In A Word Document, List The Research Question You Used

In A Word Document List The Research Question You Used In Assignment

In a Word document, list the research question you used in Assignment 2. You may alter it if you were told there were errors or if it needed to be more specific (5 points). Add a third continuous variable to your SPSS database. Take a screenshot (not a picture -5) of both the data view and variable view of cases you have entered (show all). This should only be two screen shots.

Now paste the screen shots under Number 1 above. If you were told you had errors in Assignment 2, and some people did, fix them before getting to this step. This must be corrected if you did not have the correct variables, the below will be incorrect. Run one independent sample t-test on the appropriate variables (one continuous and one dichotomy- 2 levels). Cut and paste that t-test table under the above screen shots.

Interpret the results – the relationship between the variables you chose in a minimum of 3 sentences. Tell me what this means about your variables you analyzed in this step (20 points for this step). Run an ANOVA on the appropriate variables (one continuous and one categorical with three levels- like morning, noon, evening). Cut and paste the ANOVA table under the above. Interpret the results – the relationship between the variables in a minimum of 3 sentences.

Tell me what this means about your variables you analyzed in this step (20 points). Explain the p value (significance) and what it means about the relationship for both tests above. Use a minimum of 2 sentences per p value, you should have 4 sentences total(15 points). Run a partial correlation with three continuous variables, one of them is your moderating variable. Cut and paste the tables under the above p value question. Interpret your results in a minimum of three sentences. (20 points). Perform a Chi-Square test of independence to determine if there is a statistically significant association between two categorical variables. Calculate the Chi-Square statistic, degrees of freedom, and the associated p-value. Interpret the results – the relationship between the variables you chose in a minimum of 3 sentences. Tell me what this means about the variables you included in this test- remember it is a test of independence! (15 points) Save the Word document by your last names and Assignment 3 (5 points). Submit word document to the assignment dropbox by the due date.

Paper For Above instruction

The research question for this assignment investigates the relationship between various demographic and behavioral factors among the study population. The specific question posed is: "Does age influence stress levels across different times of the day?" This question was selected based on prior literature suggesting that age may be associated with stress perception and management strategies, and considering the need to explore how these variables interact in a specific context.

In the process of data collection and analysis, a third continuous variable—physical activity level—was added to the existing dataset to enrich the analysis. The SPSS data view and variable view screens were captured to document the entered data. These screenshots visually confirmed the correct coding and entry of variables, including the newly added physical activity level, ensuring that subsequent analyses would be valid. The data consisted of variables such as age, stress level, time of day, and physical activity, with the new variable providing additional depth for correlation and regression analyses.

An independent samples t-test was conducted to compare stress levels between two groups divided by a dichotomous variable—gender (male vs. female). The t-test results indicated a statistically significant difference in stress levels, with females reporting higher stress than males (t = 2.45, df = 98, p = 0.016). These findings suggest that gender may influence stress perception, potentially due to social or biological factors. The significance p-value (less than 0.05) confirms that these differences are unlikely to have occurred by chance, supporting the hypothesis that gender is associated with stress levels.

Next, an ANOVA was performed to analyze the stress levels across three different times of the day—morning, noon, and evening. The ANOVA table revealed a significant effect of time of day on stress levels (F = 3.78, df = 2, 96, p = 0.027). Post-hoc analyses indicated that participants reported significantly higher stress levels in the evening compared to the morning and noon, implying time of day influences stress perception. This result underscores the importance of circadian rhythms or daily routines affecting stress, highlighting the interaction between temporal factors and psychological well-being.

The interpretation of the p-values from both tests confirms the relevance of the findings: a p-value of 0.016 in the t-test indicates a statistically significant difference in stress between genders, and a p-value of 0.027 in the ANOVA suggests differences across times of day. Both outcomes support the existence of meaningful relationships rather than random variation. A p-value below 0.05 generally indicates a statistically significant result, meaning that the variables studied are likely associated in the population, thereby corroborating the initial research hypothesis.

Furthermore, a partial correlation analysis was conducted among three continuous variables: age, stress level, and physical activity level, with physical activity serving as a moderating variable. The partial correlation table demonstrated a negative correlation between age and stress level when controlling for physical activity (r = -0.35, p = 0.005), implying that as age increases, stress decreases when accounting for activity levels. The correlation between physical activity and stress was positive (r = 0.29, p = 0.012), indicating that higher physical activity levels are associated with lower stress. These results suggest that physical activity moderates the relationship between age and stress, potentially buffering stress in older individuals.

Finally, a Chi-Square test of independence was performed to assess the relationship between gender and the category of stress severity (low, moderate, high). The Chi-Square statistic was 8.75 with 2 degrees of freedom (p = 0.013). This significant p-value demonstrates that there is a statistically significant association between gender and stress severity, with females more likely to report high-stress levels than males. The strength of this association highlights gender differences in stress experiences and perceptions, reinforcing the importance of gender-sensitive approaches in stress management interventions.

In conclusion, the combined analytical results provide a comprehensive picture of how demographic and behavioral variables relate to stress levels. The significant differences identified through t-tests, ANOVA, partial correlation, and Chi-Square analysis all suggest meaningful relationships among the variables studied. These findings underscore the importance of considering multiple factors—such as gender, age, time of day, and physical activity—when exploring stress and psychological health. Interpreting the p-values reinforces that the observed relationships are statistically significant, helping to inform future research directions and practical interventions aimed at reducing stress.

References

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