Psychological Statistics a Study Sought

Psychological Statistics A study sought to examine the relationship between student anxiety for an exam and the number of hours that the student studied. The null hypothesis is that there is no relationship between the number of hours studied and student anxiety. The alternative hypothesis is that there is relationship between the number of hours studied and student anxiety. The results of this study can be used to show a correlation between the number of hours studied and student anxiety. Correlation occurs when two things go together.

For example, if student anxiety declines as study hours increase, then it would be said that there is an inverse relationship between study hours and student anxiety. On the other hand, if student anxiety increases as study hours increase, then there is a positive correlation between the two variables. However, there is not enough evidence to establish a causal relationship as other variables might impact both of the variables studied. Results Student Anxiety Scores Study Hours Table 1 The correlation between student anxiety scores and the number of study hours is .565371.

In a statistical test, the probability of making a Type I error is referred to as the alpha. For most psychological studies, the alpha is set at .05. This means that the probability of making a Type I error is five percent or less. A Type I error is an error that results in the incorrect rejection of the null hypothesis. I have selected .05 as my alpha for this experiment.

Therefore, while a correlation of less than five percent would show a relationship between the two variables, it would be considered statistically insignificant based on the alpha that has been selected. 1. Why is a correlation the most appropriate statistic? 2. What is the null and alternate hypothesis? 3. What is the correlation between student anxiety scores and number of study hours? Select alpha and interpret your findings. Make sure to note whether it is significant or not and what the effect size is. 4. How would you interpret this? 5.

What is the probability of a type I error? What does this mean? 6. How would you use this same information but set it up in a way that allows you to conduct a t-test? An ANOVA? Assignment 1 Grading Criteria Explain why a correlation is the most appropriate statistic. List the null and alternate hypothesis. Compute and correctly present the correlation between student anxiety scores and number of study hours. List the alpha, statistical significance of the results and the effect size. Provide an interpretation of the results.

List the probability of a type I error and explain what it means. Explain how the same information would be set up.