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Build a second research matrix, which includes research concepts that can be fou

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Build a second research matrix, which includes research concepts that can be found and connected to the same five research articles related to the topic of first-generation college students and resilience at a four-year university.
Introduction
It is important to understand how to capture your audience when it comes to research. Not only should it be captivating, but the initial entry to the research should include as much information as possible so that readers can understand what they are about to learn.
At this point, you’ll move toward the practical side of research. That is, learning the significant components of a research study that require specific interconnectedness. The research introduction, the purpose statement, the research questions, and hypotheses all connect to each other. These then need to connect to the methodology—either quantitative or qualitative. Understanding these intersections is helpful for an ongoing development of research skills.
Overview
This assessment focuses on building a second research matrix similar to the one from Assessment 1. This matrix you will create includes research concepts that can be found and connected to the same five research articles related to the topic of first-generation college students and resilience at a four-year university.
Instructions
Fill out the Research Concepts Matrix [DOCX] with research concepts connected to the topic of first-generation college students. Your instructor will provide the articles you are to use in the Announcements area of the courseroom. The first article (Garriott, Hudyma, Keene, & Santiago, 2015) has been completed for you as an example.
Garriott, P. O., Hudyma, A., Keene, C., & Santiago, D. (2015). Social cognitive predictors of first and non-first-generation college students’ academic and life satisfaction. Journal of Counseling Psychology, 62(2), 253–263.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 2: Evaluate the characteristics, purposes, benefits, strengths, and weaknesses of research methods.
Identify the purpose of the study.
Identify the statement of the problem.
Explain the limitations or implications of the study.
Competency 3: Evaluate ethical issues in research studies.
Describe the ethical considerations in the chosen research.
Competency 5: Examine the appropriate application of scientific research methodology.
Provide the future research possibilities.
Competency 6: Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.
Communicate in a manner that is scholarly, professional, and consistent with the expectations for members of an identified field of study, using APA style and formatting.

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