joy Dowdle Neuroticism and Relationship Quality: A Meta-Analytic Review , Charlotte R. Esplin Moral Foundations in Bunkerville and Malheur , David Keith Frey Concurrent and Incremental Validity of Parent- and Teacher-Report and Neuropsychological Measures of Executive Functions, Attention, and Hyperactivity in an Outpatient Community Mental Health Clinic Pediatric Sample , Lindsay Morgan Fruehauf The Influence of Sex on Cognitive Control Performance and Frontoparietal Network Integrity in First Episode Psychosis , Kaitlyn McFarlane Greer Socioeconomic Status and Physical Attractiveness in Partner Selection 32 Years Later: An Empirical Replication and Extension of Townsend and Levy (1990) , Elena Kelsey Henderson Sleep and Eating Behavior Among Adolescent Females with Overweight or Obesity: The Role of Appetite-Related Cognitive Processes , Kirandeep Kaur Neuroticism's Ties to Relationship Satisfaction: What Behaviors Matter? , Alexyss M. Lange Daily Survey of Negative Affect and Social Interactions in Young Adults with High Levels of Social Stress , Danica L. Limon Is There a Relationship Between Religiosity and Infidelity? A Meta-Analysis , Meghan Maddock Effectiveness of Group Interventions for Weight Loss for Youth: A Meta-Analytic Review , Monica Carolina Martinez Associations Between Glycemic Control and Executive Functioning in Type 1 Diabetes: A Systematic Review and Meta-Analysis , Hannah Margot McDaniel Returning Thanks to God and Others: The Relational, Prosocial, and Emotional Consequences of Transcendent Indebtedness , Jenae Marie Nelson Method and Interpretation: Gadamer and the Limits of Methods in Qualitative Research , Jared C. Parker Postsecondary Education Achievement and Employment Outcomes in Adults with Self-Reported Autism Diagnosis , So Yeon Park The Reciprocal Relationship Between Group Therapeutic Relationships and Group Member Symptom Improvement: An Archival Analysis , Aileen Marie Rands Psychometric Properties of the Survey on Flourishing (SURF) in a Nationally Representative Adolescent Sample , Gus C. Salazar The Relationship Between Traumatic Brain Injury and Disruptions in Heart Rate Variability and Heart Rate Variability Biofeedback: A Systematic Review , Leah D. Talbert Asymmetry of Gains and Losses in Human Decision-Making and Choice: Behavioral Correlates of Loss Aversion, Money, Food, and the Menstrual Cycle , Marcia Mackley Ventura Medical and Socioeconomic Predictors of Psychosocial Functioning in Pediatric Hydrocephalus , Vanessa Wall The Relationship Between Thalamic Morphology and Behavioral Features in Amnestic and Aphasic Variants of Alzheimer's Disease , Holly Rochelle Winiarski Parent and Child Acculturation Differences: Sleep and Weight Outcomes in Latinx Pre-Adolescents , Kelsey K. Zaugg Theses/Dissertations from 2021 2021 Straight White Men's Geosocial App Preferences: Exploring the Effects of Race , Sean Aaron The Relationship of Alliance, Cohesion, and Group Climate with Outcome , Rachel Anne Arnold Is Variability in Inhibition-Related Neural Activation After Sleep Restriction Associated with Eating Behavior in Adolescents? , Kimberly A. Barnett The Effect of Depression, Anxiety, and Stress on Heart Rate Variability During Self-Critical and Self-Compassionate Exercises , Derek C. Bartlett The Impact of Client and Therapist Religious Commitment on Psychotherapy in a University Counseling Center , Brodrick Thomas Brown The Associations of Extraversion and Heart Rate Variability , Rachel Marie Channell Predictors of Psychosocial Functioning Following Pediatric Neuropsychological Assessment , Benjamin D. Eschler A Feasibility Study of a Group-Format, Ecologically Oriented Neurorehabilitation of Memory (EON-Mem) Program in Older Adults , Kayla Michelle Frodsham When Clients Who Got Worse Believe They Got Better: A Qualitative Analysis of OQ-Deteriorators Reporting Improvement In Therapy , Eric Alexander Ghelfi Married Mothers' Multiple Roles: Implications for Cardiovascular Health , Tyler C. Graff How Do I Love Thee? A Latent Mixture Model Analysis of College Dating Relationships , Aeriel Grace Halstead Effect of Schematic Congruence on Mnemonic Discrimination in the Hippocampal Subregions , Ariana M. Hedges-Muncy How Many Ways Can You Vocalize Emotion? Introducing an Audio Corpus of Acted Emotion , Logan Ricks Kowallis Sensory Sensitivity and Intolerance of Uncertainty Influence Anxiety in Autistic Adults , Karys M. Normansell-Mossa Limbic Morphometry in Individuals with Schizophrenia and Their Nonpsychotic Siblings , Rachael Olivia Slate Theses/Dissertations from 2020 2020 Stress and Performance Anxiety Intervention for Musicians:A Biofeedback and Compassion Focused Therapy Intervention , Tara Austin Executive Function, Eating, and Exercise Duration in Adolescents , Robyn C. Blackburn Predictors of Paternal Postpartum Depression: A Meta-Analysis , Zachary Joseph Blackhurst College Counseling Center Treatment Outcomes: A Comparison of Student Athletes and General Population Students , Mariah M. Bullock Does Inhibitory Control Training Reduce Weight and Caloric Intake in Adults with Overweight and Obesity? A Pre-Registered, Randomized Controlled Event-Related Potential Study , Kaylie A. Carbine Dyslexia Beyond the Word: An Ecological Study of Specific Reading Disorder , Benjamin T. Carter Examining Psychotherapeutic Treatment Approach Preference in a Hispanic Population , Andrea Mayra Vieira DeBarros What Motives Drive Pornography Consumption , Charlotte R. Esplin Client Experiences of a Brief Heart Rate Variability Biofeedback Protocol , Sheilagh Fox Heterogenity in Brain Injury: An Investigation of the Efficacy of Qualitative Comparative Analysis in Diffusion Tensor Imaging , Cooper Benton Hodges Utility of High-Definition Fiber Tractography and Eye-Tracking for Measuring Outcome in Chronic Mild Traumatic Brain Injury , Hannah M. Lindsey Efficacy of an Online Self-Compassion Training for Improving Well-being and Body Image: A Randomized Waitlist-Controlled Trial , Lauren Benyo Linford Mnemonic Discrimination: Correcting False Memories and Detecting Changes in Time , Nathan M. Muncy Peripheral Dopamine 2 Receptors Both Modulate Central Dopamine Release and Adopt in a Similar Manner to that of Central Dopamine 2 Receptors , J. Daniel Obray Treatment Engagement and Effectiveness Using an Internet-Delivered Cognitive Behavioral Therapy at a University Counseling Center , Meredith S. Pescatello Reliability and Validity Practices in Randomized Controlled Trials: Current Trends and Recommendations , Jennifer A. Z. Romano The Association of Sleep Quality and Loneliness with Perceived Physical and Mental Health Status in Autistic Adults , Nicholas Charles Clark Russell Psychometric Properties of the Spanish Version of the Treatment Support Measure (TSM-SP) , Corinne Elizabeth Ruth A fMRI of Fear Conditioning and Auditory Looming in Autism Spectrum Disorder , David Nicholas Top Jr. Social-Emotional Outcomes in Children with Hydrocephalus , Vanessa L. Wall Developmental Predictors of Adolescent Alcohol Intake: A Nonhuman Primate Model , Elizabeth Katherine Wood Theses/Dissertations from 2019 2019 Treatment Failure Rates in Group Versus Individual Treatment Using the OQ-45: An Archival Replication , Cameron Todd Alldredge Factors Associated with Parent Reactions to the diagnosis of an Autism Spectrum Disorder , Emily Irene Anderberg "Camouflaging" in Women with Autistic Traits: Measures, Mechanisms, and Mental Health Implications , Jonathan S. Beck Personality Inventory DSM-5: A Spanish Translation for Hispanics in the United States , Jessica Abigail Carmona Measurement Implementation in Youth Psychotherapy: An Examination of Barriers and Facilitators of Y-OQ and TSM Implementation , Tess Janeen Collett The Impact of Sleep Restriction on Food-Related Inhibitory Control and Food Reward in Adolescents: Physical Activity and Weight Status as Potential Moderators , Kara McRae Duraccio Cognitive Control and Context Maintenance in Individuals with Obsessive-Compulsive Disorder (OCD) , Lindsay Morgan Fruehauf Cross-Group Relationship Satisfaction: A Meta-Analysis , Elena Kelsey Henderson An Exploration of Mechanisms of Change in Compassion Focused Therapy Groups: A Pilot Study in a College Counseling Center Population , Jennifer Lynn Jensen What Is the Relationship Between Religiosity, Self-perceived Problematic Pornography Use, and Depression Over Time? , Meghan Elizabeth Maddock Cultivating the Skill of Savoring: An Internet-Delivered Intervention to Promote Well-Being , So Yeon Park Thalamic Morphology in Non-Semantic Primary Progressive Aphasia , Holly Rochelle Paxton Describing Therapeutic Relationship Change and Failure in Group Psychotherapy , Harold Thomas Svien Y-BOCS Factor Structure Analysis and Calculation of Measurement and Structural Invariance Between Genders , Sean B. Vanhille Deterioration in Individual Psychotherapy: The Effectiveness of the Clinical Support Tools , Melissa Mallory White Theses/Dissertations from 2018 2018 Day-of-Injury Computed Tomography (CT) and Longitudinal Rehabilitation Outcomes: A Comparison of the Marshall and Rotterdam CT Scoring Methods , Kayla Michelle Alder Advanced Search Notify me via email or RSS ScholarsArchive ISSN: 2572-4479 Collections Disciplines Scholarly Communication Additional Collections Academic Research Blog Author Corner Hosted by the. Harold B. 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Leonie Sindern - Clinical Psychology Roeterseilandcampus, Building: , Street: Nieuwe Achtergracht 129-b, Room: GS.08 Maladaptive fear responses that are initially successfully extinguished with interventions like exposure therapy often return over time.  Latent cause theory attributes individual differences in the return of fear (ROF) to whether exposure updated the original fear memory or created a competing safety memory. If a safety memory is created, reactivation of the fear memory at a later time can explain ROF. According to latent cause theory, whether memory updating occurs depends on whether individuals attribute the situations in which fear is learned and unlearned to the same latent cause. However, individual differences in latent cause inference are not directly observable which calls for the development of new measurement tools. Mathematical models can be used to emulate cognitive and behvioural processes which makes computational modeling a promising candidate. The goal of the current study was to test this by applying two models previously developed by Zika et al. (2023) to fear conditioning data. We used simulations to understand the models’ behaviours under this experimental paradigm, and adjust them to reflect predictions of latent cause theory. Next, we applied the models to our data and classified participants as single- and multiple-state learners. Lastly, this categorization was used to predict ROF, where we expected single-state learners to have less ROF than multiple-state learners. With our study we contribute to the effort of leveraging mathematical models to describe and measure latent cognitive processes, and test the applicability of results to a commonly used research paradigm in clinical research. Tips for Surviving (and Thriving in) Your Psychology Thesis A little planning and consistency can make it all a lot less painful.. Posted May 8, 2020 What Is a Career Take our Procrastination Test Find a career counselor near me Writing (and defending) a thesis or dissertation can be a daunting process. However, some careful planning and consistency can make it all a lot less painful. Better yet, it can be actually pretty rewarding. Having just gone through the writing and defending process myself, I’ve reflected on 16 of the lessons I learned along the way: 1. Read other theses and dissertations. I cannot stress enough how helpful it is to scan other finished documents to get a sense of what makes a strong (and less strong) body of work. You’ll also learn about different ways to structure your document and what kinds of sections to include. Search for research that is related to your topic, methodology, and epistemology to see how other students have approached these areas. 2. Don’t underestimate the literature review. By the time students reach graduate school, it’s expected that they know how to write a solid literature review. However, Boote and Beile (2005) argued that many students have never actually been taught how to compose a critical synthesis of the literature. They argued that students need to become “scholars before researchers”; that is, instead of offering simple summaries of existing studies, it is important to analyze, synthesize, and evaluate the body of work. They proffer further that this step is critical to identify important research problems. Not totally sure where to start with your review? Don’t be too hard on yourself – Boote and Beile argued that few faculty members have even mastered the task. I recommend tracking down some resources on how to write a good literature review; try Galvan and Galvan’s (2017) book, Writing Literature Reviews: A Guide for Students of the Social and Behavioral Sciences. 3. Know your APA style. Buy the Publication Manual . Learn to love it. (I also like the Purdue Online Writing Lab if you need to look up a rule in a hurry.) 4. Cite mindfully. Your supervisor can help you identify a few key articles that will be critical to cite in your document; for example, seminal works or the most recent contributions to your area. While it’s important to ensure that you’re citing the most up-to-date studies in your literature review (e.g., those published in the past 10 years), it is also essential to acknowledge the early scholars who paved the way for your work. Be careful to not only cite “supportive sources”; your committee will expect you to discuss opposing views. Carefully explaining how your work intentionally departs from these studies will strengthen your arguments. It has been well-documented that women and authors of colour are cited less frequently than men or white authors (Davis & Craven, 2016). Thus, as feminist anthropologists Davis and Craven (2016) argued, “it is important to keep in mind that who we cite – and equally important who we do not cite – shapes our projects in important ways” (p. 66). Especially if you are engaging in feminist or critical research, it becomes “our business to seek out, and incorporate, innovative research from scholars whose work is often ignored because of structural inequities” (p. 67). 5. Try not to over-quote other authors. I used to be a chronic over-quoter. However, I received enough feedback from enough different professors to finally quell this habit. Using too many direct quotations not only prevents you from using your own critical thinking skills, but it also reduces your credibility as an analytical, innovative researcher. Save your direct quotes for the real “gems” and remember that paraphrasing is your friend. 6. Remember that editing is easier than writing . Get your thoughts down without worrying too much (at first, that is) about style and grammar. Author Anne Lamott (2005) wrote that perfectionism is the “main obstacle between you and a sh*tty first draft” (p. 27). And that’s what most first drafts are. But once you’ve crossed that first big hurtle, it’s easier to face the less-daunting task of editing and fine-tuning. 7. Craft your document like you’re preparing for your defense. With every decision you make (e.g., how many participants to include, your methodology, even your title), ask yourself why. Even if you’re not including these “whys” in your document, jot down your answers and save them to refer back to when you are prepping for your defense. You’ll thank yourself later on! 8. Update your reference list as you go. Nothing is more frustrating than forgetting where you found a certain reference or from which page you took a quote. Keeping up with your references diligently as you go saves unnecessary work later on (again, your future self will thank you!). 9. Overcome procrastination . Unfortunately, waiting to feel inspired to work on your dissertation is (typically) a futile exercise. Instead, scheduling time to work each day helps keep you on track and your mind in the game. Princeton University has offered some good tips for understanding and overcoming procrastination; I also like the Pomodoro technique and ensuring at least some of my work time is “unplugged.” 10. Refer to your epistemology throughout . Your epistemology shouldn’t just be something that is stated in your intro and promptly forgotten about. It is the heart of your research; your understanding of what makes something true. As such, it should inform everything from your methodology to your epigraph to how you position yourself in your work. 11. Keep a research journal. Jot down all of your decisions and “aha” moments. Document the things that challenge you, the things that surprise you, the things you’re proud of, and the things you would have done differently. You never know what might be useful material when it comes to crafting your discussion or preparing for a conference presentation. 12. Prepare your elevator speech. Be able to discuss your topic in layman terms in three minutes or less. This exercise is incredibly useful for understanding your work in a concise and useable way. 13. Proofread with fresh eyes . Once you’ve finished a draft of each chapter or section, leave it for a day or two (deadlines permitting) to review it with a new perspective. Do the same once you’re done the entire document. Proofreading printed pages is often easier than electronic versions to catch those pesky typos. 14. Find some editors. We can get so “close” to our research that we miss our blind-spots. I recommended asking (or kindly bribing) both “insiders” (like a classmate) and “outsiders” (like a friend in a totally different field) to read your work, to get a different set of perspectives. 15. Be kind to yourself. It’s a cheesy but important one. This is likely your first time tackling a research project of this size. You’re going to feel frustrated, overwhelmed, and confused at times. Take a deep breath and keep in mind that this is all part of the process. Remember that writing your thesis or dissertation should never trump all other aspects of your self-care; taking care of your physical wellbeing, relationships, and mental health are always priorities. 16. Find meaning in the process. It’s OK if your thesis or dissertation doesn’t represent your lifelong passion or ultimate life purpose. If academia is your long-term goal, you have your entire career to refine your program of study. And if research is absolutely not in the long-term cards for you, then seeing your thesis as a means to an end is OK, too. That said, finding a way to make the process meaningful will makes things a lot more enjoyable. Although a good thesis is a done thesis, your research also has the opportunity to contribute to theory, practice, and policy in important ways – so try not to underestimate your ability to create a really meaningful body of work. Boote, D. N., & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Educational Researcher, 32(6), 3-15. https://doi.org/10.3102/0013189X034006003 Davis, D., & Craven, C. (2016). Feminist ethnography: Thinking through methodologies, challenges, and possibilities. Rowman & Littlefield. Galvan, J. L., & Galvan, M. (2017). Writing literature reviews: A guide for students of the social and behavioral sciences (Vol. 7). Taylor & Francis. Lamott, A. (1995). Bird by bird: Some instructions on writing and life. Anchor. Amy Green, M.A., is a doctoral student in Counselling Psychology at the University of Calgary. Find a Therapist Find a Treatment Center Find a Psychiatrist Find a Support Group Find Online Therapy United States Brooklyn, NY Chicago, IL Houston, TX Los Angeles, CA New York, NY Portland, OR San Diego, CA San Francisco, CA Seattle, WA Washington, DC Asperger's Bipolar Disorder Chronic Pain Eating Disorders Passive Aggression Personality Goal Setting Positive Psychology Stopping Smoking Low Sexual Desire Relationships Child Development Self Tests NEW Therapy Center Diagnosis Dictionary Types of Therapy Sticking up for yourself is no easy task. But there are concrete skills you can use to hone your assertiveness and advocate for yourself. Emotional Intelligence Gaslighting Affective Forecasting Neuroscience 458 IMAGES Persuasive Essay: Psychology thesis statement examples How to Make PhD Psychology Research Proposal That Impresses HOW TO WRITE A THESIS: Steps by step guide Dissertation posters Thesis Statements in Psychology (PDF) The Master's Thesis in Applied Psychology Training COMMENTS Thesis and Capstone Requirements for Psychology Programs In most psychology programs, the thesis and capstone function as a student's final assignment. Use this guide to uncover the major aspects of thesis and capstone projects, including topics, grading criteria, and presentation requirements. Past & Current Theses The Psychology Undergraduate Office has hard copies of several prize-winning theses from the past five years that you may sign out to see what the best undergraduate work looks like. Above, you can browse the titles of past undergraduate theses to give you an idea of the topics of theses students typically write. Only hard copies of recent ... PDF Writing for Psychology vard Writing Project.Writing for psychology incorporates many of the organizational elements you learned. in Expository Writing. In Expos, you were taught general academic guidelines for formulating a thesis, providing a motive for the thesis, supporting this thesis with convincing evidence, and anticipating o. 12 Steps to Complete a Thesis or Dissertation in Psychology Completing a thesis or dissertation can be terrifying and anxiety-provoking. But it doesn't have to be! Here are 12 steps to move your dissertation to DONE! Tips for Surviving (and Thriving in) Your Psychology Thesis Although a good thesis is a done thesis, your research also has the opportunity to contribute to theory, practice, and policy in important ways - so try not to underestimate your ability to ... Psychology Junior Paper and Senior Thesis Guide A theoretical thesis should include a comprehensive review of the research literature on a psychology topic of importance, including an extensive evaluation of the findings and original interpretations, theoretical proposals, or a proposed program of research to add further scientific knowledge. What Do Thesis Projects Involve? Advanced Research Processes and Sources in Psychology The work involved in starting, researching, writing, and defending your thesis Honours Thesis Handbook Honours thesis award. Each year, the Psychology Department recognizes the achievement of a small number of students who have produced the most outstanding honours theses. Theses will be considered for a thesis award if the thesis supervisor nominates the student and the thesis receives a final grade of 93 or above. Psychology Guide: Resources for Writing a Thesis This guide will help you find the information you need to complete your assignments and research for psychology topics PDF A Brief Guide to Writing the Psychology Paper The Challenges of Writing in Psychology Psychology writing, like writing in the other sciences, is meant to inform the reader about a new idea, theory or experiment. Toward this end, academic psychologists emphasize the importance of clarity and brevity in writing while minimizing descriptive language and complex sentence structure. The best writers of psychology have the ability to make ... Thesis The Thesis is independent research conducted by the student and supervised by a psychology faculty member. The Psychology Department requires completion of a two-course sequence (PSYCH 4999.01 and 4999.02). What Are The Differences Between a Thesis and a Dissertation? Most graduate programs in psychology require students to complete a thesis project or dissertation as part of the course of study. The specific details of each vary from school to school but there are some general differences that will be found across colleges in regards to a thesis or a dissertation. Psychology Senior Thesis To qualify, the thesis must have a strong focus on psychology and be supervised by a faculty member from the Psychology Department who is an expert in the student's chosen research topic. Students may collaborate with a non-psychology faculty member on their research; however, they must also have a psychology faculty member who is ... Psychology Thesis psychology thesis research This course is designed to enable Psychology majors, usually seniors, to engage in independent laboratory or field research, resulting in a culminating senior thesis, under the direction of a faculty member. CSI Library: Psychology: What is a Thesis Statement? This LibGuide describes the CSI Library's resources and services that are relevant for learning and research in Psychology. Thesis Advising Thesis Advising If you're thinking of writing a thesis as part of your Psychology concentration, the first thing you'll want to do is check out the Undergraduate Office's thesis manual. You can find it on the Honors Thesis section of this website!Then, you should contact Psychology's Thesis Tutorial Instructor. Psychology Thesis The Psychology Thesis is intended for the serious psychology student who is seeking challenging research training and the opportunity for individual mentoring by a faculty member. Students must write and propose their research project to a committee of three faculty members, conduct the research investigation, give a poster presentation on ... Writing Dissertations and Theses in Psychology This accessible guide equips students to succeed in their master's thesis or doctoral dissertation in psychology. The authors provide concrete assistance to the Psychology Dissertations and Theses Theses/Dissertations from 2023. PDF. Examining Factors Impacting the Service Needs of Unhoused Women, Holly Brott. PDF. Main, Mediated, and Moderated Effects of Participating in an After-School Social and Emotional Learning Program on Young Children's Development of Social-Emotional Skills, Amy L. Cordier. PDF. What is THESIS? definition of THESIS (Psychology Dictionary) Psychology Definition of THESIS: noun. 1. with regard to logic, a proposition to be exposed to logical study in effort to establish proof or disproof. 2. more Tips for Surviving (and Thriving in) Your Psychology Thesis Writing (and defending) a thesis or dissertation can be a daunting process. However, some careful planning and consistency can make it all a lot less painful. Program: Psychology, Thesis, MA The graduate program in general psychology is designed to expose students to some of the main subfields in psychology as well as train students to conduct psychological research and teach psychology courses at the college level. Psychology Theses and Dissertations This collection contains some of the theses and dissertations produced by students in the University of Oregon Psychology Graduate Program. Paper copies of these and other dissertations and theses are available through the UO Libraries. Psychology Theses and Dissertations Brigham Young University's open access repository's section for electronic theses and dissertations concerning psychology. Full article: What makes a Thesis by Publication? An international The thesis by publication is expanding across countries, institutions and disciplines, and so a more in-depth understanding of the format across contexts is warranted, to ensure that all stakeholde... Presentation Master's thesis PPLE - Politics, Psychology, Law and Economics (bachelor) Preservation and Presentation of the Moving Image (duale master) Preventieve jeugdhulp en opvoeding (schakelprogramma) ... Presentation Master's thesis - Leonie Sindern - Clinical Psychology. Last modified on 19-08-2024 11:39. share. print. Tips for Surviving (and Thriving in) Your Psychology Thesis Although a good thesis is a done thesis, your research also has the opportunity to contribute to theory, practice, and policy in important ways - so try not to underestimate your ability to ... essay homework paper phd project resume review speech thesis