It concludes with the findings and significance. In the middle, you can see the parameters that were used for the research. In the cell phone abstract example, the beginning breaks out the background information for the study before going into what was studied. Although more research is needed to identify the underlying mechanisms, findings suggest a need to sensitize students and educators about the potential academic risks associated with high-frequency cell phone use. Thus, after controlling for other established predictors, increased cell phone use was associated with decreased academic performance.

001) and negatively (β = −.164) related to actual college GPA after controlling for demographic variables, self-efficacy for self-regulated learning, self-efficacy for academic achievement, and actual high school GPA, which were all significant predictors (p <.

449) demonstrated that cell phone use was significantly (p <. As such, 536 undergraduate students from 82 self-reported majors at a large, public university were sampled. This study assessed the relationship between cell phone use and actual college grade point average (GPA) after controlling for known predictors. The cell phone is ever-present on college campuses and is frequently used in settings where learning occurs. The Relationship Between Cell Phone Use and Academic Performance in a Sample of U.S. You’ll also notice the past tense wording since the abstract is created after the research is finished. The third and final section discusses the correlation of video games and college engagement, along with the validity of video game addiction.

It then breaks down who was in the study and how the study was conducted. In this video game addiction research abstract, you’ll see that the information follows a formal structure.įor example, the first sentence provides the topic of the research. Results are discussed in terms of implications for male students' engagement and success in college, and in terms of the construct validity of video game addiction. Results suggested that video game addiction is (a) negatively correlated with expected college engagement, (b) negatively correlated with college GPA, even when controlling for high school GPA, and (c) negatively correlated with drug and alcohol violations that occurred during the first year in college. In the week before the start of classes, participants were given two surveys: one of expected college engagement, and the second of video game usage, including a measure of video game addiction. Participants were 477 male, first year students at a liberal arts college. This study explored the pattern of video game usage and video game addiction among male college students and examined how video game addiction was related to expectations of college engagement, college grade point average (GPA), and on-campus drug and alcohol violations.

Video Game Addiction and College Performance Among Males

Abstract in apa format example