These sample tables illustrate how to set up tables in APA Style. When possible, use a canonical, or standard, format for a table rather than inventing your own format. The use of standard formats helps readers know where to look for information.
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Sample tables are covered in the seventh edition APA Style manuals in the Publication Manual Section 7.21 and the Concise Guide Section 7.21
This guidance has been expanded from the 6th edition.
Table 1
Sociodemographic Characteristics of Participants at Baseline
Note. N = 150 (n = 50 for each condition). Participants were on average 39.5 years old (SD = 10.1), and participant age did not differ by condition.
a Reflects the number and percentage of participants answering “yes” to this question.
Table 2
Results of Curve-Fitting Analysis Examining the Time Course of Fixations to the Target
Note. For each subject, the logistic function was fit to target fixations separately. The maximum asymptote is the asymptotic degree of looking at the end of the time course of fixations. The crossover point is the point in time the function crosses the midway point between peak and baseline. The slope represents the rate of change in the function measured at the crossover. Mean parameter values for each of the analyses are shown for the 9-year-olds (n = 24) and 16-year-olds (n = 18), as well as the results of t tests (assuming unequal variance) comparing the parameter estimates between the two ages.
Table 1
Descriptive Statistics and Correlations for Study Variables
a 0 = internal hires and 1 = external hires.
b A linear transformation was performed on the starting salary values to maintain pay practice confidentiality. The standard deviation (0.27) can be interpreted as 27% of the average starting salary for all managers. Thus, ±1 SD includes a range of starting salaries from 73% (i.e., 1.00 – 0.27) to 127% (i.e., 1.00 + 0.27) of the average starting salaries for all managers.
c Values reflect the average across 3 years of data.
Table 1
Means, Standard Deviations, and One-Way Analyses of Variance in Psychological and Social Resources and Cognitive Appraisals
Table 1
Results From a Factor Analysis of the Parental Care and Tenderness (PCAT) Questionnaire
Factor 1: Tenderness—Positive
Factor 2: Liking
Factor 3: Protection
Note. N = 307. The extraction method was principal axis factoring with an oblique (Promax with Kaiser Normalization) rotation. Factor loadings above .30 are in bold. Reverse-scored items are denoted with an (R). Adapted from “Individual Differences in Activation of the Parental Care Motivational System: Assessment, Prediction, and Implications,” by E. E. Buckels, A. T. Beall, M. K. Hofer, E. Y. Lin, Z. Zhou, and M. Schaller, 2015, Journal of Personality and Social Psychology, 108(3), p. 501 (https://doi.org/10.1037/pspp0000023). Copyright 2015 by the American Psychological Association.
Table 3
Moderator Analysis: Types of Measurement and Study Year
Note. Number of studies = 120, number of effects = 782, total N = 52,578. CI = confidence interval; LL = lower limit; UL = upper limit.
a 0 = self-report, 1 = test. b 0 = test, 1 = grade point average. c Study year was grand centered. d 0 = other, 1 = yes. e 0 = no, 1 = yes.
Table 2
Master Narrative Voices: Struggle and Success and Emancipation
Discourse and dimension
Struggle and success a
Self-actualization as member of a larger gay community is the end goal of healthy sexual identity development, or “coming out”
“My path of gayness . going from denial to saying, well this is it, and then the process of coming out, and the process of just sort of, looking around and seeing, well where do I stand in the world, and sort of having, uh, political feelings.” (Carl, age 50)
Maintaining healthy sexual identity entails vigilance against internalization of societal discrimination
“When I'm like thinking of criticisms of more mainstream gay culture, I try to . make sure it's coming from an appropriate place and not like a place of self-loathing.” (Patrick, age 20)
Open exploration of an individually fluid sexual self is the goal of healthy sexual identity development
“[For heterosexuals] the man penetrates the female, whereas with gay people, I feel like there is this potential for really playing around with that model a lot, you know, and just experimenting and exploring.” (Orion, age 31)
Questioning discrete, monolithic categories of sexual identity
“LGBTQI, you know, and added on so many letters. Um, and it does start to raise the question about what the terms mean and whether . any term can adequately be descriptive.” (Bill, age 50)
a The struggle and success master narrative states that same-sex desire/behavior is a natural if relatively uncommon developmental variant distinguishable from heterosexuality. Healthy sexual development entails “coming out” as well as joining a larger gay community in a shared struggle to overcome societal discrimination and be socially recognized as normal.
b The emancipation master narrative states that discrete, monolithic, and mutually exclusive categories of homosexuality and heterosexuality are social constructions, conceptually suspect in their ability to fully capture the idiosyncrasies of sexual subjectivities, desires, and behaviors. This circumscription of sexual self within culturally contingent and hegemonic sexual identity categories must be resisted.
Table 3
Integrated Results Matrix for the Effect of Topic Familiarity on Reliance on Author Expertise
When the topic was more familiar (climate change) and cards were more relevant, participants placed less value on author expertise.
When an assertion was considered to be more familiar and considered to be general knowledge, participants perceived less need to rely on author expertise.
Participant 144: “I feel that I know more about climate and there are several things on the climate cards that are obvious, and that if I sort of know it already, then the source is not so critical . whereas with nuclear energy, I don't know so much so then I'm maybe more interested in who says what.”
When the topic was less familiar (nuclear power) and cards were more relevant, participants placed more value on authors with higher expertise.
When an assertion was considered to be less familiar and not general knowledge, participants perceived more need to rely on author expertise.
Participant 3: “[Nuclear power], which I know much, much less about, I would back up my arguments more with what I trust from the professors.”
Note. We integrated quantitative data (whether students selected a card about nuclear power or about climate change) and qualitative data (interviews with students) to provide a more comprehensive description of students’ card selections between the two topics.