Chapter 15: Problem 3
What information does the strength of a correlation coefficient convey?
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Chapter 15: Problem 3
What information does the strength of a correlation coefficient convey?
These are the key concepts you need to understand to accurately answer the question.
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Self-evaluation of verbal and math ability. Möller and Marsh (2013) evaluated the relationship between the verbal and math ability of students (achievement) and their self-belief of their ability (self-concept). In their report, they identified a significant correlation between math achievement and math self- concept, \(r=.61\), and a significant correlation berween verbal achievement and verbal self-concept, \(r=.49\). a. Describe in words the relationship between math achievement and math self- concept. b. Describe in words the relationship berween verbal achievement and verbal self-concept.
State which correlation coefficient (Pearson, Spearman, point-biserial, or phi) should be used to study each of the following factors: a. Activity (active, inactive) and depression (depressed, not depressed) b. Time spent at school and time spent studying in hours per week c. Veteran (yes, no) and level of patriotism indicated on a rating scale d. The hierarchical ranking of a litter of mice for play and social behavior
Emotion and self-body image. Nobre and Pinto-Gouveia \((2008)\) measured the relationship between cmotion and thoughts of low self-body image. The following table shows a portion of their results for the correlarions between thoughts of low self-body image and four types of emotions. | Correlations Berween Four Emotions and Low Self-Body Image (n=163) | | | :--- | :--- | | Emotions | Thoughrs of Low Self-Body Image | | Sadness | .24^(****) | | Guilc | .27^(****) | | Pleasure | -.25^(****) | | Sarisfaction | -.37^(****) | | | | | ** | | a. List the emotions that showed a significant positive correlation with thoughts of low selfbody image. b. List the emotions that showed a significant negative correlation with thoughts of low selfbody image.
Employers often use standardized measures to gauge how likely it is that a new employee with little to no experience will succeed in their company. One such factor is intelligence, measured using the Intelligence Quotient (IQ). To show that this factor is related to job success, an organizational psychologist measures the IQ score and job performance (in units sold per day) in a sample of 10 new employees. \begin{tabular}{|l|l|} \hline IQ & Job Performance \\ \hline 100 & 16 \\ \hline 115 & 38 \\ \hline 108 & 31 \\ \hline 98 & 15 \\ \hline \end{tabular} \begin{tabular}{|l|l|} \hline 120 & 44 \\ \hline 147 & 54 \\ \hline 132 & 40 \\ \hline 85 & 60 \\ \hline 105 & 29 \\ \hline 110 & 35 \\ \hline \end{tabular} a. Convert the data in the table above to ranks and then compute a Spearman correlation coefficient. b. Using a two-tailed test at a .05 level of significance, state the decision to retain or reject the null hypothesis.
A researcher measures the relarinnship herween educarion (in yeare) and invecrment gains (in thousands of dollars). Answer the following questions based on the results provided. \begin{tabular}{|l|l|} \hline Education & Investment Gains \\ \hline 14 & 8 \\ \hline 12 & 11 \\ \hline 9 & 10 \\ \hline 18 & 14 \\ \hline \end{tabular} a. Compute the Pearson correlation coefficient. b. Multiply each investment gain by \(-1\) (so that it represents investment losses instead of gains). Recalculate the correlation coefficient. c. True or false: Multiplying or dividing a negative constant by one set of scores \((X\) or \(Y)\) changes the sign of the correlation only, while the strength of the correlation coefficient remains unchanged. Note: Use your answers in (a) and (b) to answer true or false.
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