Example
of Introductory Paragraph for Practical Assessment:

A practical
assessment of the study’s research questions required considering findings
within a context of prior research. The current study both reinforced and
supplemented previous literature. The study offered an important
contribution to research on . . .

Example
of Introduction to Practical Assessment of Research Question:

The study’s
first research question explored how socioeconomic factors impact
achievement motivation in first-generation college students from
Appalachia. Challenges related to unfamiliarity with college application
and enrollment processes, poor academic preparation, insufficient parental
support, conflicts with family commitments, deficient social and cultural
capital, and limited financial resources have been well-documented by prior
research (Campbell & Westcott, 2019; Capannola & Johnson, 2020;
Conefrey, 2021; Katrevich & Aruguete, 2017; Lee & Ferrare, 2019;
McCulloh, 2020; Phillips et al., 2020; Redford et al., 2017; Tinto, 2017).
These challenges are noted in the current study’s findings. In answering this
research question, data supported the idea of college as an unknown, the
impact of family expectations and a desire for more on student motivation,
and the role of place in motivational processes. Data also provided
evidence of participants’ perceptions of college preparedness, uncertainty
about academic and career plans, and challenges related to belongingness in
college.

Example Practical
Assessment of a Theme:

Cost
perceptions are determined through a student’s assessment of the resources
and effort required to succeed in a task and negatively impact composite
value perceptions (Barron & Hulleman, 2015; Eccles et al., 1983; Eccles
& Wigfield, 2002). The current study documented participants’ cost
perceptions that align with the three cost types identified by Eccles et
al. (1983): effort, opportunity, and psychological. The study’s
contributions to literature focusing on cost perceptions is significant as,
until the last decade, limited research had explored how the negative
influence of cost should be considered as part of an overall value
measurement (Barron & Hulleman, 2015; Ceyhan and Tillotson, 2020;
Wigfield et al., 2017).

Participants
acknowledged significant effort costs that are necessary during their
research experiences. Effort is identified as a considerable cost, and time
is viewed as something participants had “the least of to spare” (Brooke
Interview, ¶ 150). All participants shared opportunity costs they had
incurred to succeed in their research experiences. The most significant
opportunity costs reported are social and financial, including missed time
with friends and family and lost time for earning income. Some students
viewed these costs as “heavy” (Elijah Interview, ¶ 130). Summer research
meant not “going back home” (Elijah Interview, ¶ 130) and not being able to
“travel or just work” (Luke Interview, ¶ 218). Participants explained that
research had “kept [them] away from friends” (Lily Interview, ¶246). For
one student, the disconnection from friends is something that added
“stress” related to worrying that she may “lose friends because [she is]
always doing research” (Heather Interview, ¶ 156).

Example Discussion
of Limitation:

The extent
to which the study could evaluate the third research question is limited by
participant status. Participants had previously developed an appreciation
for the value of their research experiences and an expectation that the
costs associated with those experiences would be worthwhile. In this
context, faculty research mentors did not appear to engage in value
interventions in the way they may have if working with a different student
population in a different context. Participants described how they valued
their research experiences and assessed associated costs, but shared
limited details on the influence of faculty research mentors on those
perceptions.

Example
Discussion of Implication for Future Study:

While
evidence supports the benefits of quality mentoring on student outcomes
through research experiences, there is a lack of professional development
opportunities available for faculty and other research mentors (Gentile et
al., 2017). Mentoring skills can be learned, and there is a need for
research that can inform decisions regarding professional development
programs (Davis & Jones, 2017). Eva et al. (2019) identified a specific
need for field studies that can shed light on how servant leaders are
developed; they encouraged servant leadership training, followed by
evaluations of whether training interventions led to increased servant
leadership behaviors. This approach could be applied to professional
development opportunities for faculty research mentors with student
perceptions of servant leader behaviors measured before and after the
training intervention.