SPSS O ANOVA A INE-WAY SSIGNMENT NSTRUCTIONS
CBT PT CBT + PT
30
25
26
31
29
24
32
35
29
21
28
32
25
27
29
30
19
19
24
30
26
23
27
28
1. Paste SPSS output. (10 pts)
Tests of Between-Subjects Effects
Dependent Variable: Behavior Score
Source Type III Sum of Squaresdf Mean Square F Sig. Partial Eta Squared
Corrected Model 85.083a2 42.542 3.040 .069 .225
Intercept 17550.042 1 17550.042 1254.108 <.001 .984
Treatment Option 85.083 2 42.542 3.040 .069 .225
Error 293.875 21 13.994
Total 17929.000 24
Problem Set 1: The One-way ANOVA
Research Scenario: Twenty-four male adolescents who have been diagnosed with conduct
disorder with a callous-unemotional presentation (CD-CU) are randomly assigned to one of 3
group therapy conditions: cognitive behavioral therapy only (CBT), behavioral parent training
only (PT), and a combination of the two (CBT + PT). Following six months of therapy, the
participants are assessed using the Inventory of Callous Unemotional Traits (ICU; Frick,
2004). On this instrument, higher scores indicate higher levels of conduct problems and
callous-unemotional traits. The scores for each group are shown in the table below.
Using this table, enter the data into a new SPSS data file and run a one-way ANOVA to
test whether there is a in ICU scores among the three groups. Create a difference
boxplot to show the difference between the groups. Follow the directions below the table
to complete the homework.
Corrected Total 378.958 23
a. R Squared = .225 (Adjusted R Squared = .151)
Multiple Comparisons
Dependent Variable: Behavior Score
(I) Treatment Option (J) Treatment Option
Mean Difference
(I-J) Std. Error Sig.
95% Confidence Interval
Lower Bound Upper Bound
Tukey HSD 1CBT 2PT 1.3750 1.87043 .746 -3.3396 6.0896
3CBT+PT 4.5000 1.87043 .063 -.2146 9.2146
2PT 1CBT -1.3750 1.87043 .746 -6.0896 3.3396
3CBT+PT 3.1250 1.87043 .240 -1.5896 7.8396
3CBT+PT 1CBT -4.5000 1.87043 .063 -9.2146 .2146
2PT -3.1250 1.87043 .240 -7.8396 1.5896
Scheffe 1CBT 2PT 1.3750 1.87043 .766 -3.5502 6.3002
3CBT+PT 4.5000 1.87043 .078 -.4252 9.4252
2PT 1CBT -1.3750 1.87043 .766 -6.3002 3.5502
3CBT+PT 3.1250 1.87043 .270 -1.8002 8.0502
3CBT+PT 1CBT -4.5000 1.87043 .078 -9.4252 .4252
2PT -3.1250 1.87043 .270 -8.0502 1.8002
Based on observed means.
The error term is Mean Square (Error) = 13.994.
2. Write an APA-style Results section based on your analysis. Include your boxplot as an APA-
style Figure, with figure number and title, as demonstrated in the Results Section
presentation. Results = 12 pts; Figure = 8 pts)
Results
A one-way ANOVA was conducted to determine the effect of therapy choices (cognitive
behavior therapy-CBT, behavioral parent training-PT, and a combination of the two-CBT+PT)
for twenty-four male adolescents. Figure 1 illustrates the effective of therapy type for the young
males within the three groups. The results indicate a non-significant effect. F (2,21) =3.04,
P=0.69, partial eta squared=0.23.
After running a post hoc test with TUKEY there was non-significant effect of change on
the behavior of the three groups of young males. The comparisons revealed a non-significant
with the following results, 1 CBT (M=29.0, SD 3.77), 2 PT (M=27.6, SD 3.37), and 3 CBT=PT
(M=24.5, SD 4.03), p=.69. The comparisons revealed a non-significant difference therapy
option; therefore, the null hypothesis was not rejected.
Figure 1
Examining the Impact of Therapy Choices on Male Adolescents' Behavior
First-generation Second- Non-immigrants
Problem Set 2: The One-way ANOVA
Research Scenario: As part of a new prevention program, a clinical psychologist wants to
see whether feelings of alienation differ as a function of immigration status in a local high
school. She divides volunteer students into three categories: first-generation immigrants,
second-generation immigrants, and non-immigrants. She then administers an instrument
assessing feelings of alienation, where higher scores indicate stronger feelings of alienation
from peers, adults, and society in general. Is there a difference in alienation scores among
these three groups?
Using this table, enter the data into a new SPSS data file and run a one-way ANOVA to
test whether there is a in feelings of alienation among the three groups. Createdifference
a boxplot to show the difference between the groups. Follow the directions below the
table to complete the homework.
immigrants generation
immigrants
29
39
40
37
36
23
25
36
37
28
18
36
25
28
19
10
17
8
19
28
16
1. Paste SPSS output. (10 pts)
Tests of Between-Subjects Effects
Dependent Variable: Immigrants
Source Type III Sum of Squares df Mean Square F Sig. Partial Eta Squared
Corrected Model 1012.667a2 506.333 10.769 <.001 .545
Intercept 14615.048 1 14615.048 310.853 <.001 .945
Generation Type 1012.667 2 506.333 10.769 <.001 .545
Error 846.286 18 47.016
Total 16474.000 21
Corrected Total 1858.952 20
a. R Squared = .545 (Adjusted R Squared = .494)
Multiple Comparisons
Dependent Variable: Immigrants
(I) Generation Type (J) Generation Type
Mean Difference
(I-J) Std. Error Sig.
95% Confidence Interval
Lower Bound Upper Bound
Tukey HSD 1st Generation 2nd Generation 3.0000 3.66512 .697 -6.3540 12.3540
Non-Immigrants 16.0000*3.66512 .001 6.6460 25.3540
2nd Generation 1st Generation -3.0000 3.66512 .697 -12.3540 6.3540
Non-Immigrants 13.0000*3.66512 .006 3.6460 22.3540
Non-Immigrants 1st Generation -16.0000*3.66512 .001 -25.3540 -6.6460
2nd Generation -13.0000*3.66512 .006 -22.3540 -3.6460
Scheffe 1st Generation 2nd Generation 3.0000 3.66512 .720 -6.7723 12.7723
Non-Immigrants 16.0000*3.66512 .002 6.2277 25.7723
2nd Generation 1st Generation -3.0000 3.66512 .720 -12.7723 6.7723
Non-Immigrants 13.0000*3.66512 .008 3.2277 22.7723
Non-Immigrants 1st Generation -16.0000*3.66512 .002 -25.7723 -6.2277
2nd Generation -13.0000*3.66512 .008 -22.7723 -3.2277
Based on observed means.
The error term is Mean Square (Error) = 47.016.
*. The mean difference is significant at the .05 level.
2. Write an APA-style Results section based on your analysis. Include your boxplot as an
APA-style Figure, with figure number and title, as demonstrated in the Results Section
presentation. (Results = 12 pts; Figure = 8 pts)
Results
A one-way ANOVA was conducted to determine if feeling of alienation differ
based on immigration status, (first-generation immigrants-1 Generation, second-
st
generation immigrants-2 Generation, non-immigrants-non-immigrants) for twenty-one
nd
immigrants from a local high school. Figure 1 illustrates the effective feelings of
alienation for the students within the three groups. The results indicate a significant
effect on the students’ feelings of alienation due to immigrant status. F (2,17) =9.04,
P=.002, partial eta squared=.51
After running a post hoc test with TUKEY there was a significant effect of change
on the difference in feelings based on the student’s immigration status. The comparisons
revealed a significant with the following results, 1st Generation (M=32.7, SD 6.94), 2
nd
Generation (M=29.7, SD 7.04), and Non-Immigrant (M=16.8, SD 7.19), p=.69. The
comparisons revealed a significant difference based on immigration status and emotion;
therefore, we reject the null hypothesis.
Figure 2
Exploring the Impact of Immigration Status on High School Students' Feelings of
Alienation
1. Paste SPSS output. (10 pts)
Problem Set 3: Cumulative Knowledge Question
Research Scenario: A researcher is interested in how pairs of identical twins score on the
Math Subject SAT in late high school. She collects scores from 11 twin pairs (related
subjects). The data appear in the table below.
Using this table, enter the data into a new SPSS data file. Choose the correct analysis (it
will be one learned in a previous module) to determine whether there is a in difference
the Math SAT scores of identical twins. Follow the directions below the table to complete
this part.
Twin 1 Twin 2
630
577
698
409
499
701
634
656
723
684
621
503
723
450
474
659
617
683
702
690
Group Statistics
Twins N Mean Std. Deviation Std. Error Mean
SAT Scores Twin Group 1 10 621.1000 99.96716 31.61239
Twin Group 2 10 612.2000 100.57037 31.80314
Independent Samples Test
Levene's Test for
Equality of Variances t-test for Equality of Means
F Sig. t df
Significance
Mean
Difference
Std. Error
Difference
95% Confidence Interval
of the Difference
One-Sided
p
Two-Sided
p Lower Upper
SAT
Scores
Equal variances
assumed
.062 .806 .198 18 .422 .845 8.90000 44.84176 -85.30904 103.10904
Equal variances not
assumed
.198 17.999 .422 .845 8.90000 44.84176 -85.30928 103.10928
2. Write an APA-style Results section based on your analysis. Include your boxplot as an
APA-style Figure, with figure number and title, as demonstrated in the Results Section
presentation. (Results = 12 pts; Figure = 8 pts)
Results
An independent-sample t-test was employed to investigate potential differences in
Math SAT scores among high school-aged identical twins. Figure 1 visually represents the
distinct scores of identical twins on their Math SAT tests. The analysis revealed a non-significant
difference between the two groups of identical twins in terms of their Math SAT scores. Group
1 exhibited a mean score (M) of 621 with a standard deviation (SD) of 99.9, while Group 2 had a
mean score (M) of 612 with a standard deviation (SD) of 100.5. The t-test statistic was found to
be t(18) = 1.9, with a p-value of .42.
Furthermore, the 95% confidence interval for the difference between means ranged
from -.791 to .964. This interval includes zero, indicating that there is no statistically significant
difference between the sample means. As a result, we fail to reject the null hypothesis,
suggesting that there is no significant difference in Math SAT scores among identical twins.
Figure 3
Comparing Math SAT Scores among Identical Twins: An Independent-Sample t-test
Analysis
