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(14.1). This is an example of a mostly predictive nonexperimental study.

Journal Article 1: Lopez, F.G., & Ann-Yi, S. (2006). Predictors of career indecision in three racial/ethnic groups of college women. Journal of Career Development, 33, 29–46.

Abstract: This study examines the contributions of career-related barrier and social support perceptions, barrier-related coping beliefs, and career decision-making self-efficacy beliefs to the prediction of career indecision in three racial/ethnic groups of college women. Results indicate that although there are no racial/ethnic differences across scores on most of the key measures, African American women perceive significantly greater career barriers than do either White or Hispanic women. Separate within-racial/ethnic group regressions of career indecision scores indicate that the full model collectively accounted for substantial amounts of criterion variance (range of R2 = .31 to .47), although the pattern of predictor contributions varies somewhat across the three groups.

(14.2). This is an example of explanatory nonexperimental research.

Journal Article 2: Peltier, J. W., Schibrowsky, J. A., & Drago, W. (2007). The interdependence of the factors influencing the perceived quality of the online learning experience: A causal model. Journal of Marketing Education, 29, 140–153.

Abstract: A structural model of the drivers of online education is proposed and tested. The findings help to identify the interrelated nature of the lectures delivered via technology outside of the traditional classroom, the importance of mentoring, the need to develop course structure, the changing roles for instructors and students, and the importance of designing and delivering course content on the enhancement of the online learning experience. The results support an integrated, building-block approach for developing successful online programs and courses.

(14.3). This is an example of an explanatory-longitudinal nonexperimental research study.

Journal Article 3: Hwang, S., Feltz, D. L., Kietzmann, L. A., & Diemer, M. A. (2016). Sport involvement and educational outcomes of high school students: A Longitudinal study. Youth & Society, 48, 763–785. doi:10.1177/0044118X13513479

Abstract: This study examined the relations among sport involvement and social and personal influences on high school students’ educational expectations and attainment, using National Education Longitudinal Survey-88. Athletic engagement, educational expectations of significant others, peer support for academics, parental involvement in academics, and academic and athletic identities were measured in the 10th grade. Educational expectations and attainment were measured in the 12th grade and 8 years after high school. Socioeconomic status, academic ability, and school size were controlled. Results indicated that athletic engagement was related to youths’ formation of identities, but only their academic identity was associated with later educational outcomes. Athletic engagement and identity were not adversely related to educational outcomes.