Sample Annotated Bibliography

The following is a sample of an annotated bibliography. The references would be the full citation in APA style. Note that the references are in alphabetical order, and that the format is a hanging indent. (The format of the hanging indent may not appear correctly in your browser).

Locus of Control and Academic Achievement

Annotated Bibliography

Carden, R., Bryant, C., & Moss, R. (2004). Locus of control, test anxiety, academic procrastination and
      achievement among college students. Psychological Reports, 95(2), 581-582.
      doi: 10.5332/03000-4333.23.22

The findings of Carden, Bryant and Moss' (2004) study of 114 undergraduates were that the internal Locus of Control (LOC) students showed significantly lower academic procrastination and debilitating test anxiety, and reported higher academic achievement than the external LOC students.

King, K. L. J. (2004). A comparison of the psychological attributes, aspirations and outcomes of
      students with learning disabilities. Dissertation Abstracts International, 64(12-A), 4384.

SES, retention, LOC, & self-concept were found to significantly impact the post-secondary participation of students with learning disabilities, while ability, race, aspirations, and services for learning disabilities did not (King, 2004). SES and LOC were statistically significant in differentiating students who did not participate in any post secondary education, those who pursued an associate degree, and those who pursued a baccalaureate. Higher SES students were 3.14 times as likely to pursue a baccalaureate, higher (more internal) LOC students were 2.03 times as likely, and students who had been retained were 35% less likely.

Sachs, J. (2004). Correlates of academic ability among part-time graduate students of education in
      Hong Kong [Abstract]. Psychologia: An International Journal of Psychology in the Orient, 47(1),
      44-56.

Sachs (2004) studied various factors, including LOC, academic ability, and self-efficacy, in a sample of 120 Hong Kong graduate students in education. Gender and LOC were found not to have any significant direct or indirect effects on self-reported academic ability. Self-efficacy, academic experiences, and learning approach had direct positive effects, while the effects of age and proactive attitude were indirect.