Research Methods, Statistics, and Applications by Kathrynn A. Adams and Eva K. McGuire is designed to give students the experience of being a researcher by combining the interrelated concepts of research methods and statistics to better explain how the research process incorporates both elements. Employing a conversational tone throughout, coupled with an emphasis on decision-making, this best-selling text will spark students' interest in conducting research and improve their ability to critically analyze research in their daily lives. The Third Edition includes a new chapter on measurement to better highlight its critical importance, updates for the 7th edition of the Publication Manual of the American Psychological Association, new examples related to social justice, additional sections on qualitative research methods, and more thorough integration of research ethics information and tips throughout each chapter.

In preparation for role-play during a RIPP class, 6th grade students consider the following conflict situation: Sharon and Josie, who are good friends, tryout for the basketball team. Josie makes the team, but Sharon does not. The week after tryouts, Sharon tries to pick a fight with Josie, calling her a "cheater" and "some one the coach felt sorry for. " Josie is in a bind; she wants to remain friends with Sharon, but she is really angry with Sharon for treating her so badly. What can Josie do in this situation? What type of self-talk will help her work out this prob lem with Sharon and keep the friendship? During the role-play, Sharon calls Josie a cheater. Then, before Josie re sponds, two students representing her positive and negative sides take turns whis pering into her ear. Negative self-talk: "Boy, is she a loser! What if everyone believes her and thinks that I cheated to get on the team?!" Positive self-talk: "I know I worked hard to get on the team! Sharon must really be hurt that she didn't make it. I can talk to her later when she's cooled down, and maybe we can do something together after practice. " Josie listens to the two voices, and decides that the best approach is to ignore Sharon's comments for now and to call her later that day to see if they can do something together. This description of students dealing with everyday conflicts is quite real.

In preparation for role-play during a RIPP class, 6th grade students consider the following conflict situation: Sharon and Josie, who are good friends, tryout for the basketball team. Josie makes the team, but Sharon does not. The week after tryouts, Sharon tries to pick a fight with Josie, calling her a "cheater" and "some one the coach felt sorry for. " Josie is in a bind; she wants to remain friends with Sharon, but she is really angry with Sharon for treating her so badly. What can Josie do in this situation? What type of self-talk will help her work out this prob lem with Sharon and keep the friendship? During the role-play, Sharon calls Josie a cheater. Then, before Josie re sponds, two students representing her positive and negative sides take turns whis pering into her ear. Negative self-talk: "Boy, is she a loser! What if everyone believes her and thinks that I cheated to get on the team?!" Positive self-talk: "I know I worked hard to get on the team! Sharon must really be hurt that she didn't make it. I can talk to her later when she's cooled down, and maybe we can do something together after practice. " Josie listens to the two voices, and decides that the best approach is to ignore Sharon's comments for now and to call her later that day to see if they can do something together. This description of students dealing with everyday conflicts is quite real.

The third edition of the Student Study Guide With IBM (R) SPSS (R) Workbook for Research Methods, Statistics, and Applications by Kathrynn A. Adams and Eva K. McGuire gives students even more opportunities to practice and apply their knowledge in statistics and research methods. Written by the authors of Research Methods, Statistics, and Applications, the third edition of the study guide follows the third edition of the textbook for straightforward assigning and practice. New features include practice quizzes to give students both recognition and recall activities for better retention. Learning objectives and brief chapter summaries from the main text remind students of what they've learned and orient students toward the exercises. In-depth exercises encourage students to build on their knowledge, requiring students to think critically and actively engage with the material. These exercises have been condensed and focus on moving students through the learning objectives at a quick pace. At the end of most chapters, "Your Research" sections encourage students to apply concepts to their own projects. Now placed at the end of book, the IBM (R) SPSS (R) workbook provides instructions for performing statistical calculations. Included in this workbook are additional exercises to practice data analysis and interpretation using the software. Answers to quizzes are listed immediately after each quiz in the book while answers to exercises are listed on the instructor resources website.