Assignment 1: LASA 2: Conducting and Analyzing Statistical Tests
Trevor Endre
Dr. Laura Freberg
Psychological Statistics
Argosy University
May 31, 2017
1. Correlation is the most appropriate because we are looking for a linear relationship. There is no appropriation of the direction of casualty.
2. The Null: there is no evidence of a linear relationship between study hours and anxiety.
The Alternate: There is a linear relationship.
3. Alpha = 0.05, df = 10 - 2 = 8, so the critical value of r is 0.632 r = 0.5654 (this is the effect size) since r < r-crit, we have insufficient evidence to reject the null hypothesis.
4. Let alpha = 0.05.
Critical t values: t = ± 2.3060 computed t value for significant correlation: t = 3.5414
(Durmer & Dinges 2005). The average college student is sleeping 6.7 hours during the weekdays and 7.4 hours on weekends. The standard person needs 7.5 and 8 hours per night, which means that students, specifically college and high school, are not receiving the necessary amount of sleep to function properly. Single adults with full-time jobs had greater difficulty falling asleep than those with significant others and without jobs. “An estimated 40 percent of American adults admit that their work suffers when they are sleepy.” In general, no matter the assignment, the cognitive performance becomes progressively worse as the assignment extends. This can be classified as the effect of fatigue when the brain can no longer process any information and has chosen to shut down from loss of sleep. Specifically, college students are reported as to be suffering more than other entities from working odd hours, long studying sessions, excessive eating & drinking habits as well as taking periodic naps whenever they can during the day. In order to earn the necessary grades to stay in college, students have to risk their health in order to finish the assignments
During studying students are experiencing varieties of emotions. Test anxiety and emotional reactivity to test outcome are one of most frequent and the strongest stressors for students during their college days (Pekrun, Goetz, Titz, & Perry, 2002). Various studies have shown that test anxiety correlate negatively with cumulative grades-point average (Diener, Schwarz, & Nickerson, 2011), academic performance (& Elliot, Pekrun, & Maier, 2009) and students’ health (Conley & Lehman, 2012). Test anxiety and emotional reactivity of test outcome can be influenced by both situational and trait factors (Putwain, Woods, & Symes, 2010). Previous research have shown that achievement goals (Putwain et al., 2010; Putwain & Daniels, 2010; Putwain & Symes, 2012), neuroticism (Chammorro-Premuzic, Ahmetoglu, & Furnham, 2008), perfectionism (Stoeber, Feast, & Hayward, 2009), locus of control (Davis & Davis, 1972) , and even a birth order (Saranson, 1969) are related with test anxiety. Above-mentioned studies suggest that beside situational factors, experience of test anxiety also depend on students’ individual characteristics.
This is also proven by a study, which shows that students who perform worse on their exams seem to be more stressed and suffer from poor sleep quality (Ahrberg, Dresler, Niedermaier, Steiger, & Genzel, 2012). For instance, student A is a freshman at Ball State University. This student only sleeps for 6 hours because of bad sleeping habits and later on he sleeps for only 4 hours because of the new environment which has many factors that affect his sleep schedule such as social life, school activities or extracurricular activities. Then sleep deprivation is starting to affect him. He have a test the next day and studied the whole night and only slept for 2 hours. The next day, while he was having the test, he started to feel very tired, sleepy and stressed. He couldn’t concentrate on the test so he failed the test. He started to feel more stressed because of bad grades which might make him take the course again. He couldn’t sleep for more than 4 hours and these bad cycle repeats. Moreover, high stress could also affect the emotion of the students. It can also cause depression which can significantly decrease the academic performance and grade point average of a student. Stress caused by sleep deprivation can really have a big effect on
4 Giancola, J.K., Grawitch, M.J., and Borchert, D. (2009). Dealing with the stress of college: A
In recent years, it has become a well noted fact that the education system has become in many ways tougher, for better or for worse. Nevertheless, for anyone susceptible to an anxiety disorder, school often aggravates their symptoms. Today over 10 per-cent of European and American citizens suffer from an anxiety disorder, and it is an even greater number among young people (Points of View: FEAR NOT). As English-speaking countries move forward through time, testing becomes more stressful and more competitive, it should be expected that anxiety will increase. As well, according to Psychology Today the “[a]verage high school student [in the United States] has the same level of anxiety as the average psychiatric patient in the early 1950s” (Psychology Today: How Big a Problem is Anxiety Today). This is logical considering that a similar study done in 2010 concluded that high school and college students were more than five times as likely to develop either depression or an anxiety disorder than a student fifty years ago (Psychology Today: The Decline of Play and the Rise of Children's Mental Disorders?). This excessive rise exemplifies the amount of stress students have. As the years pass, it is becoming increasingly evident that anxiety disorder is prevalent among a majority...
...etter job performance and increase in academic competency. Harmon-Jones assumed that increased self-esteem protects them from experiencing anxiety (Brewer, 2002).
Many students who feel the pressure to succeed at the high school level have an unhealthy amount of stress. Students who feel this have been cheating, pulling all nighters, becoming depressed, and seeking relief in drug use, and self mutilation. On average in a recent study at Illinois high school students spend 3.07 hours of homework each night on just homework not including extra curricular activities(Jerushapope,2). Also in this high school students reported getting 6.8 hours of sleep each night, but 34.6% reported getting 6 or fewer hours of sleep(Jerushapope,2). Most high school students spend 2 hours of extra curricular activity each night thats not including homework so after those activities you have to come home and do homework and then you will not have a lot of time to sleep. Also most kids do not get a lot of time to spend with their parents during the weeknights. Some kids cannot even make it to the dinner table because they have so much homework and that is not healthy for the parents and their childs relationship. In ...
We will reject the null hypothesis (no factor effect) if the F test statistic exceeds the critical value.
Nowadays, stress is a major burden in the daily life of the average student, and it seems harder and harder to tackle it and eliminate all the factors that cause it. Students find it hard to concentrate on studying since there are a lot of deadlines and exams causing additional pressure. Stress in the form of anxiety and worry about past or future study-related experiences disturbs one’s well-being and students are not doing well anymore (Schutz & Davis, 2000).
...966). The effects of anxiety on complex learning and academic achievement. In C. D. Spielberger (Ed.), Anxiety and Behavior (pp. 361-398). New York: Academic Press.
Lack of sleep is one effect of cramming for exams. Students spend all night cramming their brains with the information, which leaves little time or no time to sleep. On average students receive 7 hours of sleep per night; yet, doctors say that students n...
...occupying their minds with irrelevant things that do not pertain to the task at hand (Vassilaki, 2006). Thus, their energy is wasted when it could be used for task elaboration or to help improve their overall academic performance. Students with academic anxiety are self engrossed and lead to their own academic demise. Test anxiety does not only affect a students performance on a test, but Huberty (2009) asserts that test anxiety overtime tends to contribute to more common underachievement. He describes the consequences of constant test anxiety including lowered self-esteem, reduced effort, and loss of desire to complete school tasks. Students who have academic anxiety also have a higher risk of developing depression, and often feel deprived of confidence (Cunningham, 2008). Thus, academic anxiety can become extreme, and have negative effects of students’ well being.
College students face strenuous workloads daily, causing them to feel more pressure about their schoolwork and academics and resulting in anxiousness. About 50% of college students today are suffering from depression, a larger number than most believe, but not all reveal that they have a depressive issue (Deroma, Leach, Leverett 325). Researchers suggest that academic stress plays a big role in a college student’s depression. Most people know that college is a lot harder than high school ...
I have terrible time management skills when it comes to my time outside of school. Instead of studying for three hours like I wanted to, I go out with friends and ignore the fact that I have homework. I enjoy eating, watching TV, being on my phone. (SS4) Therefore, I would do all of these activities to avoid my studying responsibilities. (BE-) When I don’t study for three hours the night before, this puts me in a difficult situation and results in me being stressed. This is one of the main reasons to why I have so much stress during the school year. The worried thoughts developing in my head produce stomach pains. The amount of stress I bring upon myself is avoidable, but my lack of ambition to do homework doesn’t help me with my unnecessary stress. If I could manage my studying hours with my social life, I could reduce half of the stress that is caused in my
As for a study that states. Weidner, Kohlmann, Dotzauer, & Burns, 1996 studied that one hundred and thirty three university students under all different types of stress, then they saw how it affected them health wise and academically. They stated that the students during the atmost period of stress; the positive effects were fading while the negative effects start to show. Negatively speaking, subjects health behaviors went down. On an adam and eve scale, female undergraduate scored better on periodically health behaviors (“i.e Taking care of herself, safety reasons, and drug avoidance”, but were not better on behaviors that requires force and effort to do (i.e.,workout, staying fit, junk food . . . etc”) . As for detailed version of this study is: Clear rhythm of changes in subjects’ health behaviors were observed: fewer exercise and self care were followed by fall in the positive affect. Fall in the nutrition quality and quantity were connected to both falls in