how do you summarize a research article in apa format

APA Referencing (APA 7th edition)

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Direct quotes should only be used sparingly in your work. It's generally better to put material into your own words, as this demonstrates your understanding of the material. Reserve direct quotes for particularly well written, striking content. To avoid plagiarism, it's also important to make sure that you do more than just make minor changes to the wording. 

To paraphrase or summarise without plagiarising:

• Note the key points from the resource;
• Without looking at the original material, write the idea in your own words;
• Review the original material to check you have conveyed the idea correctly
• Check that your writing does not use the same phrasing as the original source. Making minor changes to the material is not sufficient;
• Specialised subject terms do not need to be changed;
• If you cannot paraphrase, use a direct quote;
• Include both an  in-text citation and a reference list entry for each resource used.

Summarising

Summarising involves repeating the main ideas of a passage in your own words.  A summary concentrates on the important points rather than the details.

Original text

'... in order to learn consumers' views on beauty, Dove surveyed girls and women in the United Kingdom, Canada, and the United States.  Some of the results were disturbing; for example, in Britain, more than half of those surveyed said their bodies "disgusted" them.  Six out of ten girls believed they would be happier if they were thinner, but actually fewer than two out of ten were in fact overweight.  Apparently, fashion's images of artificially curvaceous models and celebrities had wreaked not a little havoc on young self-concepts.'

Example of a summary  

Rath, Bay, Petrizzi and Gill (2015) report that the results of a survey by Dove of young girls and women in Britain indicate that many young girls have false ideas about whether they are overweight or not.  ​

Points to note :

There are different ways you can incorporate an in-text citation into your work. You can include the author's surname/s and the date in brackets at the end of a sentence or use the author's name/s  as part of your sentence.

Rath, P.M. , Bay, S.,   Petrizzi, R. &  Gill, P.  (2015). The why of the buy: Consumer behavior and fashion marketing (2nd ed.). Fairchild Books.

Paraphrasing

Paraphrasing is expressing what an author writes in another way. 

'An interesting aspect of plant growth is that new cells and tissues are formed all through the lifespan of of the plant, even in trees that may be a hundred or more years old" (Clarke & Lee, 2019)

Example of a paraphrase

As Clarke & Lee (2019) explain, old plants continue to grow new cells. 

Trees continue growing new cells throughout their entire life (Clarke & Lee, 2019).

Clarke, I. & Lee, H.. (2019). Name that flower (3rd ed). Melbourne University Press.

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APA Style Guide 7th Edition

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General Guidelines for Paraphrasing and Summarizing

• Paraphrasing is when you put a passage or idea from another work into your own words.
• A paraphrased passage is generally shorter and more condensed than the original.
• You can cite your information as part of the sentence (called a narrative citation) or at the end in parentheses (known as a parenthetical citation).
• Summarizing is very similar to paraphrasing in that it also involves putting someone else’s ideas into your own words in order to condense the material.
• A summary includes only the main points and/or ideas in a longer passage or entire work.    
• If you have two or more authors, use the word 'and' for narrative citations and the ampersand '&' for parenthetical citations. 
• If you have three or more authors, use 'et al.' after the first authors last name to indicated there are additional authors. 
• You only include the author/year from the article your are summarizing. You do not need to include page numbers or section identification. 
• If you are citing multiple works parenthetically, place the citations in alphabetical order separated by semicolons. 

Narrative Paraphrasing/Summarizing    

Single Author:  Simmons (2019) notes that teachers need to use clear body language including using good posture and eye contact when giving directions. 

Two Authors:  Orben and Przybylski (2019) determined that half of the participants in recent studies overestimated how much time they spend on the internet and a quarter of the participants underestimate it. 

Three or More Authors:   Larson et al. (2019) pointed out middle school students reported significant less time spent outdoors in nature and more time on screens than their parents reported they did.   

Parenthetical Paraphrasing/Summarizing  

Single Author:  Teachers need to use clear body language including using good posture and eye contact when giving directions (Simmons, 2019). 

Two Authors:   H alf of the  participants  in recent studies  overestimated  how much time they spend on the internet and a quarter of the participants underestimate it (Orben  &  Przybylski,  2019).

Three or More Authors:    Middle school students reported significant less time spent outdoors in nature and more time on screens than their parents reported they did  ( Larson et al., 2019).   

Parenthetical Summary With Multiple Sources 

Behavior-specific praise and adherence to schedule and routines are two classroom management practices that can increase academic engagement and improve classroom management (Collier-Meek et al., 2019; O’Hanley & Jones, 2020; Simmons, 2019).  

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Tips on Summarizing

• Use your own words
• Include the key relevant elements of the original and keep it brief - you're just going for the original's essence
• Do not include your interpretation/analysis within the summary - make a clear distinction between your thoughts and someone else's
• Vary how you introduce or attribute your sources, like "according to..." or "so-and-so concludes that..." so your readers don't get bored
• Always include a citation

Polivy, J., & Herman, C. P. (2004). Sociocultural idealization of thin female body shapes: An introduction to the special issue on body image and eating disorders. Journal of Social & Clinical Psychology , 23, 1-6. doi:10.1037/0033-2909.134.3.460

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Article Summaries, Reviews & Critiques

Writing an article summary.

• Writing an article REVIEW
• Writing an article CRITIQUE
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When writing a summary, the goal is to compose a concise and objective overview of the original article. The summary should focus only on the article's main ideas and important details that support those ideas.

Guidelines for summarizing an article:

• State the main ideas.
• Identify the most important details that support the main ideas.
• Summarize in your own words.
• Do not copy phrases or sentences unless they are being used as direct quotations.
• Express the underlying meaning of the article, but do not critique or analyze.
• The summary should be about one third the length of the original article. 

Your summary should include:

• Give an overview of the article, including the title and the name of the author.
• Provide a thesis statement that states the main idea of the article.
• Use the body paragraphs to explain the supporting ideas of your thesis statement.
• One-paragraph summary - one sentence per supporting detail, providing 1-2 examples for each.
• Multi-paragraph summary - one paragraph per supporting detail, providing 2-3 examples for each.
• Start each paragraph with a topic sentence.
• Use transitional words and phrases to connect ideas.
• Summarize your thesis statement and the underlying meaning of the article.

 Adapted from "Guidelines for Using In-Text Citations in a Summary (or Research Paper)" by Christine Bauer-Ramazani, 2020

Additional Resources

All links open in a new window.

How to Write a Summary - Guide & Examples  (from Scribbr.com)

Writing a Summary  (from The University of Arizona Global Campus Writing Center)

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Chapter 11: Presenting Your Research

Writing a Research Report in American Psychological Association (APA) Style

Learning Objectives

• Identify the major sections of an APA-style research report and the basic contents of each section.
• Plan and write an effective APA-style research report.

In this section, we look at how to write an APA-style empirical research report , an article that presents the results of one or more new studies. Recall that the standard sections of an empirical research report provide a kind of outline. Here we consider each of these sections in detail, including what information it contains, how that information is formatted and organized, and tips for writing each section. At the end of this section is a sample APA-style research report that illustrates many of these principles.

Sections of a Research Report

Title page and abstract.

An APA-style research report begins with a  title page . The title is centred in the upper half of the page, with each important word capitalized. The title should clearly and concisely (in about 12 words or fewer) communicate the primary variables and research questions. This sometimes requires a main title followed by a subtitle that elaborates on the main title, in which case the main title and subtitle are separated by a colon. Here are some titles from recent issues of professional journals published by the American Psychological Association.

• Sex Differences in Coping Styles and Implications for Depressed Mood
• Effects of Aging and Divided Attention on Memory for Items and Their Contexts
• Computer-Assisted Cognitive Behavioural Therapy for Child Anxiety: Results of a Randomized Clinical Trial
• Virtual Driving and Risk Taking: Do Racing Games Increase Risk-Taking Cognitions, Affect, and Behaviour?

Below the title are the authors’ names and, on the next line, their institutional affiliation—the university or other institution where the authors worked when they conducted the research. As we have already seen, the authors are listed in an order that reflects their contribution to the research. When multiple authors have made equal contributions to the research, they often list their names alphabetically or in a randomly determined order.

In some areas of psychology, the titles of many empirical research reports are informal in a way that is perhaps best described as “cute.” They usually take the form of a play on words or a well-known expression that relates to the topic under study. Here are some examples from recent issues of the Journal Psychological Science .

• “Smells Like Clean Spirit: Nonconscious Effects of Scent on Cognition and Behavior”
• “Time Crawls: The Temporal Resolution of Infants’ Visual Attention”
• “Scent of a Woman: Men’s Testosterone Responses to Olfactory Ovulation Cues”
• “Apocalypse Soon?: Dire Messages Reduce Belief in Global Warming by Contradicting Just-World Beliefs”
• “Serial vs. Parallel Processing: Sometimes They Look Like Tweedledum and Tweedledee but They Can (and Should) Be Distinguished”
• “How Do I Love Thee? Let Me Count the Words: The Social Effects of Expressive Writing”

Individual researchers differ quite a bit in their preference for such titles. Some use them regularly, while others never use them. What might be some of the pros and cons of using cute article titles?

For articles that are being submitted for publication, the title page also includes an author note that lists the authors’ full institutional affiliations, any acknowledgments the authors wish to make to agencies that funded the research or to colleagues who commented on it, and contact information for the authors. For student papers that are not being submitted for publication—including theses—author notes are generally not necessary.

The  abstract  is a summary of the study. It is the second page of the manuscript and is headed with the word  Abstract . The first line is not indented. The abstract presents the research question, a summary of the method, the basic results, and the most important conclusions. Because the abstract is usually limited to about 200 words, it can be a challenge to write a good one.

Introduction

The  introduction  begins on the third page of the manuscript. The heading at the top of this page is the full title of the manuscript, with each important word capitalized as on the title page. The introduction includes three distinct subsections, although these are typically not identified by separate headings. The opening introduces the research question and explains why it is interesting, the literature review discusses relevant previous research, and the closing restates the research question and comments on the method used to answer it.

The Opening

The  opening , which is usually a paragraph or two in length, introduces the research question and explains why it is interesting. To capture the reader’s attention, researcher Daryl Bem recommends starting with general observations about the topic under study, expressed in ordinary language (not technical jargon)—observations that are about people and their behaviour (not about researchers or their research; Bem, 2003 [1] ). Concrete examples are often very useful here. According to Bem, this would be a poor way to begin a research report:

Festinger’s theory of cognitive dissonance received a great deal of attention during the latter part of the 20th century (p. 191)

The following would be much better:

The individual who holds two beliefs that are inconsistent with one another may feel uncomfortable. For example, the person who knows that he or she enjoys smoking but believes it to be unhealthy may experience discomfort arising from the inconsistency or disharmony between these two thoughts or cognitions. This feeling of discomfort was called cognitive dissonance by social psychologist Leon Festinger (1957), who suggested that individuals will be motivated to remove this dissonance in whatever way they can (p. 191).

After capturing the reader’s attention, the opening should go on to introduce the research question and explain why it is interesting. Will the answer fill a gap in the literature? Will it provide a test of an important theory? Does it have practical implications? Giving readers a clear sense of what the research is about and why they should care about it will motivate them to continue reading the literature review—and will help them make sense of it.

Breaking the Rules

Researcher Larry Jacoby reported several studies showing that a word that people see or hear repeatedly can seem more familiar even when they do not recall the repetitions—and that this tendency is especially pronounced among older adults. He opened his article with the following humourous anecdote:

A friend whose mother is suffering symptoms of Alzheimer’s disease (AD) tells the story of taking her mother to visit a nursing home, preliminary to her mother’s moving there. During an orientation meeting at the nursing home, the rules and regulations were explained, one of which regarded the dining room. The dining room was described as similar to a fine restaurant except that tipping was not required. The absence of tipping was a central theme in the orientation lecture, mentioned frequently to emphasize the quality of care along with the advantages of having paid in advance. At the end of the meeting, the friend’s mother was asked whether she had any questions. She replied that she only had one question: “Should I tip?” (Jacoby, 1999, p. 3)

Although both humour and personal anecdotes are generally discouraged in APA-style writing, this example is a highly effective way to start because it both engages the reader and provides an excellent real-world example of the topic under study.

The Literature Review

Immediately after the opening comes the  literature review , which describes relevant previous research on the topic and can be anywhere from several paragraphs to several pages in length. However, the literature review is not simply a list of past studies. Instead, it constitutes a kind of argument for why the research question is worth addressing. By the end of the literature review, readers should be convinced that the research question makes sense and that the present study is a logical next step in the ongoing research process.

Like any effective argument, the literature review must have some kind of structure. For example, it might begin by describing a phenomenon in a general way along with several studies that demonstrate it, then describing two or more competing theories of the phenomenon, and finally presenting a hypothesis to test one or more of the theories. Or it might describe one phenomenon, then describe another phenomenon that seems inconsistent with the first one, then propose a theory that resolves the inconsistency, and finally present a hypothesis to test that theory. In applied research, it might describe a phenomenon or theory, then describe how that phenomenon or theory applies to some important real-world situation, and finally suggest a way to test whether it does, in fact, apply to that situation.

Looking at the literature review in this way emphasizes a few things. First, it is extremely important to start with an outline of the main points that you want to make, organized in the order that you want to make them. The basic structure of your argument, then, should be apparent from the outline itself. Second, it is important to emphasize the structure of your argument in your writing. One way to do this is to begin the literature review by summarizing your argument even before you begin to make it. “In this article, I will describe two apparently contradictory phenomena, present a new theory that has the potential to resolve the apparent contradiction, and finally present a novel hypothesis to test the theory.” Another way is to open each paragraph with a sentence that summarizes the main point of the paragraph and links it to the preceding points. These opening sentences provide the “transitions” that many beginning researchers have difficulty with. Instead of beginning a paragraph by launching into a description of a previous study, such as “Williams (2004) found that…,” it is better to start by indicating something about why you are describing this particular study. Here are some simple examples:

Another example of this phenomenon comes from the work of Williams (2004).

Williams (2004) offers one explanation of this phenomenon.

An alternative perspective has been provided by Williams (2004).

We used a method based on the one used by Williams (2004).

Finally, remember that your goal is to construct an argument for why your research question is interesting and worth addressing—not necessarily why your favourite answer to it is correct. In other words, your literature review must be balanced. If you want to emphasize the generality of a phenomenon, then of course you should discuss various studies that have demonstrated it. However, if there are other studies that have failed to demonstrate it, you should discuss them too. Or if you are proposing a new theory, then of course you should discuss findings that are consistent with that theory. However, if there are other findings that are inconsistent with it, again, you should discuss them too. It is acceptable to argue that the  balance  of the research supports the existence of a phenomenon or is consistent with a theory (and that is usually the best that researchers in psychology can hope for), but it is not acceptable to  ignore contradictory evidence. Besides, a large part of what makes a research question interesting is uncertainty about its answer.

The Closing

The  closing  of the introduction—typically the final paragraph or two—usually includes two important elements. The first is a clear statement of the main research question or hypothesis. This statement tends to be more formal and precise than in the opening and is often expressed in terms of operational definitions of the key variables. The second is a brief overview of the method and some comment on its appropriateness. Here, for example, is how Darley and Latané (1968) [2] concluded the introduction to their classic article on the bystander effect:

These considerations lead to the hypothesis that the more bystanders to an emergency, the less likely, or the more slowly, any one bystander will intervene to provide aid. To test this proposition it would be necessary to create a situation in which a realistic “emergency” could plausibly occur. Each subject should also be blocked from communicating with others to prevent his getting information about their behaviour during the emergency. Finally, the experimental situation should allow for the assessment of the speed and frequency of the subjects’ reaction to the emergency. The experiment reported below attempted to fulfill these conditions. (p. 378)

Thus the introduction leads smoothly into the next major section of the article—the method section.

The  method section  is where you describe how you conducted your study. An important principle for writing a method section is that it should be clear and detailed enough that other researchers could replicate the study by following your “recipe.” This means that it must describe all the important elements of the study—basic demographic characteristics of the participants, how they were recruited, whether they were randomly assigned, how the variables were manipulated or measured, how counterbalancing was accomplished, and so on. At the same time, it should avoid irrelevant details such as the fact that the study was conducted in Classroom 37B of the Industrial Technology Building or that the questionnaire was double-sided and completed using pencils.

The method section begins immediately after the introduction ends with the heading “Method” (not “Methods”) centred on the page. Immediately after this is the subheading “Participants,” left justified and in italics. The participants subsection indicates how many participants there were, the number of women and men, some indication of their age, other demographics that may be relevant to the study, and how they were recruited, including any incentives given for participation.

After the participants section, the structure can vary a bit. Figure 11.1 shows three common approaches. In the first, the participants section is followed by a design and procedure subsection, which describes the rest of the method. This works well for methods that are relatively simple and can be described adequately in a few paragraphs. In the second approach, the participants section is followed by separate design and procedure subsections. This works well when both the design and the procedure are relatively complicated and each requires multiple paragraphs.

What is the difference between design and procedure? The design of a study is its overall structure. What were the independent and dependent variables? Was the independent variable manipulated, and if so, was it manipulated between or within subjects? How were the variables operationally defined? The procedure is how the study was carried out. It often works well to describe the procedure in terms of what the participants did rather than what the researchers did. For example, the participants gave their informed consent, read a set of instructions, completed a block of four practice trials, completed a block of 20 test trials, completed two questionnaires, and were debriefed and excused.

In the third basic way to organize a method section, the participants subsection is followed by a materials subsection before the design and procedure subsections. This works well when there are complicated materials to describe. This might mean multiple questionnaires, written vignettes that participants read and respond to, perceptual stimuli, and so on. The heading of this subsection can be modified to reflect its content. Instead of “Materials,” it can be “Questionnaires,” “Stimuli,” and so on.

The  results section  is where you present the main results of the study, including the results of the statistical analyses. Although it does not include the raw data—individual participants’ responses or scores—researchers should save their raw data and make them available to other researchers who request them. Several journals now encourage the open sharing of raw data online.

Although there are no standard subsections, it is still important for the results section to be logically organized. Typically it begins with certain preliminary issues. One is whether any participants or responses were excluded from the analyses and why. The rationale for excluding data should be described clearly so that other researchers can decide whether it is appropriate. A second preliminary issue is how multiple responses were combined to produce the primary variables in the analyses. For example, if participants rated the attractiveness of 20 stimulus people, you might have to explain that you began by computing the mean attractiveness rating for each participant. Or if they recalled as many items as they could from study list of 20 words, did you count the number correctly recalled, compute the percentage correctly recalled, or perhaps compute the number correct minus the number incorrect? A third preliminary issue is the reliability of the measures. This is where you would present test-retest correlations, Cronbach’s α, or other statistics to show that the measures are consistent across time and across items. A final preliminary issue is whether the manipulation was successful. This is where you would report the results of any manipulation checks.

The results section should then tackle the primary research questions, one at a time. Again, there should be a clear organization. One approach would be to answer the most general questions and then proceed to answer more specific ones. Another would be to answer the main question first and then to answer secondary ones. Regardless, Bem (2003) [3] suggests the following basic structure for discussing each new result:

• Remind the reader of the research question.
• Give the answer to the research question in words.
• Present the relevant statistics.
• Qualify the answer if necessary.
• Summarize the result.

Notice that only Step 3 necessarily involves numbers. The rest of the steps involve presenting the research question and the answer to it in words. In fact, the basic results should be clear even to a reader who skips over the numbers.

The  discussion  is the last major section of the research report. Discussions usually consist of some combination of the following elements:

• Summary of the research
• Theoretical implications
• Practical implications
• Limitations
• Suggestions for future research

The discussion typically begins with a summary of the study that provides a clear answer to the research question. In a short report with a single study, this might require no more than a sentence. In a longer report with multiple studies, it might require a paragraph or even two. The summary is often followed by a discussion of the theoretical implications of the research. Do the results provide support for any existing theories? If not, how  can  they be explained? Although you do not have to provide a definitive explanation or detailed theory for your results, you at least need to outline one or more possible explanations. In applied research—and often in basic research—there is also some discussion of the practical implications of the research. How can the results be used, and by whom, to accomplish some real-world goal?

The theoretical and practical implications are often followed by a discussion of the study’s limitations. Perhaps there are problems with its internal or external validity. Perhaps the manipulation was not very effective or the measures not very reliable. Perhaps there is some evidence that participants did not fully understand their task or that they were suspicious of the intent of the researchers. Now is the time to discuss these issues and how they might have affected the results. But do not overdo it. All studies have limitations, and most readers will understand that a different sample or different measures might have produced different results. Unless there is good reason to think they  would have, however, there is no reason to mention these routine issues. Instead, pick two or three limitations that seem like they could have influenced the results, explain how they could have influenced the results, and suggest ways to deal with them.

Most discussions end with some suggestions for future research. If the study did not satisfactorily answer the original research question, what will it take to do so? What  new  research questions has the study raised? This part of the discussion, however, is not just a list of new questions. It is a discussion of two or three of the most important unresolved issues. This means identifying and clarifying each question, suggesting some alternative answers, and even suggesting ways they could be studied.

Finally, some researchers are quite good at ending their articles with a sweeping or thought-provoking conclusion. Darley and Latané (1968) [4] , for example, ended their article on the bystander effect by discussing the idea that whether people help others may depend more on the situation than on their personalities. Their final sentence is, “If people understand the situational forces that can make them hesitate to intervene, they may better overcome them” (p. 383). However, this kind of ending can be difficult to pull off. It can sound overreaching or just banal and end up detracting from the overall impact of the article. It is often better simply to end when you have made your final point (although you should avoid ending on a limitation).

The references section begins on a new page with the heading “References” centred at the top of the page. All references cited in the text are then listed in the format presented earlier. They are listed alphabetically by the last name of the first author. If two sources have the same first author, they are listed alphabetically by the last name of the second author. If all the authors are the same, then they are listed chronologically by the year of publication. Everything in the reference list is double-spaced both within and between references.

Appendices, Tables, and Figures

Appendices, tables, and figures come after the references. An  appendix  is appropriate for supplemental material that would interrupt the flow of the research report if it were presented within any of the major sections. An appendix could be used to present lists of stimulus words, questionnaire items, detailed descriptions of special equipment or unusual statistical analyses, or references to the studies that are included in a meta-analysis. Each appendix begins on a new page. If there is only one, the heading is “Appendix,” centred at the top of the page. If there is more than one, the headings are “Appendix A,” “Appendix B,” and so on, and they appear in the order they were first mentioned in the text of the report.

After any appendices come tables and then figures. Tables and figures are both used to present results. Figures can also be used to illustrate theories (e.g., in the form of a flowchart), display stimuli, outline procedures, and present many other kinds of information. Each table and figure appears on its own page. Tables are numbered in the order that they are first mentioned in the text (“Table 1,” “Table 2,” and so on). Figures are numbered the same way (“Figure 1,” “Figure 2,” and so on). A brief explanatory title, with the important words capitalized, appears above each table. Each figure is given a brief explanatory caption, where (aside from proper nouns or names) only the first word of each sentence is capitalized. More details on preparing APA-style tables and figures are presented later in the book.

Sample APA-Style Research Report

Figures 11.2, 11.3, 11.4, and 11.5 show some sample pages from an APA-style empirical research report originally written by undergraduate student Tomoe Suyama at California State University, Fresno. The main purpose of these figures is to illustrate the basic organization and formatting of an APA-style empirical research report, although many high-level and low-level style conventions can be seen here too.

Key Takeaways

• An APA-style empirical research report consists of several standard sections. The main ones are the abstract, introduction, method, results, discussion, and references.
• The introduction consists of an opening that presents the research question, a literature review that describes previous research on the topic, and a closing that restates the research question and comments on the method. The literature review constitutes an argument for why the current study is worth doing.
• The method section describes the method in enough detail that another researcher could replicate the study. At a minimum, it consists of a participants subsection and a design and procedure subsection.
• The results section describes the results in an organized fashion. Each primary result is presented in terms of statistical results but also explained in words.
• The discussion typically summarizes the study, discusses theoretical and practical implications and limitations of the study, and offers suggestions for further research.
• Practice: Look through an issue of a general interest professional journal (e.g.,  Psychological Science ). Read the opening of the first five articles and rate the effectiveness of each one from 1 ( very ineffective ) to 5 ( very effective ). Write a sentence or two explaining each rating.
• Practice: Find a recent article in a professional journal and identify where the opening, literature review, and closing of the introduction begin and end.
• Practice: Find a recent article in a professional journal and highlight in a different colour each of the following elements in the discussion: summary, theoretical implications, practical implications, limitations, and suggestions for future research.

Long Descriptions

Figure 11.1 long description: Table showing three ways of organizing an APA-style method section.

In the simple method, there are two subheadings: “Participants” (which might begin “The participants were…”) and “Design and procedure” (which might begin “There were three conditions…”).

In the typical method, there are three subheadings: “Participants” (“The participants were…”), “Design” (“There were three conditions…”), and “Procedure” (“Participants viewed each stimulus on the computer screen…”).

In the complex method, there are four subheadings: “Participants” (“The participants were…”), “Materials” (“The stimuli were…”), “Design” (“There were three conditions…”), and “Procedure” (“Participants viewed each stimulus on the computer screen…”). [Return to Figure 11.1]

• Bem, D. J. (2003). Writing the empirical journal article. In J. M. Darley, M. P. Zanna, & H. R. Roediger III (Eds.),  The compleat academic: A practical guide for the beginning social scientist  (2nd ed.). Washington, DC: American Psychological Association. ↵
• Darley, J. M., & Latané, B. (1968). Bystander intervention in emergencies: Diffusion of responsibility.  Journal of Personality and Social Psychology, 4 , 377–383. ↵

A type of research article which describes one or more new empirical studies conducted by the authors.

The page at the beginning of an APA-style research report containing the title of the article, the authors’ names, and their institutional affiliation.

A summary of a research study.

The third page of a manuscript containing the research question, the literature review, and comments about how to answer the research question.

An introduction to the research question and explanation for why this question is interesting.

A description of relevant previous research on the topic being discusses and an argument for why the research is worth addressing.

The end of the introduction, where the research question is reiterated and the method is commented upon.

The section of a research report where the method used to conduct the study is described.

The main results of the study, including the results from statistical analyses, are presented in a research article.

Section of a research report that summarizes the study's results and interprets them by referring back to the study's theoretical background.

Part of a research report which contains supplemental material.

Research Methods in Psychology - 2nd Canadian Edition Copyright © 2015 by Paul C. Price, Rajiv Jhangiani, & I-Chant A. Chiang is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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I have to summarize a whole article. How do I cite it, if my whole assignment is about that?

When you summarize someone else's information, especially if you will be spending a lot of time summarizing (for instance, your assignment is to summarize an article or a chapter in a book), it is important to introduce your source right away.

Example: Stineway and Harper conducted an excellent experiment in late 2009 that is only now coming to full fruition. Their article, Hamsters Texting at the Wheel covers a whole variety of insights in the the driving habits of hamsters. Of note...

You will note that the introduction above includes more than just the standard APA in-text citation which would look like this: (Stineway & Harper, 2009). When introducing a source, rather than citing it, that is OK.

As you write your summary, you will want to remind your reader, occasionally, that you are still summarizing. You can do this simply be referring back to the authors, the title of the article, or both. Remember, however, that anything that needs an APA in-text citation will need to refer to author and date.

Example: According to Stineway and Harper (2009), hamsters are the best rodent drivers there are. They indicated in their literature review that gerbils are too distractable to be safe and that guinea pigs were too slow-reacting.

Note: Since you asked, a single citation at the end of the summary will not meet reference requirements for APA or any other citation style.

For more information on introducing and citing sources, see http://rasmussen.libanswers.com/faq/32328

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APA Style 7th Edition: Citing Your Sources

• Basics of APA Formatting
• In Text Quick View
• Block Quotes
• Books & eBooks

Standard Format

Formatting rules, various examples.

• Thesis/Dissertation
• Audiovisual
• Conference Presentations
• Social Media
• Legal References
• Reports and Gray Literature
• Academic Integrity and Plagiarism
• Additional Resources
• Reference Page

Adapted from American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed).  https://doi.org/10.1037/0000165-000

The following formats apply to all journals, periodicals, magazines, newspapers, etc. whether you found them in an online database, search engine, or in print.

• Volume, issue and page numbers in periodicals:  Continuous pagination throughout a volume: only cite the volume number (in italics), followed by a comma and then the page numbers: 20 , 344-367.
•   Do Not copy and paste URLS from library databases or other platforms that restrict public access.

See Ch. 10 pp. 313-352 of APA Manual for more examples and formatting rules

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How to Reference Articles in APA Format

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Emily is a board-certified science editor who has worked with top digital publishing brands like Voices for Biodiversity, Study.com, GoodTherapy, Vox, and Verywell.

If you write a psychology paper, you will need to reference several sources in APA format. Journal articles are often used and cited to summarize the results of studies and experiments conducted by researchers. In most cases, you will need to create references for at least five or more journal articles for every APA format paper you write.

APA format details a set of strict rules for referencing articles that appear in academic journals and other periodicals. These vary somewhat based on where the article appears and who the authors are. While most articles you will use in your paper appear in academic and professional journals, you may also find articles in magazines, newspapers, and online publications.

Keep reading for a breakdown of the rules for creating references in APA format.

Basic Structure for Journal Article References

Begin the reference with the author's last name and first initials, followed by the date of publication in parentheses. Provide the title of the article, but only capitalize the first letter of the title. Next, include the journal or periodical and volume number in italics, followed by the issue number in parentheses. Finally, provide the page numbers where the article can be found.

Author, I. N. (Year). Title of the article. Title of the Journal or Periodical, volume number (issue number), page numbers.

Smith, L. V. (2000). Referencing articles in APA format. APA Format Weekly, 34 (1), 4-10.

If possible, include the DOI (digital object identifier) number at the end of your reference. If a DOI number is not available and you accessed the article online, give the URL of the journal's home page.

Formatting Rules

• The title , subtitle and all proper nouns should be capitalized.
• Your reference page should be double-spaced.
• The first line of each reference should be flush left and remaining lines should be indented

Be sure to check your references using the official Publication Manual of the American Psychological Association. See an example of different types of references and learn more about APA format .

Magazine Articles

The structure of a reference for an article appearing in a magazine is similar to that of a journal article. However, be sure to add the month and day of publication to the publication date.

James, S. A. (2001, June 7). Magazine articles in APA format. Newsweek, 20, 48-52.

Newspaper Articles

References for newspaper articles follow the basic structure as magazines, but you should list each individual page the article appears on rather than a page range.

Tensky, J. A. (2004, January 5). How to cite newspaper articles. The New York Times, 4D, 5D.

Articles With Two Authors

If an article has two authors, follow the basic format for a journal reference. Place a comma after the first initial of the first author followed by an ampersand (&). Then, include the last name and first initial of the second author.

Mischel, W., & Baker, N. (1975). Cognitive transformations of reward objects through instructions.  Journal of Personality and Social Psychology, 31 , 254-261.

Articles With Three to Twenty Authors

 For journal articles with three to 20 authors, you will follow a similar format as with two authors but each author and their initials will be separated with a comma. The final author should be preceded by an ampersand. Follow this same format for each additional author up to 20 authors.

Hart, D., Keller, M., Edelstein, W., & Hofmann, V. (1998). Childhood personality influences on social-cognitive development: A longitudinal study. Journal of Personality and Social Psychology, 74, 1288-1289. doi:10.1037/0022-3514.74.5.1278

Keller, J. L., Smithfield, K. B., Ellis, M., Michelina, R., & Bels, S. (1987). The limitations of anchoring bias. J ournal of Market Research, 17 , 115-119.

Articles With More Than Twenty Authors

The rules for referencing both single and multiple authors apply to all sources, whether the material came from books, magazine articles, newspaper articles, journal articles, or online sources. Include the last name and first initials of each author, with individuals' names separated by a comma. The last author should be preceded with an ampersand.

If the article includes 20 or fewer authors, list each author separately. If there are more than 20, include the first 19 and then include an ellipse (. . . ) in place of the authors' names before listing the final author.

Arlo, A., Black, B., Clark, C., Davidson, D., Emerson, E., Fischer, F., Grahmann, G., Habib, H., Ianelli, I., Juarez, J., Kobayashi, K., Lee, L., Martin, M., Naim, N., Odelsson, O., Pierce, P., Qiang, Q., Reed, R., Scofield, S., . . . Thatcher, T. (2011). Even more references. APA Format Today, 11 (4), 30-38.

Articles With No Author

If an article does not cite any authors, start the reference with the title of the article. Follow this with the publication date, source, and URL if the article was accessed electronically.

Scientists seek source of creativity. (2012, March, 6). Dayton County News. http://www.daytoncountynews.com/news/39756_39275.html

The reference section is one of the easiest places to lose points due to incorrect APA format, so be sure to check your references before you hand in your psychology papers . While it may be tedioous, learning to reference articles in proper APA style will help you throughout your study of psychology.

American Psychological Association. Publication Manual of the American Psychological Association  (7th ed.). The American Psychological Association, 2019.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

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