# ANSWERS TO EXERCISES AND REVIEW QUESTIONS

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1 ANSWERS TO EXERCISES AND REVIEW QUESTIONS PART FIVE: STATISTICAL TECHNIQUES TO COMPARE GROUPS Before attempting these questions read through the introduction to Part Five and Chapters of the SPSS Survival Manual. T-tests 5.1 Using the data file survey.sav follow the instructions in Chapter 16 of the SPSS Survival Manual to find out if there is a statistically significant difference in the mean score for males and females on the Life Satisfaction Scale (tlifesat). Present this information in a brief report. T-Test Group Statistics tlifesat total life satisfaction sex sex MALES FEMALES N Mean Std. Deviation Std. Error Mean Independent Samples Test tlifesat total life satisfaction Equal variances assumed Equal variances not assumed Levene's Test for Equality of Variances F Sig. t df Sig. (2-tailed) t-test for Equality of Means Mean Difference 95% Confidence Interval of the Std. Error Difference Difference Lower Upper An independent-samples t-test was conducted to compare total life satisfaction scores for males and females. There was no statistically significant difference between the two groups [t(434) =-1.88, p=.06]. 1

2 5.2 Using the data file experim.sav apply whichever of the t-test procedures covered in Chapter 16 of the SPSS Survival Manual that you think are appropriate to answer the following questions. (a) Who has the greatest fear of statistics at time 1, males or females? Group Statistics fost1 fear of stats time1 sex male female N Mean Std. Deviation Std. Error Mean Independent Samples Test fost1 fear of stats time1 Equal variances assumed Equal variances not assumed Levene's Test for Equality of Variances F Sig. t df t-test for Equality of Means Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Std. Error Difference Difference Lower Upper An independent-samples t-test was conducted to compare fear of statistics scores for males and females. There was no statistically significant difference between the two groups [t(28) =1.10, p=.28]. (b) Was the intervention effective in increasing students confidence in their ability to cope with statistics? You will need to use the variables, confidence time1 (conf1) and confidence time2 (conf2). Write your results up in a report. Paired Samples Statistics Pair 1 confid1 confidence time1 confid2 confidence time2 Mean N Std. Deviation Std. Error Mean

3 Paired Samples Test Pair 1 confid1 confidence time1 - confid2 confidence time2 Mean Std. Deviation Paired Differences 95% Confidence Interval of the Std. Error Difference Mean Lower Upper t df Sig. (2-tailed) A paired-samples t-test was conducted to assess whether there was a change in students confidence scores from time 1 (pre-intervention) to time 2 (post-intervention). There was a statistically significant difference between the two sets of scores [t(29) =-3.30, p=.003]. Mean scores increased from 19.0 (SD=5.37) at Time 1 to 21.87(SD=5.59) at Time 2. (c) What impact did the intervention have on students levels of depression? Paired Samples Statistics Pair 1 depress1 depression time1 depress2 depression time2 Mean N Std. Deviation Std. Error Mean Paired Samples Test Paired Differences Pair 1 depress1 depression time1 - depress2 depression time2 Mean Std. Deviation Std. Error 95% Confidence Interval of the Difference Mean Lower Upper t df Sig. (2-tailed) A paired-samples t-test was conducted to assess whether there was a change in students depression scores from time 1 (pre-intervention) to time 2 (post-intervention). There was a statistically significant difference between the two sets of scores [t(29) =-3.95, p<.001]. Mean scores decreased from (SD=4.59) at Time 1 to 40.73(SD=5.52) at Time 2. 3

4 One-way analysis of variance For exercises 5.3 and 5.4 you will need to open the data file survey.sav. 5.3 Perform a one-way between-groups ANOVA to compare the levels of perceived stress (tpstress) for the five different age groups (agegp5), 18-24yrs, 25-32yrs, 33-40yrs, 41-49yrs and 50+yrs. tpstress total perceived stress Descriptives Model Fixed Effects Random Effects 95% Confidence Interval for Mean Std. Lower Upper N Mean Deviation Std. Error Bound Bound Minimum Maximum Between- Componen t Variance Test of Homogeneity of Variances tpstress total perceived stress Levene Statistic df1 df2 Sig ANOVA tpstress total perceived stress Sum of Squares df Mean Square F Sig. Between Groups Within Groups Robust Tests of Equality of Means tpstress total perceived stress Statistic a df1 df2 Sig. Welch Brown-Forsythe a. Asymptotically F distributed. 4

5 29 28 Mean of tpstress age 5 groups The results of the one way ANOVA indicate that there is a difference in the perceived stress levels amongst the age groups [F(4, 428)=3.76, p=.005]. Inspection of the means plot suggests that the younger age group (18 to 24yrs) has higher stress levels than the other age groups. 5.4 Perform post-hoc tests to compare the Self esteem scores for people across the three different age groups (use the agegp3 variable). tslfest total self esteem Descriptives Model Fixed Effects Random Effects 95% Confidence Interval for Mean Between- Std. Std. Lower Upper Componen N Mean Deviation Error Bound Bound Minimum Maximum t Variance

6 tslfest total self esteem Tukey HSD a,b Tukey B a,b agegp3 age 3 groups Sig Sig. Subset for alpha =.05 N Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed. Post-hoc comparisons using the Tukey Honestly Significant Difference test indicated that the mean score for Group 1 (M=32.6, SD=5.59) was significantly different from Group 3 (M=34.5, SD=5.15). Group 2 (M=33.59, SD=5.29) did not differ significantly from either Group 1 or 3. For the following exercise you will need to open the data file experim.sav. 5.5 Use one-way repeated measures ANOVA to compare the Fear of Statistics scores for the three time periods (time1, time2 and time3). Inspect the means plots and describe the impact of the intervention and the subsequent follow-up three months later. General Linear Model Within-Subjects Factors Measure: MEASURE_1 Dependent time Variable 1 fost1 2 fost2 3 fost3 Descriptive Statistics fost1 fear of stats time1 fost2 fear of stats time2 fost3 fear of stats time3 Mean Std. Deviation N

7 Effect time Pillai's Trace Wilks' Lambda Hotelling's Trace Roy's Largest Root a. Exact statistic b. Design: Intercept Within Subjects Design: time Multivariate Tests b Partial Eta Value F Hypothesis df Error df Sig. Squared a a a a Measure: MEASURE_1 Mauchly's Test of Sphericity b Within Subjects Effect time Epsilon a Approx. Greenhouse- Mauchly's W Chi-Square df Sig. Geisser Huynh-Feldt Lower-bound Tests the null hypothesis that the error covariance matrix of the orthonormalized transformed dependent variables is proportional to an identity matrix. a. May be used to adjust the degrees of freedom for the averaged tests of significance. Corrected tests are displayed in the Tests of Within-Subjects Effects table. b. Design: Intercept Within Subjects Design: time Tests of Within-Subjects Effects Measure: MEASURE_1 Source time Error(time) Sphericity Assumed Greenhouse-Geisser Huynh-Feldt Lower-bound Sphericity Assumed Greenhouse-Geisser Huynh-Feldt Lower-bound Type III Sum Partial Eta of Squares df Mean Square F Sig. Squared Tests of Within-Subjects Contrasts Measure: MEASURE_1 Source time Error(time) time Linear Quadratic Linear Quadratic Type III Sum Partial Eta of Squares df Mean Square F Sig. Squared

8 Measure: MEASURE_1 Transformed Variable: Average Source Intercept Error Tests of Between-Subjects Effects Type III Sum Partial Eta of Squares df Mean Square F Sig. Squared Estimated Marginal Means of MEASURE_ Estimated Marginal Means time A one way repeated measures ANOVA was conducted to compare scores on the Fear of Statistics Test scores at Time 1(prior to the intervention), Time 2 (following the intervention) and Time 3 (three month follow-up). There was a significant effect for time [Wilks Lambda=.365, F(2,28 )=24.36, p<.0005, multivariate partial eta squared=.64. Inspection of the plot of mean values indicate a steady decrease in fear scores following the intervention, and at the three month follow-up. 8

9 Two-way between-groups ANOVA 5.6 For this exercise you will need to open the data file survey.sav. Follow the instructions in Chapter 18 of the SPSS Survival Manual to conduct a two-way ANOVA to explore the impact of sex and age group on levels of perceived stress. The three variables you will need are sex, agegp5 and tpstress. (a) Interpret the results. Is there a significant interaction effect? Are the two main effects significant? Univariate Analysis of Variance Between-Subjects Factors sex sex agegp5 age 5 groups Value Label N MALES 184 FEMALES Descriptive Statistics Dependent Variable: tpstress total perceived stress sex sex MALES FEMALES agegp5 age 5 groups Mean Std. Deviation N Levene's Test of Equality of Error Variances a Dependent Variable: tpstress total perceived stress F df1 df2 Sig Tests the null hypothesis that the error variance of the dependent variable is equal across groups. a. Design: Intercept+sex+agegp5+sex * agegp5 9

10 Tests of Between-Subjects Effects Dependent Variable: tpstress total perceived stress Source Type III Sum of Squares df Mean Square F Sig. Partial Eta Squared Corrected Model a Intercept sex agegp sex * agegp Error Corrected a. R Squared =.057 (Adjusted R Squared =.037) Post Hoc Tests agegp5 age 5 groups Dependent Variable: tpstress total perceived stress Tukey HSD Multiple Comparisons (I) age 5 groups (J) age 5 groups Mean 95% Confidence Interval Difference (I-J) Std. Error Sig. Lower Bound Upper Bound 2.95* * * * Based on observed means. *. The mean difference is significant at the.05 level. 10

11 Homogeneous Subsets tpstress total perceived stress Tukey HSD a,b,c age 5 groups Sig. Subset N Means for groups in homogeneous subsets are displayed. Based on Type III Sum of Squares The error term is Mean Square(Error) = a. Uses Harmonic Mean Sample Size = b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed. c. Alpha =.05. Estimated Marginal Means of total perceived stress 29 sex MALES FEMALES Estimated Marginal Means age 5 groups The interaction effect (sex*agegp5) did not reach statistical significance[f(4, 423)=.492, p=.741), however there was a significant main effect for sex [F(1,423)=8.44,p=.004) and age group [F(4,423)=3.82, p=.005). Inspection of the mean scores and the plot suggest that overall males have lower levels of perceived stress at all age levels. Overall younger people (18 to 24 yrs) reported higher levels of stress than the other age groups. The results of this analysis shows that although the means plot suggests the possibility of an interaction between age and gender, it did not reach statistical significance. 11

12 (b) Write up this analysis and the results in a report. (Don t forget to report the means and standard deviations for each group.) A two-way between groups analysis of variance was conducted to explore the impact of sex and age on levels of perceived stress, as measured by the Perceived Stress Scale. Subjects were divided into five groups according to their age (Group 1: 18 to 24years; Group 2: 25 to 32yrs; Group 3: 33 to 40yrs; Group 4: 41 to 49yrs; Group 5: 50yrs and above). There was no significant interaction effect between age and sex [F(4,423)=.49, p=.74]. The main effect for both sex [F(1,423)=8.44, p=.004, partial eta squared=.02] and age [F(4,423)=3.82, p=.005, partial eta squared=.035] was statistically significant. Post hoc tests using Tukey s Honestly Significance Difference test revealed that the 18 to 24yr age group differed significantly from the 25 to 32yr age group and the 50+ age group. All other group comparisons did not reach statistical significance. Table XX below shows the mean scores for males and females for each of the age groups. Table XX Mean and Standard Deviations for Males and Females across Age Groups Males Females n Mean SD n Mean SD 18-24yrs yrs yrs yrs

13 Mixed between-within subjects analysis of variance 5.7 In Chapter 19 of the SPSS Survival Manual we explored the impact of two different intervention programs (maths skills/confidence building) on participants fear of statistics. We found that both interventions were equally effective in reducing participants fear that is, we found no differences between groups but a significant difference across the three time periods. Repeat these analyses, but this time use confidence scores as the dependent variable. Open the file experim.sav. You will need to use the following variables: group, conf1, conf2 and conf3. General Linear Model Within-Subjects Factors Measure: MEASURE_1 Dependent time Variable 1 confid1 2 confid2 3 confid3 Between-Subjects Factors group type of class 1 2 Value Label N maths skills 15 confidence building 15 Descriptive Statistics confid1 confidence time1 confid2 confidence time2 confid3 confidence time3 group type of class maths skills confidence building maths skills confidence building maths skills confidence building Mean Std. Deviation N Box's Test of Equality of Covariance Matrices a Box's M F df1 df2 Sig Tests the null hypothesis that the observed covariance matrices of the dependent variables are equal across groups. a. Design: Intercept+group Within Subjects Design: time 13

14 Multivariate Tests b Effect time time * group Pillai's Trace Wilks' Lambda Hotelling's Trace Roy's Largest Root Pillai's Trace a. Exact statistic b. Wilks' Lambda Hotelling's Trace Roy's Largest Root Design: Intercept+group Within Subjects Design: time Partial Eta Value F Hypothesis df Error df Sig. Squared a a a a a a a a Mauchly's Test of Sphericity b Measure: MEASURE_1 Within Subjects Effect time Epsilon a Approx. Greenhouse- Huynh- Mauchly's W Chi-Square df Sig. Geisser Feldt Lower-bound Tests the null hypothesis that the error covariance matrix of the orthonormalized transformed dependent variables is proportional to an identity matrix. a. May be used to adjust the degrees of freedom for the averaged tests of significance. Corrected tests are displayed in the Tests of Within-Subjects Effects table. b. Design: Intercept+group Within Subjects Design: time Tests of Within-Subjects Effects Measure: MEASURE_1 Source time time * group Error(time) Sphericity Assumed Greenhouse-Geisser Huynh-Feldt Lower-bound Sphericity Assumed Greenhouse-Geisser Huynh-Feldt Lower-bound Sphericity Assumed Greenhouse-Geisser Huynh-Feldt Lower-bound Type III Sum Partial Eta of Squares df Mean Square F Sig. Squared

15 Tests of Within-Subjects Contrasts Measure: MEASURE_1 Source time time * group Error(time) time Linear Quadratic Linear Quadratic Linear Quadratic Type III Sum Partial Eta of Squares df Mean Square F Sig. Squared Levene's Test of Equality of Error Variances a confid1 confidence time1 confid2 confidence time2 confid3 confidence time3 F df1 df2 Sig Tests the null hypothesis that the error variance of the dependent variable is equal across groups. a. Design: Intercept+group Within Subjects Design: time Measure: MEASURE_1 Transformed Variable: Average Source Intercept group Error Tests of Between-Subjects Effects Type III Sum Partial Eta of Squares df Mean Square F Sig. Squared

16 Estimated Marginal Means of MEASURE_1 26 type of class maths skills confidence building Estimated Marginal Means time (a) Is there a significant interaction effect between type of intervention (group) and time? The interaction between type of intervention and time is significant (p=.043). An inspection of the plot suggests that the confidence building group showed greater improvement in confidence levels following the intervention than the maths skills group. (b) Is there a significant main effect for the within-subjects independent variable, time? The interaction effect for group by time is significant, therefore it is not really appropriate to interpret the main effect. The impact of one variable (eg. Time) is dependent on the level of the other variable (group). (c) Is there a significant main effect for the between-subjects independent variable, group (maths skills/confidence building)? The interaction effect for group by time is significant, therefore it is not appropriate to interpret the main effect. The impact of one variable (eg. Time) is dependent on the level of the other variable (group). 16

17 Multivariate analysis of variance 5.8 How does MANOVA differ from ANOVA? Multivariate analysis of variance is an extension of analysis of variance for use when there is more than one dependent variable. 5.9 In Chapter 20 of the SPSS Survival Manual it is recommended that you check the Mahalonobis distances before proceeding with MANOVA. What does this allow you to check for? Mahalonobis distances is a test of multivariate normality Which assumption is Box s M Test used to assess? Box s M Test is used to assess the homogeneity of variance-covariance matrices Follow the procedure detailed in Chapter 20 of the SPSS Survival Manual to perform a MANOVA to explore positive and negative affect scores for the three age groups (18-29yrs, 30-44yrs, 45+yrs). The three variables you will need are tposaff, tnegaff, agegp3. Remember to check your assumptions. General Linear Model Between-Subjects Factors agegp3 age 3 groups Value Label N Descriptive Statistics tposaff total positive affect tnegaff total negative affect agegp3 age 3 groups Mean Std. Deviation N

18 Box's Test of Equality of Covariance Matrices a Box's M F df1 df2 Sig Tests the null hypothesis that the observed covariance matrices of the dependent variables are equal across groups. a. Design: Intercept+agegp3 Effect Intercept agegp3 Pillai's Trace Wilks' Lambda Hotelling's Trace Roy's Largest Root Pillai's Trace Wilks' Lambda Hotelling's Trace Roy's Largest Root a. Exact statistic Multivariate Tests c Partial Eta Value F Hypothesis df Error df Sig. Squared a a a a a b b. The statistic is an upper bound on F that yields a lower bound on the significance level. c. Design: Intercept+agegp3 Levene's Test of Equality of Error Variances a tposaff total positive affect tnegaff total negative affect F df1 df2 Sig Tests the null hypothesis that the error variance of the dependent variable is equal across groups. a. Design: Intercept+agegp3 Source Corrected Model Intercept agegp3 Error Corrected Dependent Variable tposaff total positive affect tnegaff total negative affect tposaff total positive affect tnegaff total negative affect tposaff total positive affect tnegaff total negative affect tposaff total positive affect tnegaff total negative affect tposaff total positive affect tnegaff total negative affect tposaff total positive affect tnegaff total negative affect a. R Squared =.002 (Adjusted R Squared = -.003) b. R Squared =.021 (Adjusted R Squared =.017) Tests of Between-Subjects Effects Type III Sum Partial Eta of Squares df Mean Square F Sig. Squared a b

19 Estimated Marginal Means of total positive affect 34.2 Estimated Marginal Means age 3 groups Estimated Marginal Means of total negative affect Estimated Marginal Means age 3 groups 19

20 The results of Box s test of equality of covariance matrices indicate no violation of the assumption (p=.85) The results of Levene s test of equality of error variances indicate that we have not violated the assumption for either of our dependent variables (p=.71, p=.38). Inspection of the results shown in Multivariate tests indicate a significant result overall [Wilks Lambda=.98, F(4, 862)=2.35, p=.05]. The Tests of Between Subjects Effects table indicates a significant result for Negative Affect [F(2,432)=4.71, p=.009, partial eta squared=.02], but not for Positive Affect [F(2,432)=.45, p=.64, partial eta squared=.002]. Inspection of the mean scores for each age group indicates a steady decrease in levels of negative affect across the three age groups (18-29yrs mean=20.65, SD=7.35; 30-44yrs mean=19.37, SD=6.62; 45+yrs mean=18.09, SD=7.07). 20

21 Analysis of covariance 5.12 Under what circumstances would you want to consider using analysis of covariance? Analysis of covariance is used when you wish to compare groups, while controlling for additional variables that you suspect might be influencing scores on the dependent variable What issues do you need to consider when you are selecting possible covariates? Covariates need to be chosen with a good understanding of background theory and previous research in your research area. The covariates need to be continuous variables, measured reliably and correlate significantly with the dependent variable. The covariate must be measured before the treatment or experimental manipulation is conducted Using the experim.sav data file, perform the appropriate analyses (including assumption testing) to compare the confidence scores for the two groups (maths skills, confidence building) at time 2, while controlling for confidence scores at time 1. The variables you will need are group, conf1, conf2. Univariate Analysis of Variance Between-Subjects Factors group type of class 1 2 Value Label N maths skills 15 confidence building 15 Tests of Between-Subjects Effects Dependent Variable: confid2 confidence time2 Type III Sum Source of Squares df Mean Square F Sig. Corrected Model a Intercept group confid group * confid Error Corrected a. R Squared =.514 (Adjusted R Squared =.458) The above output is used to assess the assumption of homogeneity of regression slopes. The interaction term (group*confid1) is not significant (p=.317), therefore we have not violated the assumption and can then proceed with the ANCOVA analysis. 21

22 Univariate Analysis of Variance Between-Subjects Factors group type of class 1 2 Value Label N maths skills 15 confidence building 15 Descriptive Statistics Dependent Variable: confid2 confidence time2 group type of class Mean Std. Deviation N maths skills confidence building Levene's Test of Equality of Error Variances a Dependent Variable: confid2 confidence time2 F df1 df2 Sig Tests the null hypothesis that the error variance of the dependent variable is equal across groups. a. Design: Intercept+confid1+group Tests of Between-Subjects Effects Dependent Variable: confid2 confidence time2 Source Type III Sum of Squares df Mean Square F Sig. Partial Eta Squared Corrected Model a Intercept confid group Error Corrected a. R Squared =.495 (Adjusted R Squared =.457) Estimated Marginal Means type of class Dependent Variable: confid2 confidence time2 type of class maths skills confidence building Mean Std. Error Lower Bound Upper Bound a a a. Covariates appearing in the model are evaluated at the following values: confid1 confidence time1 = % Confidence Interval 22

23 Inspection of the table Levene s Test of Equality of Error Variances indicate we have not violated the assumption concerning the equality of variances (p=.715). The Tests of Between-Subjects Effects table results indicate a significant effect for group (p=.025). There is a significant difference in confidence scores for the confidence building and maths skills groups, after controlling for confidence scores administered prior to the treatment program Perform a two-way analysis of covariance to explore the question: Does gender influence the effectiveness of the two intervention programs designed to increase participants confidence in being able to cope with statistics training? You will need to assess the impact of sex and type of intervention (group) on confidence at time 2, controlling for confidence scores at time 1. Univariate Analysis of Variance Between-Subjects Factors group type of class sex Value Label N maths skills 15 confidence building 15 male 15 female 15 Descriptive Statistics Dependent Variable: confid2 confidence time2 group type of class sex Mean Std. Deviation N maths skills male female confidence building male female male female Levene's Test of Equality of Error Variances a Dependent Variable: confid2 confidence time2 F df1 df2 Sig Tests the null hypothesis that the error variance of the dependent variable is equal across groups. a. Design: Intercept+confid1+group+sex+group * sex 23

24 Tests of Between-Subjects Effects Dependent Variable: confid2 confidence time2 Source Type III Sum of Squares df Mean Square F Sig. Partial Eta Squared Corrected Model a Intercept confid group sex group * sex Error Corrected a. R Squared =.911 (Adjusted R Squared =.897) Estimated Marginal Means 1. type of class Dependent Variable: confid2 confidence time2 type of class maths skills confidence building 95% Confidence Interval Mean Std. Error Lower Bound Upper Bound a a a. Covariates appearing in the model are evaluated at the following values: confid1 confidence time1 = sex Dependent Variable: confid2 confidence time2 sex male female 95% Confidence Interval Mean Std. Error Lower Bound Upper Bound a a a. Covariates appearing in the model are evaluated at the following values: confid1 confidence time1 = Dependent Variable: confid2 confidence time2 type of class maths skills confidence building sex male female male female 3. type of class * sex 95% Confidence Interval Mean Std. Error Lower Bound Upper Bound a a a a a. Covariates appearing in the model are evaluated at the following values: confid1 confidence time1 =

25 Estimated Marginal Means of confidence time sex male female Estimated Marginal Means maths skills type of class confidence building An inspection of the plot of mean scores suggests the possibility of an interaction between gender and type of intervention in terms of confidence scores. Females in the Confidence building group showed higher confidence scores at Time 2, than those who received the Maths skills intervention. Males however who participated in the Maths skills intervention showed higher mean scores than those who were in the Confidence Building group. This is supported by the results in the Tests of Between Subjects Effects table. The group*sex interaction term is statistically significant [F(1,25)=117.04, p<.0005]. 25

26 Non-parametric statistics 5.16 What is the difference between parametric techniques and non-parametric techniques? The parametric tests (eg. T-tests, ANOVA) make assumptions about the population the sample has been drawn from. Non-parametric techniques do not have such stringent requirements and do not make assumptions about the underlying population distribution What factors would you consider when choosing whether to use a parametric or a nonparametric technique? You need to consider the levels of measurement of your data. If you have nominal or ordinal scaled data you should use a suitable non-parametric, rather than parametric technique For each of the following parametric techniques indicate the non-parametric alternative (if one exists). (a) one-way between-groups ANOVA (b) Pearson s product-moment correlation (c) independent samples t-test (d) multivariate analysis of variance (e) one-way repeated measures ANOVA (f) paired samples t-test (g) partial correlation Kruskal-Wallis Test Spearman Rank Order Correlation Mann-Whitney Test No equivalent Friedman Test Wilcoxon Signed Rank Test No equivalent 5.19 Choose and perform the appropriate non-parametric test to address each of the following research questions. (a) Using the survey.sav data file find out whether smokers are significantly more stressed than non-smokers. The variables you will need are smoke and total perceived stress (tpstress). Mann-Whitney Test (b) Using the survey.sav data file compare the self-esteem scores across the three different age groups (18-29yrs, 30-44yrs, 45+yrs). The variables you will need are tslfest and agegp3. Kruskal-Wallis Test. (c) Using the survey.sav data file explore the relationship between optimism and negative affect. The variables you will need are toptim and tnegaff. Spearman Rank Order Correlation (d) Using the survey.sav data file explore the association between education level and smoking. The variables you will need are educ2 and smoke. Check the codebook and the questionnaire in the appendix of the SPSS Survival Manual for details on these two variables. Chi square test for independence 26

27 (e) Using the experim.sav data file compare the depression scores at time 1 and the depression scores at time 2. Did the intervention result in a significant change in depression scores? The variables you will need are depress1 and depress2. Wilcoxon Signed Rank Test (f) Using the experim.sav data file compare the depression scores for the three time periods involved in the study (before the intervention, after the intervention and at the three-month follow up). The variables you will need are depress1, depress2 and depress3. Friedman Test 27

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