omit the page number.
APA references generally include information about the author , publication date , title , and source . Depending on the type of source, you may have to include extra information that helps your reader locate the source.
Citing a source starts with choosing the correct reference format. Use Scribbr’s Citation Example Generator to learn more about the format for the most common source types. Pay close attention to punctuation, capitalization, and italicization.
Generate APA citations for free
It is not uncommon for certain information to be unknown or missing, especially with sources found online. In these cases, the reference is slightly adjusted.
Missing element | What to do | Reference format |
---|---|---|
Author | Start the reference entry with the source title. | Title. (Date). Source. |
Date | Write “n.d.” for “no date”. | Author. (n.d.). Title. Source. |
Title | Describe the work in square brackets. | Author. (Date). [Description]. Source. |
On the first line of the page, write the section label “References” (in bold and centered). On the second line, start listing your references in alphabetical order .
Apply these formatting guidelines to the APA reference page:
On the reference page, you only include sources that you have cited in the text (with an in-text citation ). You should not include references to personal communications that your reader can’t access (e.g. emails, phone conversations or private online material).
Are you a teacher or professor looking to introduce your students to APA Style? Download our free introductory lecture slides, available for Google Slides and Microsoft PowerPoint.
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The AI-powered Citation Checker helps you avoid common mistakes such as:
When no individual author name is listed, but the source can clearly be attributed to a specific organization—e.g., a press release by a charity, a report by an agency, or a page from a company’s website—use the organization’s name as the author in the reference entry and APA in-text citations .
When no author at all can be determined—e.g. a collaboratively edited wiki or an online article published anonymously—use the title in place of the author. In the in-text citation, put the title in quotation marks if it appears in plain text in the reference list, and in italics if it appears in italics in the reference list. Shorten it if necessary.
When you quote or paraphrase a specific passage from a source, you need to indicate the location of the passage in your APA in-text citation . If there are no page numbers (e.g. when citing a website ) but the text is long, you can instead use section headings, paragraph numbers, or a combination of the two:
(Caulfield, 2019, Linking section, para. 1).
Section headings can be shortened if necessary. Kindle location numbers should not be used in ebook citations , as they are unreliable.
If you are referring to the source as a whole, it’s not necessary to include a page number or other marker.
The abbreviation “ et al. ” (meaning “and others”) is used to shorten APA in-text citations with three or more authors . Here’s how it works:
Only include the first author’s last name, followed by “et al.”, a comma and the year of publication, for example (Taylor et al., 2018).
APA Style usually does not require an access date. You never need to include one when citing journal articles , e-books , or other stable online sources.
However, if you are citing a website or online article that’s designed to change over time, it’s a good idea to include an access date. In this case, write it in the following format at the end of the reference: Retrieved October 19, 2020, from https://www.uva.nl/en/about-the-uva/about-the-university/about-the-university.html
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An innovative new tool that checks your APA citations with AI software. Say goodbye to inaccurate citations!
Generate citations in APA format quickly and automatically, with MyBib!
An APA citation generator is a software tool that will automatically format academic citations in the American Psychological Association (APA) style.
It will usually request vital details about a source -- like the authors, title, and publish date -- and will output these details with the correct punctuation and layout required by the official APA style guide.
Formatted citations created by a generator can be copied into the bibliography of an academic paper as a way to give credit to the sources referenced in the main body of the paper.
College-level and post-graduate students are most likely to use an APA citation generator, because APA style is the most favored style at these learning levels. Before college, in middle and high school, MLA style is more likely to be used. In other parts of the world styles such as Harvard (UK and Australia) and DIN 1505 (Europe) are used more often.
Like almost every other citation style, APA style can be cryptic and hard to understand when formatting citations. Citations can take an unreasonable amount of time to format manually, and it is easy to accidentally include errors. By using a citation generator to do this work you will:
In academia, bibliographies are graded on their accuracy against the official APA rulebook, so it is important for students to ensure their citations are formatted correctly. Special attention should also be given to ensure the entire document (including main body) is structured according to the APA guidelines. Our complete APA format guide has everything you need know to make sure you get it right (including examples and diagrams).
Our APA generator was built with a focus on simplicity and speed. To generate a formatted reference list or bibliography just follow these steps:
MyBib supports the following for APA style:
⚙️ Styles | APA 6 & APA 7 |
---|---|
📚 Sources | Websites, books, journals, newspapers |
🔎 Autocite | Yes |
📥 Download to | Microsoft Word, Google Docs |
Daniel is a qualified librarian, former teacher, and citation expert. He has been contributing to MyBib since 2018.
Purdue Online Writing Lab Purdue OWL® College of Liberal Arts
This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.
Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.
Note: This page reflects the latest version of the APA Publication Manual (i.e., APA 7), which released in October 2019. The equivalent resource for the older APA 6 style can be found here .
Media Files: APA Sample Student Paper , APA Sample Professional Paper
This resource is enhanced by Acrobat PDF files. Download the free Acrobat Reader
Note: The APA Publication Manual, 7 th Edition specifies different formatting conventions for student and professional papers (i.e., papers written for credit in a course and papers intended for scholarly publication). These differences mostly extend to the title page and running head. Crucially, citation practices do not differ between the two styles of paper.
However, for your convenience, we have provided two versions of our APA 7 sample paper below: one in student style and one in professional style.
Note: For accessibility purposes, we have used "Track Changes" to make comments along the margins of these samples. Those authored by [AF] denote explanations of formatting and [AWC] denote directions for writing and citing in APA 7.
Apa 7 professional paper:.
More than 100 reference examples and their corresponding in-text citations are presented in the seventh edition Publication Manual . Examples of the most common works that writers cite are provided on this page; additional examples are available in the Publication Manual .
To find the reference example you need, first select a category (e.g., periodicals) and then choose the appropriate type of work (e.g., journal article ) and follow the relevant example.
When selecting a category, use the webpages and websites category only when a work does not fit better within another category. For example, a report from a government website would use the reports category, whereas a page on a government website that is not a report or other work would use the webpages and websites category.
Also note that print and electronic references are largely the same. For example, to cite both print books and ebooks, use the books and reference works category and then choose the appropriate type of work (i.e., book ) and follow the relevant example (e.g., whole authored book ).
Examples on these pages illustrate the details of reference formats. We make every attempt to show examples that are in keeping with APA Style’s guiding principles of inclusivity and bias-free language. These examples are presented out of context only to demonstrate formatting issues (e.g., which elements to italicize, where punctuation is needed, placement of parentheses). References, including these examples, are not inherently endorsements for the ideas or content of the works themselves. An author may cite a work to support a statement or an idea, to critique that work, or for many other reasons. For more examples, see our sample papers .
Reference examples are covered in the seventh edition APA Style manuals in the Publication Manual Chapter 10 and the Concise Guide Chapter 10
Textual works are covered in Sections 10.1–10.8 of the Publication Manual . The most common categories and examples are presented here. For the reviews of other works category, see Section 10.7.
Data sets are covered in Section 10.9 of the Publication Manual . For the software and tests categories, see Sections 10.10 and 10.11.
Audiovisual media are covered in Sections 10.12–10.14 of the Publication Manual . The most common examples are presented together here. In the manual, these examples and more are separated into categories for audiovisual, audio, and visual media.
Online media are covered in Sections 10.15 and 10.16 of the Publication Manual . Please note that blog posts are part of the periodicals category.
Almost a year after APA issued its health advisory on social media use in adolescence , society continues to wrestle with ways to maximize the benefits of these platforms while protecting youth from the potential harms associated with them. 1
By early 2024, few meaningful changes to social media platforms had been enacted by industry, and no federal policies had been adopted. There remains a need for social media companies to make fundamental changes to their platforms.
Psychological science continues to reveal benefits from social media use , as well as risks and opportunities that certain content, features, and functions present to young social media users. The science discussed below highlights the need to enact new, responsible safety standards to mitigate harm. 2
Download in PDF format (267KB)
Platforms built for adults are not inherently suitable for youth. i Youth require special protection due to areas of competence or vulnerability as they progress through the childhood, teenage, and late adolescent years. ii This is especially true for youth experiencing psychological, physical, intellectual, mental health, or other developmental challenges; chronological age is not directly associated with social media readiness . iii
Brain development starting at ages 10–13 (i.e., the outset of puberty) until approximately the mid-twenties is linked with hypersensitivity to social feedback/stimuli. iv In other words, youth become especially invested in behaviors that will help them get personalized feedback, praise, or attention from peers.
Adolescence is a critical period for the development of more complex relationship skills, characterized by the ability to form emotionally intimate relationships. viii The adolescent years should provide opportunities to practice these skills through one-on-one or small group interactions.
Adolescence is a period of heightened susceptibility to peer influence, impressionability, and sensitivity to social rejection. x Harmful content, including cyberhate, the depiction of illegal behavior, and encouragement to engage in self-harm (e.g., cutting or eating-disordered behavior) is associated with increased mental health difficulties among both the targets and witnesses of such content. xi
Youths’ developing cortical system (particularly in the brain’s inhibitory control network) makes them less capable of resisting impulses or stopping themselves from behavior that may lead to temporary benefit despite negative longer-term consequences. xii This can lead to adolescents making decisions based on short-term gain, lower appreciation of long-term risks, and interference with focus on tasks that require concentration.
Other than the first year of life, puberty is the most important period of brain growth and reorganization in our lifetimes. xviii Sleep is essential for healthy brain development and mental health in adolescence. xix Sleep delay or disruptions have significant negative effects on youths’ attention, behavior, mood, safety, and academic performance.
Youth are easily deceived by predators and other malicious actors who may attempt to interact with them on social media channels. xxi
Research indicates that youth benefit from parental support to guide them toward safe decisions and to help them understand and appropriately respond to complex social interactions. xxii Granting parents oversight of youths’ accounts should be offered in balance with adolescents’ needs for autonomy, privacy, and independence. However, it should be easier for parents to partner with youth online in a manner that fits their family’s needs.
Health advisory on social media use in adolescence
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Change is needed soon. Solutions should reflect a greater understanding of the science in at least three ways.
First, youth vary considerably in how they use social media. Some uses may promote healthy development and others may create harm. As noted in the APA health advisory , using social media is not inherently beneficial or harmful to young people. The effects of social media depend not only on what teens can do and see online, but teens’ pre-existing strengths or vulnerabilities, and the contexts in which they grow up.
Second, science has highlighted biological and psychological abilities/vulnerabilities that interact with the content, functions, and features built into social media platforms, and it is these aspects of youths’ social media experience that must be addressed to attenuate risks. xxiv Social media use, functionality, and permissions/consenting should be tailored to youths’ developmental capabilities. Design features created for adults may not be appropriate for children.
Third, youth are adept at working around age restrictions. Substantial data reveal a remarkable number of children aged 12 years and younger routinely using social media, indicating that current policies and practices to restrict use to older youth are not working. xxv
Policies will not protect youth unless technology companies are required to reduce the risks embedded within the platforms themselves.
As policymakers at every level assess their approach to this complex issue, it is important to note the limitations of frequently proposed policies, which are often misreported and fall far short of comprehensive safety solutions that will achieve meaningful change.
Restricting application downloads at the device level does not fully restrict youths’ access and will not meaningfully improve the safety of social media platforms. Allowing platforms to delegate responsibility to app stores does not address the vulnerabilities and harms built into the platforms.
Focusing only on age restrictions does not improve the platforms or address the biological and psychological vulnerabilities that persist past age 18. While age restriction proposals could offer some benefits if effectively and equitably implemented, they do not represent comprehensive improvements to social media platforms, for at least four reasons:
Granting parents and caregivers greater access to their children’s social media accounts will not address risks embedded within platforms themselves. More robust and easy-to-use parental controls would help some younger age groups, but as a sole strategy, this approach ignores the complexities of adolescent development, the importance of childhood autonomy and privacy, and disparities in time or resources available for monitoring across communities. xxvi
[Related: Keeping teens safe on social media: What parents should know to protect their kids ]
Some parents might be technologically ill-equipped, lack the time or documentation to complete requirements, or simply be unavailable to complete these requirements. Disenfranchising some young people from these platforms creates inequities. xxvii
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1 These recommendations enact policies and resolutions approved by the APA Council of Representatives including the APA Resolution on Child and Adolescent Mental and Behavioral Health and the APA Resolution on Dismantling Systemic Racism in contexts including social media. These are not professional practice guidelines but are intended to provide information based on psychological science.
2 This report seeks to elaborate on extant psychological science findings, which may be particularly relevant in the creation of policy solutions that protect young people, and to inform the development of social media safety standards.
We wish to acknowledge the outstanding contributions to this report made by the following individuals:
Mary Ann McCabe, PhD, ABPP, member-at-large, Board of Directors, American Psychological Association; associate clinical professor of pediatrics, The George Washington University School of Medicine and Health Sciences
Mitchell J. Prinstein, PhD, ABPP, chief science officer, American Psychological Association; John Van Seters Distinguished Professor of Psychology and Neuroscience, University of North Carolina at Chapel Hill
Mary K. Alvord, PhD, founder, Alvord, Baker & Associates; board president, Resilience Across Borders; adjunct associate professor of psychiatry and behavioral sciences, The George Washington University School of Medicine and Health Sciences
Dawn T. Bounds, PhD, PMHNP-BC, FAAN, assistant professor, Sue & Bill Gross School of Nursing, University of California, Irvine
Linda Charmaraman, PhD, senior research scientist, Wellesley Centers for Women, Wellesley College
Sophia Choukas-Bradley, PhD, assistant professor, Department of Psychology, University of Pittsburgh
Dorothy L. Espelage, PhD, William C. Friday Distinguished Professor of Education, University of North Carolina at Chapel Hill
Joshua A. Goodman, PhD, assistant professor, Department of Psychology, Southern Oregon University
Jessica L. Hamilton, PhD, assistant professor, Department of Psychology, Rutgers University
Brendesha M. Tynes, PhD, Dean’s Professor of Educational Equity, University of Southern California
L. Monique Ward, PhD, professor, Department of Psychology (Developmental), University of Michigan
Lucía Magis-Weinberg, MD, PhD, assistant professor, Department of Psychology, University of Washington
We also wish to acknowledge the contributions to this report made by Katherine B. McGuire, chief advocacy officer, and Corbin Evans, JD, senior director of congressional and federal relations, American Psychological Association.
i Maza, M. T., Fox, K. A., Kwon, S. J., Flannery, J. E., Lindquist, K. A., Prinstein, M. J., & Telzer, E. H. (2023). Association of habitual checking behaviors on social media with longitudinal functional brain development. JAMA Pediatrics , 177 (2), 160–167; Prinstein, M. J., Nesi, J., & Telzer, E. H. (2020). Commentary: An updated agenda for the study of digital media use and adolescent development—Future directions following Odgers & Jensen (2020). Journal of Child Psychology and Psychiatry , 61 (3), 349–352. https://doi.org/10.1111/jcpp.13219
ii Nesi, J., Choukas-Bradley, S., & Prinstein, M. J. (2018). Transformation of adolescent peer relations in the social media context: Part 1—A theoretical framework and application to dyadic peer relationships. Clinical Child and Family Psychology Review , 21 (3), 267–294. https://doi.org/10.1007/s10567-018-0261-x
iii Valkenburg, P. M., & Peter, J. (2013). The differential susceptibility to media effects model. Journal of Communication , 63 (2), 221–243. https://doi.org/10.1111/jcom.12024
iv Fareri, D. S., Martin, L. N., & Delgado, M. R. (2008). Reward-related processing in the human brain: Developmental considerations. Development and Psychopathology , 20 (4), 1191–1211; Somerville, L. H., & Casey, B. J. (2010). Developmental neurobiology of cognitive control and motivational systems. Current Opinion in Neurobiology , 20 (2), 236–241. https://doi.org/10.1016/j.conb.2010.01.006
v Shin, D. (2020). How do users interact with algorithm recommender systems? The interaction of users, algorithms, and performance. Computers in Human Behavior , 109 , 106344. https://doi.org/10.1016/j.chb.2020.106344
vi Sherman, L. E., Payton, A. A., Hernandez, L. M., Greenfield, P. M., & Dapretto, M. (2016). The power of the Like in adolescence: Effects of peer influence on neural and behavioral responses to social media. Psychological Science , 27 (7), 1027–1035. https://doi.org/10.1177/0956797616645673
vii Albert, D., Chein, J., & Steinberg, L. (2013). The teenage brain: Peer influences on adolescent decision making. Current Directions in Psychological Science , 22 (2), 114–120. https://doi.org/10.1177/0963721412471347
viii Armstrong-Carter, E., & Telzer, E. H. (2021). Advancing measurement and research on youths’ prosocial behavior in the digital age. Child Development Perspectives , 15 (1), 31–36. https://doi.org/10.1111/cdep.12396 ; Newcomb, A. F., & Bagwell, C. L. (1995). Children’s friendship relations: A meta-analytic review. Psychological Bulletin , 117 (2), 306.
ix Nesi, J., & Prinstein, M. J. (2019). In search of likes: Longitudinal associations between adolescents’ digital status seeking and health-risk behaviors. Journal of Clinical Child & Adolescent Psychology , 48 (5), 740–748. https://doi.org/10.1080/15374416.2018.1437733 ; Rotondi, V., Stanca, L., & Tomasuolo, M. (2017). Connecting alone: Smartphone use, quality of social interactions and well-being. Journal of Economic Psychology , 63 , 17–26. https://doi.org/10.1016/j.joep.2017.09.001
x Sherman, L. E., Payton, A. A., Hernandez, L. M., Greenfield, P. M., & Dapretto, M. (2016). The power of the Like in adolescence: Effects of peer influence on neural and behavioral responses to social media. Psychological Science , 27 (7), 1027–1035. https://doi.org/10.1177/0956797616645673
xi Susi, K., Glover-Ford, F., Stewart, A., Knowles Bevis, R., & Hawton, K. (2023). Research review: Viewing self-harm images on the internet and social media platforms: Systematic review of the impact and associated psychological mechanisms. Journal of Child Psychology and Psychiatry , 64 (8), 1115–1139.
xii Hartley, C. A., & Somerville, L. H. (2015). The neuroscience of adolescent decision-making. Current Opinion in Behavioral Sciences , 5 , 108–115. https://doi.org/10.1016/j.cobeha.2015.09.004
xiii Atherton, O. E., Lawson, K. M., & Robins, R. W. (2020). The development of effortful control from late childhood to young adulthood. Journal of Personality and Social Psychology , 119 (2), 417–456. https://doi.org/10.1037/pspp0000283
xiv Boer, M., Stevens, G. W., Finkenauer, C., & Van den Eijnden, R. J. (2022). The course of problematic social media use in young adolescents: A latent class growth analysis. Child Development , 93 (2), e168–e187.
xv Hall, A. C. G., Lineweaver, T. T., Hogan, E. E., & O’Brien, S. W. (2020). On or off task: The negative influence of laptops on neighboring students’ learning depends on how they are used. Computers & Education , 153 , 103901. https://doi.org/10.1016/j.compedu.2020.103901 ; Sana, F., Weston, T., & Cepeda, N. J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers & Education , 62 , 24–31. https://doi.org/10.1016/j.compedu.2012.10.003
xvi von Bastian, C. C., & Druey, M. D. (2017). Shifting between mental sets: An individual differences approach to commonalities and differences of task switching components. Journal of Experimental Psychology: General , 146 (9), 1266–1285. https://doi.org/10.1037/xge0000333
xvii Andrews, J. C., Walker, K. L., & Kees, J. (2020). Children and online privacy protection: Empowerment from cognitive defense strategies. Journal of Public Policy & Marketing , 39 (2), 205–219. https://doi.org/10.1177/0743915619883638 ; Romer D. (2010). Adolescent risk taking, impulsivity, and brain development: Implications for prevention. Developmental Psychobiology , 52 (3), 263–276. https://doi.org/10.1002/dev.20442
xviii Orben, A., Przybylski, A. K., Blakemore, S.-J., Kievit, R. A. (2022). Windows of developmental sensitivity to social media. Nature Communications , 13 (1649). https://doi.org/10.1038/s41467-022-29296-3
xix Paruthi, S., Brooks, L. J., D’Ambrosio, C., Hall, W. A., Kotagal, S., Lloyd, R. M., Malow, B. A., Maski, K., Nichols, C., Quan, S. F., Rosen, C. L., Troester, M. M., & Wise, M. S. (2016). Recommended amount of sleep for pediatric populations: A consensus statement of the American Academy of Sleep Medicine. Journal of Clinical Sleep Medicine , 12 (6), 785–786. https://doi.org/10.5664/jcsm.5866
xx Perrault, A. A., Bayer, L., Peuvrier, M., Afyouni, A., Ghisletta, P., Brockmann, C., Spiridon, M., Hulo Vesely, S., Haller, D. M., Pichon, S., Perrig, S., Schwartz, S., & Sterpenich, V. (2019). Reducing the use of screen electronic devices in the evening is associated with improved sleep and daytime vigilance in adolescents. Sleep , 42 (9), zsz125. https://doi.org/10.1093/sleep/zsz125 ; Telzer, E. H., Goldenberg, D., Fuligni, A. J., Lieberman, M. D., & Gálvan, A. (2015). Sleep variability in adolescence is associated with altered brain development. Developmental Cognitive Neuroscience , 14, 16–22. https://doi.org/10.1016/j.dcn.2015.05.007
xxi Livingstone, S., & Smith, P. K. (2014). Annual research review: Harms experienced by child users of online and mobile technologies: The nature, prevalence and management of sexual and aggressive risks in the digital age. Journal of Child Psychology and Psychiatry , 55 (6), 635–654. https://doi.org/10.1111/jcpp.12197 ; Wolak, J., Finkelhor, D., Mitchell, K. J., & Ybarra, M. L. (2008). Online “predators” and their victims: Myths, realities, and implications for prevention and treatment. American Psychologist , 63 (2), 111–128. https://doi.org/10.1037/0003-066X.63.2.111
xxii Wachs, S., Costello, M., Wright, M. F., Flora, K., Daskalou, V., Maziridou, E., Kwon, Y., Na, E.-Y., Sittichai, R., Biswal, R., Singh, R., Almendros, C., Gámez-Guadix, M., Görzig, A., & Hong, J. S. (2021). “DNT LET ’EM H8 U!”: Applying the routine activity framework to understand cyberhate victimization among adolescents across eight countries. Computers & Education , 160 , Article 104026. https://doi.org/10.1016/j.compedu.2020.104026 ; Padilla-Walker, L. M., Stockdale, L. A., & McLean, R. D. (2020). Associations between parental media monitoring, media use, and internalizing symptoms during adolescence. Psychology of Popular Media , 9 (4), 481. https://doi.org/10.1037/ppm0000256
xxiii Dietvorst, E., Hiemstra, M., Hillegers, M. H. J., & Keijsers, L. (2018). Adolescent perceptions of parental privacy invasion and adolescent secrecy: An illustration of Simpson’s paradox. Child Development , 89 (6), 2081–2090. https://doi.org/10.1111/cdev.13002 ; Auxier, B. (2020, July 28). Parenting Children in the Age of Screens. Pew Research Center: Internet, Science & Tech; Pew Research Center. https://www.pewresearch.org/internet/2020/07/28/parenting-children-in-the-age-of-screens/
xxiv National Academies of Sciences, Engineering, and Medicine. (2024). Social media and adolescent health . The National Academies Press. https://doi.org/10.17226/27396
xxv Charmaraman, L., Lynch, A. D., Richer, A. M., & Zhai, E. (2022). Examining early adolescent positive and negative social technology behaviors and well-being during the Covid -19 pandemic. Technology, Mind, and Behavior , 3 (1), Feb 17 2022. https://doi.org/10.1037/tmb0000062
xxvi Dietvorst, E., Hiemstra, M., Hillegers, M.H.J., & Keijsers, L. (2018). Adolescent perceptions of parental privacy invasion and adolescent secrecy: An illustration of Simpson’s paradox. Child Development , 89 (6), 2081–2090. https://doi.org/10.1111/cdev.13002
xxvii Charmaraman, L., Lynch, A. D., Richer, A. M., & Zhai, E. (2022). Examining early adolescent positive and negative social technology behaviors and well-being during the Covid -19 pandemic. Technology, Mind, and Behavior , 3 (1), Feb 17 2022. https://doi.org/10.1037/tmb0000062
IMAGES
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Beyond that point, kids don't absorb much useful information, Cooper says. In fact, too much homework can do more harm than good. Researchers have cited drawbacks, including boredom and burnout toward academic material, less time for family and extracurricular activities, lack of sleep and increased stress.
The Mastering APA Style Student Workbook is an online and interactive workbook for teaching and learning seventh edition APA Style. Explore the workbook to learn more, register for a webinar, watch a demo video, try a sample workbook, and purchase your copy. Adopt the workbook for your course or workshop to use it to teach APA Style and ...
Indent the first line of every paragraph of text 0.5 in. using the tab key or the paragraph-formatting function of your word-processing program. Page numbers: Put a page number in the top right corner of every page, including the title page or cover page, which is page 1. Student papers do not require a running head on any page.
These sample papers demonstrate APA Style formatting standards for different student paper types. Students may write the same types of papers as professional authors (e.g., quantitative studies, literature reviews) or other types of papers for course assignments (e.g., reaction or response papers, discussion posts), dissertations, and theses.
This article walks through the formatting steps needed to create an APA Style student paper, starting with a basic setup that applies to the entire paper (margins, font, line spacing, paragraph alignment and indentation, and page headers). It then covers formatting for the major sections of a student paper: the title page, the text, tables and ...
Resources on writing an APA style reference list, including citation formats. Basic Rules Basic guidelines for formatting the reference list at the end of a standard APA research paper Author/Authors Rules for handling works by a single author or multiple authors that apply to all APA-style references in your reference list, regardless of the ...
The book is written with three goals in mind. First, I hope my conclusions help school administrators and teachers develop homework policies that benefit students. Second, I hope the review helps future homework researchers identify areas that are most in need of investigation. Finally, I hope the procedures I used to integrate the research prove instructive to others who are interested in ...
This document provides guidance on formatting the reference list. Quick Reference Guide to the 7th edition. This printable guide outlines how to reference books, book chapters and journal articles. Browse examples for each type of work. APA provides many examples of commonly used reference types, for you to follow as a guide.
Throughout your paper, you need to apply the following APA format guidelines: Set page margins to 1 inch on all sides. Double-space all text, including headings. Indent the first line of every paragraph 0.5 inches. Use an accessible font (e.g., Times New Roman 12pt., Arial 11pt., or Georgia 11pt.).
General APA Guidelines. Your essay should be typed and double-spaced on standard-sized paper (8.5" x 11"), with 1" margins on all sides. Include a page header (also known as the "running head") at the top of every page. For a professional paper, this includes your paper title and the page number. For a student paper, this only includes the ...
Order of Pages. All papers, including student papers, generally include a title page, text, and references. They may include additional elements such as tables and figures depending on the assignment. Student papers generally do not include an abstract unless requested. Arrange the pages of an APA Style paper in this order: title page. abstract.
Classroom or Intranet Sources. Some works are recoverable only by certain audiences, which affects how they are cited. For example, a student writing a paper for a course assignment might cite works from the classroom website or learning management system (LMS; e.g., Canvas, Blackboard, Brightspace, Moodle, Sakai).
When no individual author name is listed, but the source can clearly be attributed to a specific organization—e.g., a press release by a charity, a report by an agency, or a page from a company's website—use the organization's name as the author in the reference entry and APA in-text citations.. When no author at all can be determined—e.g. a collaboratively edited wiki or an online ...
Style Guide Overview MLA Guide APA Guide Chicago Guide OWL Exercises. Purdue OWL. Research and Citation. APA Style (7th Edition) APA Style (7th Edition)
Our APA generator was built with a focus on simplicity and speed. To generate a formatted reference list or bibliography just follow these steps: Start by searching for the source you want to cite in the search box at the top of the page. MyBib will automatically locate all the required information. If any is missing you can add it yourself.
Media Files: APA Sample Student Paper , APA Sample Professional Paper This resource is enhanced by Acrobat PDF files. Download the free Acrobat Reader. Note: The APA Publication Manual, 7 th Edition specifies different formatting conventions for student and professional papers (i.e., papers written for credit in a course and papers intended for scholarly publication).
More than 100 reference examples and their corresponding in-text citations are presented in the seventh edition Publication Manual.Examples of the most common works that writers cite are provided on this page; additional examples are available in the Publication Manual.. To find the reference example you need, first select a category (e.g., periodicals) and then choose the appropriate type of ...
Mental health. Mental health is a state of mind characterized by emotional well-being, good behavioral adjustment, relative freedom from anxiety and disabling symptoms, and a capacity to establish constructive relationships and cope with the ordinary demands and stresses of life. Adapted from APA Dictionary of Psychology.
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Almost a year after APA issued its health advisory on social media use in adolescence, society continues to wrestle with ways to maximize the benefits of these platforms while protecting youth from the potential harms associated with them. 1. By early 2024, few meaningful changes to social media platforms had been enacted by industry, and no federal policies had been adopted.
2. Social services. Knowledge of human behavior, motivations, interviewing, and data analysis —skills common in psychology degree programs—translate well into the field of social work. Help people cope with the struggles of their everyday lives in a role as a case manager, social services assistant, or child welfare specialist.