literature review research matrix capella university

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Answer Last Updated: Jun 22, 2023 Views: 82

The   literature review matrix  was created to help you organize, track and analyze your resources..

Similar to the  Scholarly Research Log , the Capella Writing Center has created the  Literature Review Matrix . This Excel-based organizational tool is also easily customizable for any larger literature review effort.  

This resource and other tools can also be found in this library guide:  Staying Organized & Keeping Track: Research Tools

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Related Topics

• Dissertation
• Dissertation Writing

What is the Literature Review?

• Keeping Track of Resources
• Search Beyond Journal Articles
• Other Useful Resources

Purpose of the Literature Review

The literature review helps place your research in the context of what has already been done in the field. The literature review is a component of most scholarly writing. Dissertations include a chapter-long literature review, and research articles will include a literature review near the beginning of the article. Sometimes an entire article will be devoted to reviewing the literature.

Resources for your Literature Review

The literature review focuses on primary, peer-reviewed resources. Often starting with the seminal literature of the field, it mostly consists of research articles on the topic. Secondary sources are used sparingly, if at all.

In order to write a comprehensive literature review, you must search in multiple databases. No single source will have all of the primary resources you should consult. A comprehensive literature review should include searches in the following:

• Multiple journal databases
• Book databases
• Dissertations
• Sources outside the library

Credits for this tutorial: About this Tutorial [PDF].

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Capella University Literature Review Research Matrix Business Worksheet

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Capella University

Description

Assessment 1: literature review research matrix.

Create a literature review research matrix, which includes research concepts that can be found and connected to preselected published scholarly research.

Introduction

This assessment provides a practical opportunity to apply research skills to a literature research matrix.

For this assessment, you are being introduced to literature mapping as part of the preparation for a literature review. As you collect articles, the following resource can be used to evaluate their scientific merit.

• Critical Appraisal Skills Programme (CASP). (2018). CASP checklist: 10 questions to help you make sense of a systematic review [PDF] . https://casp-uk.net/

Instructions

This assessment consists of completing this provided Literature Review Research Matrix [DOCX] . This matrix includes research concepts that can be found and connected to the published scholarly research provided by your instructor. Five research articles related to the topic of first-generation college students and resilience at a four-year university have been chosen for you. The articles for this assessment are posted in the Announcements area of the courseroom.

The first article (Garriott, Hudyma, Keene, & Santiago, 2015) is completed for you as an example; you will need to complete the matrix for the remaining four articles.

• 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.

Additional Requirements

Refer to the assignment scoring guide to make sure you meet the requirements of this assessment.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

• Identify the study sample in the chosen research.
• Identify the methodology used in the chosen research.
• Identify the main themes in the chosen research.
• Identify the research question or questions in the chosen research.
• Describe the theoretical framework of the chosen research study.
• Describe the findings in the chosen research.
• 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.

Resources: Literature Review

• Chapter 1, "The Selection of a Research Approach," pages 3–22.
• Chapter 2, "Review of the Literature," pages 23–47.
• Chapter 3, "The Use of Theory," pages 49–74.
• Winchester, C. L., & Salji, M. (2016). Writing a literature review . Journal of Clinical Urology , 9 (5), 308–312.
• Xiao, Y., & Watson, M. (2017). Guidance on conducting a systematic literature review . Journal of Planning Education and Research, 39 (1), 93–112.
• Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines . Journal of Business Research, 104 , 333–339.

Resources: Scientific Merit

• Scientific Merit .
• Resources: Campus Resources
• Capella University Library .
• Program Library Research Guides .
• Reviewing the Literature .
• How Do I Find Peer-Reviewed Articles?
• Anatomy of a Scholarly Article .
• Tour the Library .
• Research & Scholarship .
• Doctoral Resources and Support .
• PhD Dissertation Research in Education .
• SOE PhD Programs of Research [PDF] .
• Library Help .

Unformatted Attachment Preview

Explanation & Answer

View attached explanation and answer. Let me know if you have any questions. Literature Review Research Matrix Reference Main Themes/Cons tructs Research Questions Theoret ical Framew ork or Model Population Methodol & Sample ogy and descriptio Design n & “N=” Summary of Findings Garriott, P. O., Hudyma, A., Keene, C., & Santiago, D. (2015). Social cognitive predictors of first and nonfirst-generation college students’ academic and life satisfaction. Journal of Counseling Psychology, 62(2), 253–263. DOI: https://doi.org/10.1037/cou0 000066 Academic Progress, academic satisfaction, college outcome expectations, college life efficacy, environmental supports, life satisfaction, positive affect. What are the predictors of students’ academic and life satisfaction? Lent’s model of normati ve wellbeing. N=414 Results suggested the hypothesized model provided an adequate fit to the data while hypothesized relationships in the model were partially supported. Environmental supports predicted college self-efficacy, college outcome expectations, and academic satisfaction. Furthermore, college self-efficacy predicted academic progress while college outcome expectations predicted academic satisfaction. Academic satisfaction, but not academic progress, predicted life satisfaction. Students from two 4-year universities . Quantitati ve, QuasiExperime ntal, Multiple Measures....

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