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Build a second research matrix, which includes research concepts that can be fou

Build a second research matrix, which includes research concepts that can be found and connected to the same four research articles selected for you. A fifth article is included as an example to help guide your work on this assessment.
Introduction
It is important to understand how to capture your audience when it comes to research. Not only should it be captivating, but the initial entry to the research should include as much information as possible so that readers can understand what they are about to learn.
At this point, you’ll move toward the practical side of research. That is, learning the significant components of a research study that require specific interconnectedness. The research introduction, the purpose statement, the research questions, and hypotheses all connect to each other. These then need to connect to the methodology—either quantitative or qualitative. Understanding these intersections is helpful for an ongoing development of research skills.
Overview
This assessment focuses on building a second research matrix similar to the one from Assessment 1. This matrix you will create includes research concepts that can be found and connected to the same four research articles related to the topic selected for you.
Instructions
Fill out the Research Concepts Matrix [DOCX] Download Research Concepts Matrix [DOCX]with research concepts connected to the topic selected for you. Your faculty will provide the articles you are to use in the Announcements area of the courseroom. A sample article is included in the matrix to demonstrate the level of depth and breadth of content you should include from the four articles you will read for this assessment. All content you include in your Research Concepts matrix should be summarized in your own words. The purpose statement for each article can be provided word-for-word from each article, however. Please use APA format and style for your citations and references for 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: 
Competency 2: Evaluate the characteristics, purposes, benefits, strengths, and weaknesses of research methods.
Identify the purpose of the study. 
Identify the statement of the problem.
Explain the limitations or implications of the study.
Competency 3: Evaluate ethical issues in research studies.
Describe the ethical considerations in the chosen research.
Competency 5: Examine the appropriate application of scientific research methodology.
Provide the future research possibilities.
Competency 6: Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.
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.
articles for the assessments 1 and 2
Jason Stroman
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Please find the articles that you need for the first and second assessments.   If you have any questions please reach out and ask. I will try to get them back to you as quick as I can.  
Thansk 
Dr Stroman 
Proulx, J., Croff, R., Hebert, M., & Oken, B. (2020). Results of a mindfulness intervention feasibility study among elder African American women: A qualitative analysis. Complementary Therapies in Medicine, 52, 102455-102455.
http://library.capella.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Fresults-mindfulness-intervention-feasibility%2Fdocview%2F2443477740%2Fse-2%3Faccountid%3D27965
Rupprecht, S., Falke, P., Kohls, N., Tamdjidi, C., Wittmann, M., & Kersemaekers, W. (2019). Mindful leader development: How leaders experience the effects of mindfulness training on leader capabilities. Frontiers in Psychology, 10, 1081-1081. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6529524/Links to an external site.
Kim, J. S., & Park, H.J. (2023). How service employees’ mindfulness links to task performance through psychological resilience, deep acting, and customer-oriented behavior” Behavioral Sciences, 13(8), 657. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10451484/Links to an external site.
Song, Z., Pan, B. & Wang, Y. (2021). Can trait mindfulness improve job satisfaction? The relationship between trait mindfulness and job satisfaction of preschool teachers: The sequential mediating effect of basic psychological needs and positive emotions. Frontiers in Psychology, 12, 788035. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8710905/

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