psychology dissertation first class

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Dissertation examples

Listed below are some of the best examples of research projects and dissertations from undergraduate and taught postgraduate students at the University of Leeds We have not been able to gather examples from all schools. The module requirements for research projects may have changed since these examples were written. Refer to your module guidelines to make sure that you address all of the current assessment criteria. Some of the examples below are only available to access on campus.

• Undergraduate examples
• Taught Masters examples

This page has been archived and is no longer being updated regularly.

Degree In Sight

Starting the dissertation

Experts offer tips on picking a topic, conducting a lit review and narrowing your focus.

By MELISSA DITTMANN

gradPSYCH Staff

You've watched other classmates sweating over their dissertation topics, poring over the literature, agonizing over their research design, writing and editing. Now, it's your turn.

But, when and how do you begin?

Ideally, dissertation advisers say, students identify a research interest in the first or second year of their program and then use that general area as a theme throughout their coursework. But students don't need to view that general area as a trajectory of their career. Instead, experts encourage students to view the dissertation as a teaching exercise, in which they learn how to conduct, design and analyze independent research.

So first off, you need a topic.

"The topic is the foundation for everything-with a good topic and research question, you'll be set to go," says Melinda Stoops, PhD, a director of the counseling center at Framingham State College in Framingham, Mass., who has spoken at APA conferences on writing the dissertation.

Experts offer the following advice on tackling these beginning stages of your dissertation-from getting organized to narrowing your topic to identifying your problem and research questions.

Then, take it one chapter at a time, dissertation advisers say.

  PICKING A TOPIC

When deciding your topic, keep in mind that you will undoubtedly spend the next few years immersed in it, says psychologist John Cone, PhD, a professor emeritus at Alliant International University (AIU) and co-author with Sharon Foster, PhD, of "Dissertations and Theses from Start to Finish" (APA, 1993). Cone advises the following steps to pick a topic:

Ask a favorite professor, preferably one active in research, about possible topics.

Read departmental information on the research interests of the faculty to find a topic a faculty member is interested in as well. Consider asking the faculty member to be a part of your dissertation committee, which will help guide you in your research.

Read an empirical paper that interests you and see what future research is suggested in the discussion section.

Think about term papers you enjoyed writing and choose a topic that reflects those interests.

Sift through literature reviews in your areas of interest-such as in the Annual Review of Psychology, Psychological Bulletin and Clinical Psychology Review.

Avoid topics in which you are overly emotionally involved-such as research on depression if you or a family member is depressed. Such emotional elements can interfere with your research, Cone says.

To narrow your focus, identify what within your chosen topic area interests you, says Foster, a psychology professor at AIU. Bounce ideas off a mentor and consult the literature to determine what has been done before, she advises. Also, consider choosing a topic that you've already been exposed to, such as through your master's thesis or a research project.

That's exactly what sixth-year doctoral student Jody Ernst did. Ernst-who is in the University of Texas at Austin's individual differences and evolutionary psychology program-has spent her entire graduate career researching behavioral genetics.

"Selecting the topic sort of fell into place naturally as a product of the research I have been doing for the past five years," Ernst says. In particular, her dissertation investigates the genetic factors that influence problem behavior development over the life span.

"It is helpful to choose a topic that builds upon past work you have done," Ernst says. "I think this makes the process of identifying the big questions much easier because you are already familiar with the relevant literature."

But, make sure you have passion for the topic. Nate Tomcik-a fifth-year doctoral student in the clinical psychology program at the University of Tennessee-has an interest in his research on therapists' views of couples therapy because it allowed him to integrate research with his clinical work with couples.

"My advice would be to not choose a topic that is an unappealing offshoot of your adviser's work or a project that you have lukewarm feelings about in general," Tomcik suggests. "It's important to remember that the dissertation is a marathon, not a sprint, and lukewarm feelings can turn cold quickly.

"If I didn't love my dissertation idea as much as I do, I know it would have been much harder to stay on track and focused," he adds.

  CONDUCTING THE LIT REVIEW

Once you've identified a topic, the next step is to write a review of the literature in the area. The lit review section will include a brief introduction to your topic, introduce key concepts and review the existing literature.

But be prepared: The lit review often is the most difficult part of the dissertation, Foster maintains.

"Sometimes you are going to feel lost and like you don't know where you're going," Foster says. "The reason for that is because you are trying to do several things concurrently-you're trying to learn about this whole field and get a conceptual framework of how to map out this area of research."

But, it's nothing your classes haven't prepared you to take on, Foster says.

Cone and Foster also suggest that students:

Determine how experts in the field have organized their thinking by reading chapters or integrative articles they've written.

Find meta-analyses, journal articles or books on the topic and scan their reference sections for other references.

Identify key journals that cover the topic and scan their table of contents from the past five years for material.

Search electronic bibliographies-such as PsycINFO (which contains nearly 2 million citations of journal articles, books and dissertations in psychology) or the Education Resources Information Center, or ERIC, which offers a database of journal and other education literature.

Identify major authors in the area and search for them by name in databases, such as PsycLIT, to determine if they've written on other related items.

Determine if related research might be published under different keywords.

For example, Foster says in her research on girls' aggression, "aggression" as a keyword didn't cover it. Without trying other keywords, she would have missed key information on "delinquency" and "conduct disorders," which use similar criteria to define the population.

Jennifer Reese-a fourth-year doctoral student in the PsyD program at the University of Denver-used what she calls the "scavenger hunt" approach for her lit review; she scanned reference sections of relevant books and journal articles and then found those referenced sources as well. She is validating the use of Jane Elliott's Blue Eyes Brown Eyes exercise, a behavior training method that uses discrimination against a person's eye color to teach Caucasians about prejudice and oppression. Reese even spoke with Elliott-a retired schoolteacher who created the experiment in the 1960s-to get background on what similar studies had been done.

So how do you know when you've gathered enough for your lit review? "I know when I go to the reference sections, and I'm not finding any new things-when I keep turning up the same things over and over again," Foster says.

  IDENTIFYING THE PROBLEM AND QUESTIONS

Once you feel confident that you've covered the literature, identify the rationale for your study, why it's important and what hasn't been studied about it before, Foster says.

To do that, Cone suggests writing a paragraph or two summarizing the literature review. Then, determine what unresolved issues are identified in the most recently cited studies-and most relevant to your study. Select one of these issues and formulate one or two research questions and associated hypotheses.

When formulating the research question, consider whether you'll be able to recruit enough participants, Stoops says. Ask your dissertation committee-which usually comprises three or four faculty members you choose when you first begin your dissertation-for feedback on whether they believe you'll be able to recruit enough participants or obtain animals, if needed, dissertation advisers suggest.

After her extensive lit review, Ernst was able to pinpoint her research questions for her dissertation on problem behavior development, including: Are there predictable developmental trajectories for problem behaviors? What factors influence the development of problem behaviors for vulnerable individuals across the life span? She identified these questions by finding the gaps within the problem behavior development literature.

Both the statement of the problem and research questions will be lumped in the introduction of your dissertation, which provides an overview of your study. But, while the introduction is sometimes the first chapter in your dissertation, don't feel compelled to have it be the first thing you do, says Framingham State College's Stoops. She didn't write her introduction until after doing her lit review and methodology.

However, Ernst wrote her statement first and then continually added relevant citations as she came upon them.

"Writing the intro first helped me to organize my thoughts about gaps in current research and helped me to identify what new and relevant information I would be adding to this line of research," she says.

  STAYING ON TRACK

Whatever methods you choose, even these beginning stages to your dissertation may seem overwhelming. So treat your dissertation as a job, Cone advises. He suggests committing 10 to 20 hours per week for 12 to 18 months to avoid becoming a casualty to the All But Dissertation (ABD) label. Set specific work hours and choose a specific place to work, he advises.

And tap the guidance of others-such as professors, peers or other mentors-who can help you through the process, Foster adds. (For tips to finding a mentor, see Building mentorships for success .)

"People who are a little ahead of you in the process can be very helpful," Foster says. "They will tell you what they've gone through and normalize your experience and give you leads."

One way to get a peer network for your dissertation: Join the APAGS dissertation listserv . 

Another is taking a class on the dissertation process. That certainly helped Chris Bernuth, a sixth-year counseling psychology doctoral student at University of Missouri-Columbia, to stay on track. The professor's due dates and the class's extra support prevented procrastination, he says.

"Very smart people can become ABD because they procrastinate or think they can write the dissertation in a couple of all-night sessions, and you cannot do that with a dissertation," Foster says.

When Stoops was working on her dissertation, she combated tendencies to procrastinate by setting deadlines with her dissertation chair. One way to set those deadlines, Cone says, is to list each step in chronological order and then use it to create a milestone chart.

And most importantly, Cone says students can be confident about their ability to complete the dissertation.

"After all," he says, "you have made it this far."

The dissertation, start to finish

Letters to the editor.

• Schools & departments

Dissertation archive

Student dissertations held by the library.

Undergraduate dissertations

PPLS Library holds undergraduate Psychology dissertations submitted from 1947 to 2019. These are available on request from the librarian.  If you are unable to visit the library, the librarian can make a search on your behalf.  Since 2006 dissertations were submitted online to the Edinburgh Research Archive.  EASE login is required to see full-text.

Undergraduate dissertations are not publicly available until one academic year after their original submission.

Edinburgh Research Archive

Postgraduate theses and dissertations

Doctoral and MPhil  theses are held in the Centre for Research Collections at the University Library.

Centre for Research Collections

Most can be found by searching DiscoverEd and are now usually available online.

PPLS Masters dissertations were submitted electronically from 2006 onwards and are held online in the Edinburgh Reseseach Archive (ERA).  Psychology Masters dissertations from 1998 to 2004 are held in the PPLS library. They are available on request from the librarian.

Masters dissertations are not available publicly until one academic year after their original submission.

  Edinburgh Research Archive

Find theses on your subject

The library also subscribes to useful resources for accessing  dissertations and theses worldwide.

Information about finding theses

Dissertation Structure & Layout 101: How to structure your dissertation, thesis or research project.

By: Derek Jansen (MBA) Reviewed By: David Phair (PhD) | July 2019

So, you’ve got a decent understanding of what a dissertation is , you’ve chosen your topic and hopefully you’ve received approval for your research proposal . Awesome! Now its time to start the actual dissertation or thesis writing journey.

To craft a high-quality document, the very first thing you need to understand is dissertation structure . In this post, we’ll walk you through the generic dissertation structure and layout, step by step. We’ll start with the big picture, and then zoom into each chapter to briefly discuss the core contents. If you’re just starting out on your research journey, you should start with this post, which covers the big-picture process of how to write a dissertation or thesis .

*The Caveat *

In this post, we’ll be discussing a traditional dissertation/thesis structure and layout, which is generally used for social science research across universities, whether in the US, UK, Europe or Australia. However, some universities may have small variations on this structure (extra chapters, merged chapters, slightly different ordering, etc).

So, always check with your university if they have a prescribed structure or layout that they expect you to work with. If not, it’s safe to assume the structure we’ll discuss here is suitable. And even if they do have a prescribed structure, you’ll still get value from this post as we’ll explain the core contents of each section.  

Overview: S tructuring a dissertation or thesis

• Acknowledgements page
• Abstract (or executive summary)
• Table of contents , list of figures and tables
• Chapter 1: Introduction
• Chapter 2: Literature review
• Chapter 3: Methodology
• Chapter 4: Results
• Chapter 5: Discussion
• Chapter 6: Conclusion
• Reference list

As I mentioned, some universities will have slight variations on this structure. For example, they want an additional “personal reflection chapter”, or they might prefer the results and discussion chapter to be merged into one. Regardless, the overarching flow will always be the same, as this flow reflects the research process , which we discussed here – i.e.:

• The introduction chapter presents the core research question and aims .
• The literature review chapter assesses what the current research says about this question.
• The methodology, results and discussion chapters go about undertaking new research about this question.
• The conclusion chapter (attempts to) answer the core research question .

In other words, the dissertation structure and layout reflect the research process of asking a well-defined question(s), investigating, and then answering the question – see below.

To restate that – the structure and layout of a dissertation reflect the flow of the overall research process . This is essential to understand, as each chapter will make a lot more sense if you “get” this concept. If you’re not familiar with the research process, read this post before going further.

Right. Now that we’ve covered the big picture, let’s dive a little deeper into the details of each section and chapter. Oh and by the way, you can also grab our free dissertation/thesis template here to help speed things up.

The title page of your dissertation is the very first impression the marker will get of your work, so it pays to invest some time thinking about your title. But what makes for a good title? A strong title needs to be 3 things:

• Succinct (not overly lengthy or verbose)
• Specific (not vague or ambiguous)
• Representative of the research you’re undertaking (clearly linked to your research questions)

Typically, a good title includes mention of the following:

• The broader area of the research (i.e. the overarching topic)
• The specific focus of your research (i.e. your specific context)
• Indication of research design (e.g. quantitative , qualitative , or  mixed methods ).

For example:

A quantitative investigation [research design] into the antecedents of organisational trust [broader area] in the UK retail forex trading market [specific context/area of focus].

Again, some universities may have specific requirements regarding the format and structure of the title, so it’s worth double-checking expectations with your institution (if there’s no mention in the brief or study material).

Acknowledgements

This page provides you with an opportunity to say thank you to those who helped you along your research journey. Generally, it’s optional (and won’t count towards your marks), but it is academic best practice to include this.

So, who do you say thanks to? Well, there’s no prescribed requirements, but it’s common to mention the following people:

• Your dissertation supervisor or committee.
• Any professors, lecturers or academics that helped you understand the topic or methodologies.
• Any tutors, mentors or advisors.
• Your family and friends, especially spouse (for adult learners studying part-time).

There’s no need for lengthy rambling. Just state who you’re thankful to and for what (e.g. thank you to my supervisor, John Doe, for his endless patience and attentiveness) – be sincere. In terms of length, you should keep this to a page or less.

Abstract or executive summary

The dissertation abstract (or executive summary for some degrees) serves to provide the first-time reader (and marker or moderator) with a big-picture view of your research project. It should give them an understanding of the key insights and findings from the research, without them needing to read the rest of the report – in other words, it should be able to stand alone .

For it to stand alone, your abstract should cover the following key points (at a minimum):

• Your research questions and aims – what key question(s) did your research aim to answer?
• Your methodology – how did you go about investigating the topic and finding answers to your research question(s)?
• Your findings – following your own research, what did do you discover?
• Your conclusions – based on your findings, what conclusions did you draw? What answers did you find to your research question(s)?

So, in much the same way the dissertation structure mimics the research process, your abstract or executive summary should reflect the research process, from the initial stage of asking the original question to the final stage of answering that question.

In practical terms, it’s a good idea to write this section up last , once all your core chapters are complete. Otherwise, you’ll end up writing and rewriting this section multiple times (just wasting time). For a step by step guide on how to write a strong executive summary, check out this post .

Need a helping hand?

Table of contents

This section is straightforward. You’ll typically present your table of contents (TOC) first, followed by the two lists – figures and tables. I recommend that you use Microsoft Word’s automatic table of contents generator to generate your TOC. If you’re not familiar with this functionality, the video below explains it simply:

If you find that your table of contents is overly lengthy, consider removing one level of depth. Oftentimes, this can be done without detracting from the usefulness of the TOC.

Right, now that the “admin” sections are out of the way, its time to move on to your core chapters. These chapters are the heart of your dissertation and are where you’ll earn the marks. The first chapter is the introduction chapter – as you would expect, this is the time to introduce your research…

It’s important to understand that even though you’ve provided an overview of your research in your abstract, your introduction needs to be written as if the reader has not read that (remember, the abstract is essentially a standalone document). So, your introduction chapter needs to start from the very beginning, and should address the following questions:

• What will you be investigating (in plain-language, big picture-level)?
• Why is that worth investigating? How is it important to academia or business? How is it sufficiently original?
• What are your research aims and research question(s)? Note that the research questions can sometimes be presented at the end of the literature review (next chapter).
• What is the scope of your study? In other words, what will and won’t you cover ?
• How will you approach your research? In other words, what methodology will you adopt?
• How will you structure your dissertation? What are the core chapters and what will you do in each of them?

These are just the bare basic requirements for your intro chapter. Some universities will want additional bells and whistles in the intro chapter, so be sure to carefully read your brief or consult your research supervisor.

If done right, your introduction chapter will set a clear direction for the rest of your dissertation. Specifically, it will make it clear to the reader (and marker) exactly what you’ll be investigating, why that’s important, and how you’ll be going about the investigation. Conversely, if your introduction chapter leaves a first-time reader wondering what exactly you’ll be researching, you’ve still got some work to do.

Now that you’ve set a clear direction with your introduction chapter, the next step is the literature review . In this section, you will analyse the existing research (typically academic journal articles and high-quality industry publications), with a view to understanding the following questions:

• What does the literature currently say about the topic you’re investigating?
• Is the literature lacking or well established? Is it divided or in disagreement?
• How does your research fit into the bigger picture?
• How does your research contribute something original?
• How does the methodology of previous studies help you develop your own?

Depending on the nature of your study, you may also present a conceptual framework towards the end of your literature review, which you will then test in your actual research.

Again, some universities will want you to focus on some of these areas more than others, some will have additional or fewer requirements, and so on. Therefore, as always, its important to review your brief and/or discuss with your supervisor, so that you know exactly what’s expected of your literature review chapter.

Now that you’ve investigated the current state of knowledge in your literature review chapter and are familiar with the existing key theories, models and frameworks, its time to design your own research. Enter the methodology chapter – the most “science-ey” of the chapters…

In this chapter, you need to address two critical questions:

• Exactly HOW will you carry out your research (i.e. what is your intended research design)?
• Exactly WHY have you chosen to do things this way (i.e. how do you justify your design)?

Remember, the dissertation part of your degree is first and foremost about developing and demonstrating research skills . Therefore, the markers want to see that you know which methods to use, can clearly articulate why you’ve chosen then, and know how to deploy them effectively.

Importantly, this chapter requires detail – don’t hold back on the specifics. State exactly what you’ll be doing, with who, when, for how long, etc. Moreover, for every design choice you make, make sure you justify it.

In practice, you will likely end up coming back to this chapter once you’ve undertaken all your data collection and analysis, and revise it based on changes you made during the analysis phase. This is perfectly fine. Its natural for you to add an additional analysis technique, scrap an old one, etc based on where your data lead you. Of course, I’m talking about small changes here – not a fundamental switch from qualitative to quantitative, which will likely send your supervisor in a spin!

You’ve now collected your data and undertaken your analysis, whether qualitative, quantitative or mixed methods. In this chapter, you’ll present the raw results of your analysis . For example, in the case of a quant study, you’ll present the demographic data, descriptive statistics, inferential statistics , etc.

Typically, Chapter 4 is simply a presentation and description of the data, not a discussion of the meaning of the data. In other words, it’s descriptive, rather than analytical – the meaning is discussed in Chapter 5. However, some universities will want you to combine chapters 4 and 5, so that you both present and interpret the meaning of the data at the same time. Check with your institution what their preference is.

Now that you’ve presented the data analysis results, its time to interpret and analyse them. In other words, its time to discuss what they mean, especially in relation to your research question(s).

What you discuss here will depend largely on your chosen methodology. For example, if you’ve gone the quantitative route, you might discuss the relationships between variables . If you’ve gone the qualitative route, you might discuss key themes and the meanings thereof. It all depends on what your research design choices were.

Most importantly, you need to discuss your results in relation to your research questions and aims, as well as the existing literature. What do the results tell you about your research questions? Are they aligned with the existing research or at odds? If so, why might this be? Dig deep into your findings and explain what the findings suggest, in plain English.

The final chapter – you’ve made it! Now that you’ve discussed your interpretation of the results, its time to bring it back to the beginning with the conclusion chapter . In other words, its time to (attempt to) answer your original research question s (from way back in chapter 1). Clearly state what your conclusions are in terms of your research questions. This might feel a bit repetitive, as you would have touched on this in the previous chapter, but its important to bring the discussion full circle and explicitly state your answer(s) to the research question(s).

Next, you’ll typically discuss the implications of your findings . In other words, you’ve answered your research questions – but what does this mean for the real world (or even for academia)? What should now be done differently, given the new insight you’ve generated?

Lastly, you should discuss the limitations of your research, as well as what this means for future research in the area. No study is perfect, especially not a Masters-level. Discuss the shortcomings of your research. Perhaps your methodology was limited, perhaps your sample size was small or not representative, etc, etc. Don’t be afraid to critique your work – the markers want to see that you can identify the limitations of your work. This is a strength, not a weakness. Be brutal!

This marks the end of your core chapters – woohoo! From here on out, it’s pretty smooth sailing.

The reference list is straightforward. It should contain a list of all resources cited in your dissertation, in the required format, e.g. APA , Harvard, etc.

It’s essential that you use reference management software for your dissertation. Do NOT try handle your referencing manually – its far too error prone. On a reference list of multiple pages, you’re going to make mistake. To this end, I suggest considering either Mendeley or Zotero. Both are free and provide a very straightforward interface to ensure that your referencing is 100% on point. I’ve included a simple how-to video for the Mendeley software (my personal favourite) below:

Some universities may ask you to include a bibliography, as opposed to a reference list. These two things are not the same . A bibliography is similar to a reference list, except that it also includes resources which informed your thinking but were not directly cited in your dissertation. So, double-check your brief and make sure you use the right one.

The very last piece of the puzzle is the appendix or set of appendices. This is where you’ll include any supporting data and evidence. Importantly, supporting is the keyword here.

Your appendices should provide additional “nice to know”, depth-adding information, which is not critical to the core analysis. Appendices should not be used as a way to cut down word count (see this post which covers how to reduce word count ). In other words, don’t place content that is critical to the core analysis here, just to save word count. You will not earn marks on any content in the appendices, so don’t try to play the system!

Time to recap…

And there you have it – the traditional dissertation structure and layout, from A-Z. To recap, the core structure for a dissertation or thesis is (typically) as follows:

• Acknowledgments page

Most importantly, the core chapters should reflect the research process (asking, investigating and answering your research question). Moreover, the research question(s) should form the golden thread throughout your dissertation structure. Everything should revolve around the research questions, and as you’ve seen, they should form both the start point (i.e. introduction chapter) and the endpoint (i.e. conclusion chapter).

I hope this post has provided you with clarity about the traditional dissertation/thesis structure and layout. If you have any questions or comments, please leave a comment below, or feel free to get in touch with us. Also, be sure to check out the rest of the  Grad Coach Blog .

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

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36 Comments

many thanks i found it very useful

Glad to hear that, Arun. Good luck writing your dissertation.

Such clear practical logical advice. I very much needed to read this to keep me focused in stead of fretting.. Perfect now ready to start my research!

what about scientific fields like computer or engineering thesis what is the difference in the structure? thank you very much

Thanks so much this helped me a lot!

Very helpful and accessible. What I like most is how practical the advice is along with helpful tools/ links.

Thanks Ade!

Thank you so much sir.. It was really helpful..

You’re welcome!

Hi! How many words maximum should contain the abstract?

Thank you so much 😊 Find this at the right moment

You’re most welcome. Good luck with your dissertation.

best ever benefit i got on right time thank you

Many times Clarity and vision of destination of dissertation is what makes the difference between good ,average and great researchers the same way a great automobile driver is fast with clarity of address and Clear weather conditions .

I guess Great researcher = great ideas + knowledge + great and fast data collection and modeling + great writing + high clarity on all these

You have given immense clarity from start to end.

Morning. Where will I write the definitions of what I’m referring to in my report?

Thank you so much Derek, I was almost lost! Thanks a tonnnn! Have a great day!

Thanks ! so concise and valuable

This was very helpful. Clear and concise. I know exactly what to do now.

Thank you for allowing me to go through briefly. I hope to find time to continue.

Really useful to me. Thanks a thousand times

Very interesting! It will definitely set me and many more for success. highly recommended.

Thank you soo much sir, for the opportunity to express my skills

Usefull, thanks a lot. Really clear

Very nice and easy to understand. Thank you .

That was incredibly useful. Thanks Grad Coach Crew!

My stress level just dropped at least 15 points after watching this. Just starting my thesis for my grad program and I feel a lot more capable now! Thanks for such a clear and helpful video, Emma and the GradCoach team!

Do we need to mention the number of words the dissertation contains in the main document?

It depends on your university’s requirements, so it would be best to check with them 🙂

Such a helpful post to help me get started with structuring my masters dissertation, thank you!

Great video; I appreciate that helpful information

It is so necessary or avital course

This blog is very informative for my research. Thank you

Doctoral students are required to fill out the National Research Council’s Survey of Earned Doctorates

wow this is an amazing gain in my life

This is so good

How can i arrange my specific objectives in my dissertation?

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Psychology Undergraduate Program

• Department of Psychology
• Past & Current Theses

Current Approved Thesis Proposals

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Reading Sample Theses

As you prepare for your thesis, you might want to get a sense of what you can accomplish in your finished product. Reading past theses can show you the scope and nature of well-done undergraduate projects. Because theses in different areas of psychology often look quite different, it will help you to examine several in the same general area you plan to conduct your research in.

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 prize-winning theses are currently available.

Please note: Recent theses stored in the Social Relations Library (which recently closed) are unavailable. Inquirers needing a thesis that is not listed in HOLLIS should contact the authors of theses directly to attempt to obtain a copy.  

Table of Contents

• 2024 March Thesis Deadlines
• 2024 May Thesis Deadlines
• 2025 March Thesis Deadlines
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• Readings lists (guidance for students) This link opens in a new window
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• APA guide This link opens in a new window
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• Study Skills (Learning Development)
• Writing Development This link opens in a new window
• Maths and Stats
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• Introduction to systematic reviews This link opens in a new window
• Decolonisation: what is it?
• Equality, Diversity and Inclusion: Diverse Library Resources

University of Lincoln Library Dissertation Showcase

Library Dissertation Showcase

Examples of University of Lincoln student dissertations (both UG and PG) are available to view via the Dissertation Showcase. The Showcase aims to promote outstanding student work as exemplars of best practice. These will have achieved a First Class degree and represent a range of subject areas. You need to be logged in to view the full-text as access is restricted to the University community.

Psychology dissertations are available to view on the Showcase at:  https://dissertations.library.lincoln.ac.uk/subject/psychology

Databases for dissertations and theses

The most comprehensive collection of dissertations and theses from around the world, spanning from 1743 to the present day and offering full text for graduate works added since 1997, along with selected full text for works written prior to 1997. It contains a significant amount of new international dissertations and theses both in citations and in full text. If you wish to access full text theses, please make sure the "Full text" option is ticked under the search bar.

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Your Psychology Dissertation

• Emily Harrison - Birmingham City University, UK
• Panagiotis Rentzelas
• Description

Your Psychology Dissertation has been specifically created to guide your students through their dissertation helping them to feel confident at every stage of their independent psychology research projects.

This book will take them through the entire process of designing, conducting and then writing up their research, providing invaluable tips and support along the way, as well as answering all those frequently asked questions. Whether they need to know more about quantitative or qualitative research methodology, need help in choosing a topic, and/or are struggling to review and understand the literature, this book covers it all. Your Psychology Dissertation is suitable for all psychology students looking for dissertation success.

Take a look at the online resources to get lots of useful templates and guidance to help with every step of the way.

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How to Write a First Class Dissertation

How to get a first in your dissertation.

A dissertation paper has two main goals: to prove that the student has acquired extensive knowledge about a selected topic and to demonstrate the student's ability of using pertinent research methods. Knowing how to write a first class dissertation implies a level of knowledge and training fit for future academic endeavours, as well as for achieving professional or personal goals.

A first class dissertation is a research paper of the utmost quality, with a final grade of at least 70 percent. This implies that the paper will show signs of excellence when it comes to clarity, presentation, originality and understanding of the key issues; furthermore, a first class dissertation gives evidence for the student's independent manner of thinking and judgement. Furthermore, when learning how to write a first class dissertation, students need to acknowledge the importance of constant communication with their supervisors. The steady feedback offered this way would assure that any problems encountered during their research would be dealt with immediately. Avoiding one's supervisor is thus a costly mistake, often resulting in the student receiving a second or third class grade for his or her dissertation.

Writing the Dissertation Paper

A student who knows how to write a first class dissertation is able to understand and apply the knowledge offered by his bibliographical sources in a creative manner that demonstrates critical thinking and originality. Furthermore, a first class dissertation requires an excellent use of writing skills when constructing the arguments and bringing the evidence for a certain point of view. The chosen bibliographic materials need to be of the utmost relevance and recency, regardless of the where the student has acquired them from (Internet websites, libraries, etc.).

Generally, a dissertation consists of several separate sections:

• The introduction should provide a background of the chosen study. A well-written thesis needs to be introduced within this section. A student who knows how to write a first class dissertation needs to be able to attract and prepare his readers for the content of the paper. By emphasising on the goals and objectives the dissertation aims to achieve, the author makes the audience more perceptive to the arguments brought within the paper. A good hint would be to edit your introduction once the paper is finished, as this is one of the most difficult parts to write of an academic paper.
• The literature review is the second part of the paper; in it, the author underlines the problems that are going to be discussed, presenting every relevant piece of evidence. By analysing the theories presented by the specialised literature, you will prepare the grounds for the next section of the dissertation, the methodology.
• The methodology enlarges on every specific method of data analysis used in the thesis. Knowing how to write a first class dissertation implies using qualitative research methods, rather than quantitative ones. Furthermore, a research design needs to be specified, along with a timetable that identifies the number of days and weeks spent studying every aspect of the discussion. The methods of analysing the data also need to be specified. Overall, the better the author explains the methods and processes he used for bringing evidence to his thesis, the more credible his paper will be.

A good academic impression is built by offering arguments for all the pros and cons related to the subject of the thesis. Someone who knows how to write a first class dissertation will bring evidence both for and against the subject he aims to prove, and will not refrain from admitting the limitations of his study. Furthermore, every table, statistic, figure or chart needs to be thoroughly explained; failure to do so will result in losing valuable marks.

• The conclusion provides a recap of the whole discussion and brings it to a satisfactory end. Every current issue related to the chosen research topic is to be presented in this section, without adding any new information that asks for additional explanations. A student who knows how to write a first class dissertation will also present the limitations he or she has encountered during the research, and direct the reader to other recommended studies that can provide additional information about the subject. A good conclusion offers a sense of closure to the paper and reinforces the author's credibility at the same time; like the introduction, the conclusion is a section students find quite difficult to construct.
• Lastly, the works cited page and the appendix are added at the end of the dissertation. Pay attention to the formatting style you have chosen; any inadvertencies will automatically lead to the loss of valuable marks.

Use of Language, Style and Formatting

Aiming for a top mark requires paying proper attention to language and style. A first-class academic paper should be written in a formal style, using the appropriate terminology.

A student who knows how to write a first class dissertation will avoid colloquial and informal expressions; however, an excessive use of scientific terminology or technical language is undesirable. Clear, concise sentences are the most appropriate for making oneself understood. A pompous style employing lengthy sentences will probably diminish the interest of the reader.

Furthermore, avoid using the first person in your text; “the researcher/author” is commonly used in academic papers when referring to the person who has devised the thesis. Furthermore, words that express qualitative judgments (such as “bad”, “good”, “perfect”, etc) should be avoided, “correct” or “incorrect” being more fit for presenting your arguments or opinions.

The specifications of the formatting style needs to be respected at all times. Usually, academic papers employ the Harvard or APA style, but instructors may specify the use of other referencing standards.

Lastly, proofread and spell-check the text. If you can show the paper to a native English speaker, do so, asking him or her to tell you where you might improve on your use of language. If you know how to write a first class dissertation, then you know that incorrect use of language and grammar will lower your marks. For the best results, consider using our proofreading and editing section ; furthermore, the dissertation writing section can help you by offering well-written dissertation you can use as models during future academic endeavours.

[button url="http://www.academicsciences.co.uk/wp-content/uploads/2012/10/How-to-Write-a-First-Class-Dissertation.pdf" ]To download this guide for free, click here![/button]

Are you struggling with the perfect dissertation? Academic Sciences provide custom essays and model answers which can help you manage your dissertation writing and help get you the grade you want. We have a variety of solutions available to you to suit your academic level, time frame and budget. Have a look through our academic guides and if you are still struggling, consider giving us a call or placing an order for your dissertation on-line.

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Psychology Dissertations and Theses

Theses/dissertations from 2024 2024.

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

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

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

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

Supervisor Mindfulness and Its Association with Leader-Member Exchange , Dana Anuhea Auten

Combat Experiences, Iso-strain, and Sleep Quality Affect Symptoms of Posttraumatic Stress among Working Post-9/11 Veterans , Gilbert Patrick Brady Jr.

A Study of Shame-proneness, Drinking Behaviors, and Workplace Role Ambiguity Among a Sample of Student Workers , Sarah Nielsen Haverly

Intraminority Support For and Participation In Race-Based Collective Action Movements: an Intersectional Perspective , Jaboa Shawntaé Lake

Patients and Nurses and Doctors Oh My!: Nurse Retention from a Multi-Foci Aggression Perspective , Kevin Oliver Novak

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Dissertations on Psychology

Psychology is the study of human behaviour and the mind, taking into account external factors, experiences, social influences and other factors. Psychologists set out to understand the mind of humans, exploring how different factors can contribute to behaviour, thoughts, and feelings.

View All Dissertation Examples

Latest Psychology Dissertations

Including full dissertations, proposals, individual dissertation chapters, and study guides for students working on their undergraduate or masters dissertation.

Applications of Carl Rogers’ Person-Centered Therapy and Student-Centered Learning

Dissertation Examples

An in-depth look at the application of Carl Rogers' person centred therapy and student centred learning....

Last modified: 22nd Nov 2023

Effect of Low Self Esteem on Academic Performance

The aim of this study was to inspect the self-esteem and contingencies of self-worth used to see the relationship of students academic performance....

How Psychological Interventions and Skills can Improve Performance in Athletes

This paper examines and analyses psychological interventions and skills that are being utilised by competitive athletes in today’s world....

Last modified: 2nd Mar 2022

Effect of Sleep Behaviours on Team Sports

Example Literature Reviews

The purpose of this literature review is to provide a summary of the current literature on sleep behaviours in team sport, and more specifically in Rugby League....

The Link Between PTSD and Interpersonal Violence

This review concentrated on providing evidence to prove that there was a significant link between PTSD and interpersonal violence....

Last modified: 1st Mar 2022

Literature Review on Sexual Objectification Instruments

Evaluating sexual objectification instruments and the cumulative evidence of their psychometric properties: A Systematic Review....

Comparative Study Exploring Cognitive Patterns in Dementia and Functional Cognitive Impairment

This study explores cognitive patterns in Alzheimer’s disease (AD), Lewy body dementia (LBD) and FCI....

Equine Assisted Psychotherapy Group Proposal

Dissertation Proposals

The following is a proposal for an Equine Assisted Psychotherapy (EAP) group using a combination of the Equine Assisted Growth and Learning Association’s (EAGALA) therapy model....

Anxiety, Depression and Self-Esteem in Students: Comparison Against Dyslexic Students

Dyslexic students experience secondary characteristics such as anxiety, depression and low self-esteem when studying. Are these though common to all students in higher education? Introdu...

Emotional Intelligence and Self-efficacy of Preschool Teachers

The study examined the relationship between emotional intelligence and self-efficacy of preschool teachers in Johor area....

The Effect of Increasing Working Memory Load on Static Postural Control in Young and Old Adults

In the current study, the specific cortical and postural changes influenced by a working memory task with varying cognitive load during a no vision static balancing task will be explored in healthy young and old adults....

Last modified: 28th Feb 2022

Effect of Positive Morning Commutes on the Rest of the Day

It has been well established that your mood in the morning influences the rest of your day, and for many students, a large part of their morning is spent on the bus to university....

Emotion Regulation in Adults

Emotion regulation has been studied extensively in the psychological literature, and results suggest that difficulty regulating emotion is associated with mental disorders, impaired functioning, and negative health outcomes...

The Impact of Spousal Abuse Against Women and Men from the Perspective of the Abused and the Abuser

This project was written as for publication in journal of family issues: Spousal abuse is a kind of domestic abuse and violence which is vast becoming rampant not just a personal issue but also a public health and psychological problems....

Factors Associated with the Non-progressive Moves of Offenders Within the Offender Personality Disorder (OPD) Pathway

Investigation into factors associated with the non-progressive moves of offenders within the Offender Personality Disorder (OPD) Pathway....

Relationship Between Neural Functioning During Stroop Task and Risky Sexual Behavior

To investigate the relationship between neural functioning during the Stroop task and risky sexual behavior, as well as the effect of individual differences in urgent impulsivity on this relationship....

Framing Intimate Partner Violence in Late Life: Public Reactions to Newspaper Reports

The purpose of this study was to investigate public responses to newspaper articles about Intimate Partner Violence incidents among older women....

Sleep Stages Classification from EEG Signal based on Stockwell Transform

In this study, we proposed new features for sleep stages classification from EEG signal based on Stockwell transform....

Psychology Undergraduate Attitudes Towards Male Sex Offenders: The Impact of the Victim’s Gender

Research that investigates the relevance of attitudes for the successful treatment outcome of the sexual assault victims is scarce. This study attempts at investigating this gap in literature....

Do Psychopaths Have Abnormal Brains?

The aim of this article is to review the research on the neurodevelopment of psychopaths in order understand the biology behind psychopathy a bit clearer....

Pathways to Resilience in the Context of Somali Culture and Forced Displacement

This study employed a participatory, sequential, mixed-method (qualitative-quantitative) research design to explore resilience in the context of Somali culture and forced displacement....

A Phenomenological Study of Adoption, Attachment, and Identity Formation

The purpose of this qualitative study was to examine how eight adoptees viewed the impact of adoption on attachment and identity formation, which in turn would emphasize the need for competency standards for mental health professionals....

Face Perception: Development, Maturation and Decline?

The aim of this study was to investigate if face perception is an ability that develops, matures and subsequently declines with age....

Effect of Intentional Activity on Happiness Levels

This experiment will test the effect of intentional activity on happiness levels, using strategies that have been empirically demonstrated to be effective in increasing happiness....

The Effects of Religiosity and Spirituality on Depressed Adults

The purpose of this paper is to determine the effects of religiosity and spirituality on depressed adults....

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Psychology theses and dissertations.

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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 .

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• 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, ...
• A Contextual Psychology Approach to Improving Health Outcomes in the Perinatal Period  Lightcap, April ( University of Oregon , 2023-07-06 ) The United States holds alarming records for highest infant and maternal mortality rates in the developed world. The US infant mortality rate is on par with many low and middle income countries, and despite the decline in ...
• The Study of Behavior Settings as an Aid in Mental Hospital Analysis: A Methodological Exploration  Rose, David William ( University of Oregon , 1969-06 ) The ultimate goal of all mental hospital analyses is to provide information which by direct implication or through analysis might act as a guide in restructuring environment in which the mental patient lives. The goal of ...
• Personality-Driven Social Media Curation: How Personality Traits Affect Following Decisions on Twitter  Bedford-Petersen, Cianna ( University of Oregon , 2023-03-24 ) As social media occupies an increasingly important place in people’s lives, new opportunities are presented for people to select and modify their online environments. On many platforms, users have significant control over ...
• Stability of Mind-Mindedness Across the Transition to Motherhood and its Longitudinal Association with Children’s Theory of Mind & Executive Function  Gluck, Stephanie ( University of Oregon , 2023-03-24 ) Parental mind-mindedness refers to caregivers’ propensity to attribute mind-like and intentional qualities in their interactions with or representation of their young children. It is proposed to be associated with positive ...
• Dating and Mating in Adolescence: How Hormones and Puberty Influence Adolescent Mating Motivation  Donaldson, Sarah ( University of Oregon , 2022-10-26 ) Puberty marks the physical transition towards sexual maturity, culminating in the ability to reproduce. It follows that maturing cognitive, affective, and social skills develop concurrently to support reproductive competence, ...
• Individual Differences in Memory Functions and Their Relation to Hippocampal Connectivity  Frank, Lea ( University of Oregon , 2022-10-26 ) The hippocampus plays an important role in many aspects of learning and memory. It is most known for its role in episodic memory and spatial navigation, though it has also been shown to contribute to other processes like ...
• Collective Ongoing Betrayal Trauma: Gendered and Racialized Police Violence toward the Black Community  Barnes, Melissa ( University of Oregon , 2022-10-26 ) Racialized and gendered police violence is a pernicious problem for Black communities. For my dissertation, I empirically tested a novel theoretical concept, Collective Ongoing Betrayal Trauma (COBT). COBT integrates the ...

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Flag of Elektrostal, Moscow Oblast, Russia

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Elektrostal

Elektrostal Localisation : Country Russia , Oblast Moscow Oblast . Available Information : Geographical coordinates , Population, Altitude, Area, Weather and Hotel . Nearby cities and villages : Noginsk , Pavlovsky Posad and Staraya Kupavna .

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Elektrostal Demography

Information on the people and the population of Elektrostal.

Elektrostal Geography

Geographic Information regarding City of Elektrostal .

Elektrostal Distance

Distance (in kilometers) between Elektrostal and the biggest cities of Russia.

Elektrostal Map

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Elektrostal Page

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Geographic coordinates of Elektrostal, Moscow Oblast, Russia

City coordinates

Coordinates of Elektrostal in decimal degrees

Coordinates of elektrostal in degrees and decimal minutes, utm coordinates of elektrostal, geographic coordinate systems.

WGS 84 coordinate reference system is the latest revision of the World Geodetic System, which is used in mapping and navigation, including GPS satellite navigation system (the Global Positioning System).

Geographic coordinates (latitude and longitude) define a position on the Earth’s surface. Coordinates are angular units. The canonical form of latitude and longitude representation uses degrees (°), minutes (′), and seconds (″). GPS systems widely use coordinates in degrees and decimal minutes, or in decimal degrees.

Latitude varies from −90° to 90°. The latitude of the Equator is 0°; the latitude of the South Pole is −90°; the latitude of the North Pole is 90°. Positive latitude values correspond to the geographic locations north of the Equator (abbrev. N). Negative latitude values correspond to the geographic locations south of the Equator (abbrev. S).

Longitude is counted from the prime meridian ( IERS Reference Meridian for WGS 84) and varies from −180° to 180°. Positive longitude values correspond to the geographic locations east of the prime meridian (abbrev. E). Negative longitude values correspond to the geographic locations west of the prime meridian (abbrev. W).

UTM or Universal Transverse Mercator coordinate system divides the Earth’s surface into 60 longitudinal zones. The coordinates of a location within each zone are defined as a planar coordinate pair related to the intersection of the equator and the zone’s central meridian, and measured in meters.

Elevation above sea level is a measure of a geographic location’s height. We are using the global digital elevation model GTOPO30 .

Elektrostal , Moscow Oblast, Russia