APA FORMAT

1
APA FORMAT

• MAIS 599
• Research Preparation
• Evaluation and Practice
• Instructor Dr. Mark Henze

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Quick Formatting Issues

• Double spaced except for block quotes
• 1 margins all around
• Page number ½ from top and 1 from right in
  upper right hand corner
• All indents are ½ from margin.
• No quote marks for block quotes and entire
  quote indented ½ from margin.

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Headings for Papers (3 levels)

• Level 1
• MY PAPER TITLE
• Level 2
• Centered, Title Case Heading
• Level 3
• Flush Left, Italicized, Title Case Heading

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Headings for Longer Papers (4 levels)

• Level 1
• MY PAPER TITLE
• Level 2
• Centered, Title Case Heading
• Level 3
• Centered, Italicized, Title Case Heading
• Level 4
• Flush Left, Italicized, Title Case Heading

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Inline Citation - APA
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• Cognitive motivation theories include, among
  others, goal theories such as actualization
  theory (Rogers, 1946), mastery theory (Harter,
  1978), achievement theory (McClelland, et.al,
  1953), and self efficacy theory (Bandura, 1977).
  It also includes intrinsic motivation theories
  such as self determination theory (Deci,
  Vallerand, Pelletier Ryan, 1991).

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• Cognitive motivation theories include, among
  others, goal theories such as actualization
  theory (Rogers, 1946), mastery theory (Harter,
  1978), achievement theory (McClelland, et.al,
  1953), and self efficacy theory (Bandura, 1977).
  It also includes intrinsic motivation theories
  such as self determination theory (Deci,
  Vallerand, Pelletier Ryan, 1991).

Single Author
8

• Cognitive motivation theories include, among
  others, goal theories such as actualization
  theory (Rogers, 1946), mastery theory (Harter,
  1978), achievement theory (McClelland, et.al,
  1953), and self efficacy theory (Bandura, 1977).
  It also includes intrinsic motivation theories
  such as self determination theory (Deci,
  Vallerand, Pelletier Ryan, 1991).

Multiple Authors used first time
9

• Cognitive motivation theories include, among
  others, goal theories such as actualization
  theory (Rogers, 1946), mastery theory (Harter,
  1978), achievement theory (McClelland, et.al,
  1953), and self efficacy theory (Bandura, 1977).
  It also includes intrinsic motivation theories
  such as self determination theory (Deci,
  Vallerand, Pelletier Ryan, 1991).

Multiple Authors used thereafter
10

• Ford (1992) in his attempt to combine the
  various motivational systems and theories into an
  integrated Motivational Systems Theory, starts
  by framing the field of motivation within the
  entire universe of human nature. To Ford, the
  human desire for effective functioning requires
  a) biological capacity b) skill and talent, c),
  a responsive environment, and d) motivation (p.
  69).

11

• Ford (1992) in his attempt to combine the
  various motivational systems and theories into an
  integrated Motivational Systems Theory, starts
  by framing the field of motivation within the
  entire universe of human nature. To Ford, the
  human desire for effective functioning requires
  a) biological capacity b) skill and talent, c),
  a responsive environment, and d) motivation (p.
  69).

12

• Ford (1992) in his attempt to combine the
  various motivational systems and theories into an
  integrated Motivational Systems Theory, starts
  by framing the field of motivation within the
  entire universe of human nature. To Ford, the
  human desire for effective functioning requires
  a) biological capacity b) skill and talent, c),
  a responsive environment, and d) motivation (p.
  69).

Placement of Pg
13
Ford (1992) recognizes that emotions are a major
influence in goal selection and the initiation of
personal agency beliefs. To Ford, emotions are
subjective experiences that reveals the degree
of success, failure, or problems a person is
experiencing or anticipates experiencing in
the pursuit of currently active personal goals
(p. 140). He laments that

• Given the obvious salience of emotions in
  regulating immediate action, it is surprising how
  little attention has been given to emotional
  processes in contemporary motivational
  theorizing. This may reflect a belief that
  emotions have little long-term meaning or
  significance a view that would seem to fit the
  characterization of emotions as short-term
  regulatory specialists. (p. 146).

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Ford (1992) recognizes that emotions are a major
influence in goal selection and the initiation of
personal agency beliefs. To Ford, emotions are
subjective experiences that reveals the degree
of success, failure, or problems a person is
experiencing or anticipates experiencing in
the pursuit of currently active personal goals
(p. 140). He laments that

• Given the obvious salience of emotions in
  regulating immediate action, it is surprising how
  little attention has been given to emotional
  processes in contemporary motivational
  theorizing. This may reflect a belief that
  emotions have little long-term meaning or
  significance a view that would seem to fit the
  characterization of emotions as short-term
  regulatory specialists. (p. 146).

15
Ford (1992) recognizes that emotions are a major
influence in goal selection and the initiation of
personal agency beliefs. To Ford, emotions are
subjective experiences that reveals the degree
of success, failure, or problems a person is
experiencing or anticipates experiencing in
the pursuit of currently active personal goals
(p. 140). He laments that

• Given the obvious salience of emotions in
  regulating immediate action, it is surprising how
  little attention has been given to emotional
  processes in contemporary motivational
  theorizing. This may reflect a belief that
  emotions have little long-term meaning or
  significance a view that would seem to fit the
  characterization of emotions as short-term
  regulatory specialists. (p. 146).

After an in-line quote
16
Ford (1992) recognizes that emotions are a major
influence in goal selection and the initiation of
personal agency beliefs. To Ford, emotions are
subjective experiences that reveals the degree
of success, failure, or problems a person is
experiencing or anticipates experiencing in
the pursuit of currently active personal goals
(p. 140). He laments that

• Given the obvious salience of emotions in
  regulating immediate action, it is surprising how
  little attention has been given to emotional
  processes in contemporary motivational
  theorizing. This may reflect a belief that
  emotions have little long-term meaning or
  significance a view that would seem to fit the
  characterization of emotions as short-term
  regulatory specialists. (p. 146).

After a block quote
17
According to Ben Franklin, An apple a day keeps
the doctor away (Henze, 2004, p. 17).
Citing a famous quote incorrect
18
According to Ben Franklin, An apple a day keeps
the doctor away (Henze, 2004, p. 17).
As cited by (..or According to) Henze (2004), Ben
Franklin once stated that, An apple a day keeps
the doctor away (p. 17).
Better if exact quote source is not easily
available
19
Better. According to Ben Franklin, An apple a
day keeps the doctor away (Franklin, 1779, p.
7).
Best if available
20
Deci and Ryans (1985b) self-determination theory
is a macro-motivational theory that, unlike most
previous theories that look for naturalistic and
mechanistic causes for our actions, assumes that
human beings are active agents rather than
passive responders, that they are innately
inclined toward growth and development (rather
than being primarily determined by the influence
of their environment), and that they possess
innate psychological needs that are universally
found in all cultures (Deci Ryan, 2000).
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Deci and Ryans (1985b) self-determination theory
is a macro-motivational theory that, unlike most
previous theories that look for naturalistic and
mechanistic causes for our actions, assumes that
human beings are active agents rather than
passive responders, that they are innately
inclined toward growth and development (rather
than being primarily determined by the influence
of their environment), and that they possess
innate psychological needs that are universally
found in all cultures (Deci Ryan, 2000).
Using and
22
Deci and Ryans (1985b) self-determination theory
is a macro-motivational theory that, unlike most
previous theories that look for naturalistic and
mechanistic causes for our actions, assumes that
human beings are active agents rather than
passive responders, that they are innately
inclined toward growth and development (rather
than being primarily determined by the influence
of their environment), and that they possess
innate psychological needs that are universally
found in all cultures (Deci Ryan, 2000).
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Reference Page
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CONSTANTS

• Names Alfred E. Newman
• John Jacob Jingleheimer Schmidt
• Albert Einstein

Year 2004 If a daily or weekly October 31
Title of Article The Effect Of A Christian
Education on APA Formatting Technique an
Exercise In Futility?
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CONSTANTS

• Newman, A. E. (2004). The effect of a Christian
  education on APA formatting technique An
  exercise in futility?
• Newman, A. E. (2004, Oct. 31). The effect of a
  Christian education on APA formatting technique
  An exercise in futility?

Initial part of reference always found
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CONSTANTS

• Newman, A. E. Schmidt, J. J. J. (2004). The
  effect of a Christian education on APA formatting
  technique An exercise in futility?

Initial part of reference always found two
authors
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CONSTANTS

• Newman, A. E., Schmidt, J. J. J., Einstein, A.
  (2004). The effect of a Christian education on
  APA formatting technique An exercise in
  futility?

Initial part of reference always found 3 or
more authors
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CONSTANTS

• Newman, A. E. (2004). The effect of a Christian
  education on APA formatting technique An
  exercise in futility? (Publication Information)

Initial part of reference followed by
publication information
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BOOK

• Newman, A. E., Schmidt, J. J. J., Einstein, A.
  (2004). The effect of a Christian education on
  APA formatting technique An exercise in
  futility? Whittier, CA Henze Publishing Co.

Never underline in APA use italics
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JOURNAL

• Newman, A. E. (2004). The effect of a Christian
  education on APA formatting technique An
  exercise in futility? Journal of Anachronisms,
  18(2), 54-67.

Also underline journal Volume Numbers
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CHAPTER IN A BOOK

• Newman, A. E. (2004). The effect of a Christian
  education on APA formatting technique An
  exercise in futility? In M. E. Henze (Ed.),
  Torturing MAIS students to no end (pp. 23-75).
  Whittier, CA Hillside Book Publishers.

A Chapter in another book
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ARTICLE IN ENCYCLOPEDIA

• Newman, A. E. (2004). The effect of a Christian
  education on APA formatting technique An
  exercise in futility? In the Encyclopedia of
  Torture and Sadism (Vol. 3, pp. 235-275).
  Whittier, CA Hillside Book Publishers.

Article in an encyclopedia or dictionary
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DISSERTATION

• Newman, A. E. (2004). The effect of a Christian
  education on APA formatting technique An
  exercise in futility? (Doctoral dissertation,
  Biola University). Dissertation Abstracts
  International, 51, 034A.

Dissertation
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ERIC Database

• Newman, A. E. (2004). The effect of a Christian
  education on APA formatting technique An
  exercise in futility? LaMirada, CA Institute of
  MACE torture (ERIC Document Service, No. ED 123
  587).

An ERIC document that is not printed in a journal
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INTERNET POINTS

• Cite the actual web page being referenced or
  quoted from.
• Address should take you directly to that page.
• Dont use if a printed resource is available.
• Dont use if an outsider cannot access the page
  without a password or , or if access requires
  an entry page.

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INTERNET

• Hopkins, J. M. (2000, posted Sept. 8). CT
  classic Scientology Religion or racket?
  Retrieved October 18, 2005, from the Christianity
  Today Web Site http//www.christianitytoday.com/c
  t/2000/136/54.0.html.
• http//www.christianitytoday.com/ctmag/special/sci
  entology.html

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