SCHOOL OF EDUCATION & SOCIAL SCIENCES

FEBRUARY 2023
INTRODUCTION TO STATISTICS FOR PSYCHOLOGY| EST20203
PROJECT
NO. NAME STUDENT ID PHOTO

1. HAZIRAH AZYAN BINTI JAMRI 012022021389

2. MUHAMMAD AZINUDIN ABDUL ALIM 012021091653

3. NADZREEN HAKIMI BIN MOHD YAZID 012021072325

4. NURSYAHERRA LYANA BINTI AB WAHAB 012022020059

5. UMMU HAZIRAH BINTI ISHAK 012021091463

LECTURER: PROF. DR OOI BOON KEAT

SUBMISSION DATE: 2nd MAY 2023
 Table of Content

1.0 Introduction 1
2.0 Hypothesis 3
2.1 Research objectives and questions 3
2.2 Research hypothesis 3
3.0 Methodology 5
3.1 Sampling Methods 5
3.2 Survey Form 5
3.3 Study Instrument 5
4.0 Results 6
5.0 Discussion 9
5.1 Difference of anxiety level in regards to birth order. 9
5.2 Difference in regards to academic achievements and birth order. 9
5.3 Relationship between anxiety and achievement. 10
5.4 Difference between fields of study in relation to achievement. 11
5.5 Difference between the field of study and anxiety. 12
6.0 Recommendation 13
7.0 Conclusion 15
References 16
Appendices 17
 1.0 Introduction

Psychologists have long been interested in birth order as a way to better understand
how family dynamics and early experiences affect a person's development. Famous Austrian
psychologist Alfred Adler developed a theory of birth order that contends that the sequence in
which children are welcomed into a family may significantly affect each child's personality,
behaviour, and accomplishments. Adler asserts that a person's place in the family according
to their birth order may affect their attitudes, beliefs, and behaviours over the course of their
life.

According to Adler's birth order hypothesis, first-born people tend to be more

goal-oriented, responsible, and perfectionist, whereas children who were born later can be
more creative, rebellious, and extroverted. On the other hand, middle children are seen as
being more adaptable, diplomatic, and gregarious. According to Adler, these birth order
positions have an impact on a person's relationships, goals, and life decisions by affecting
how they see themselves and their place in the universe.

Research has revealed that birth order can have an influence on a person's personality
and behaviour, despite the fact that Adler's idea of birth order has been the topic of significant
controversy among psychologists. It is less apparent how birth order affects academic
performance and anxiety levels, though. Academic performance and anxiety levels are crucial
elements of a person's general wellbeing and success in life, making this a crucial topic of
study. There is a large relationship between birth order and academic achievement
(Bonesrønning & Massih, 2011) however Cherian (1990) showed that there is a significant
negative relationship between birth order and academic achievement

This study aims to investigate the association between academic success and anxiety
levels and Adler's birth order hypothesis. We will specifically look into whether birth order
affects these two significant facets of a person's life. We intend to learn more about how
family dynamics may affect a person's academic achievement and emotional well-being by
investigating this link. According to Kristensen and Bjerkedal (2007), social influences like
alterations in the family structure can have an impact on the link between birth order and IQ,
indicating that the dynamic home environment may have a substantial impact on this
correlation.

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 According to Adler's birth order hypothesis, a person's place in the family might
affect how stressed out they are. For instance, due to the strain that is frequently placed on
first-born children by their parents and society, they may feel higher levels of stress. Children
who were born later could, on the other hand, be less stressed because they may feel less
pressure to live up to their parents' expectations or because they may be more accustomed to
taking chances and adjusting to novel circumstances. In contrast to what would be predicted
from a random sample of persons born in the same year, those with PTSD are more likely to
be the youngest children from big families (Green & Griffiths, 2013). Compared to
second-born and youngest children, first-born children had considerably greater levels of
self-esteem (Gates et al., 1988)

In order to conduct this study, we will collect information from a sample of people in
various birth order positions using standardised tests of academic performance and anxiety
levels. To ascertain whether there are notable variations in academic performance and anxiety
levels across various birth order positions, we will statistically analyse the data. For parents,
educators, and mental health specialists who engage with people at all stages of development,
our results may have significant ramifications.

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 2.0 Hypothesis
2.1 Research objectives and questions
Research objectives
1) To study the difference of anxiety level in regards to birth order.
2) To study the difference in regards to achievements and birth order.
3) To study the relationship between anxiety and achievement.
4) To study the difference between fields of study in relation to achievement.
5) To study the difference between the field of study and anxiety.

Research questions
1) What is the difference in anxiety level in regards to birth order?
2) What is the difference in regards to achievements and birth order?
3) What is the relationship between anxiety and achievement?
4) What is the difference between fields of study in relation to achievement?
5) What is the difference between the field of study and anxiety?

2.2 Research hypothesis

Hypothesis 1:
H0: There is a difference of anxiety level in regards to birth order.
H1: There is no difference of anxiety level in regards to birth order.

Hypothesis 2:
H0: There is a difference in regards to achievements and birth order.
H1: There is no difference in regards to achievements and birth order.

Hypothesis 3:
H0: There is a relationship between anxiety and achievement.
H1: There is no relationship between anxiety and achievement.

Hypothesis 4:
H0: There is a difference between fields of study in relation to achievement.
H1: There is no difference between fields of study in relation to achievement.

3
Hypothesis 5:
H0: There is a difference between the field of study and anxiety.
H1: there is no difference between the field of study and anxiety.

4
 3.0 Methodology

Methodology is a set of methods used to conduct research on a particular subject.

Methodology describes how a problem is studied and why certain methods and techniques
are used. The purpose of the methodology is to help understand the study in more detail about
the application of the method and make a description of the research process.

3.1 Sampling Methods

Sampling means the process of selecting a number of people from a population to be
used as research respondents. The purpose of sampling is to obtain information about a study.
The selection of a sample in a survey was focused on the science and non-science university
students and their birth order was taken to count whether it is the first born, middle born, last
born or the only child. Google Form surveys were distributed to the students to take part in
this study voluntarily. 151 students participated in this study and data collected were
calculated based on ANOVA, Pearson Correlation and T-test.

3.2 Survey Form

The questionnaire was distributed to respondents, who were then asked to complete it
via an online survey. Individually, the information was gathered. At the start of each
questionnaire, an explanation was provided. All respondents must fill out a demographic
form that includes their gender, current education level, field of study, course, CGPA, and
their birth order in the family. The survey's goal was explained to the respondents, and they
were assured that all information would be kept private. The survey approach was primarily
based on an online survey conducted with Google Forms. In terms of the online survey, we
distributed the survey forms, which were questionnaires, through social media platforms such
as WhatsApp, which are widely used by students at university.

3.3 Study Instrument

Zung self-rated anxiety scale was selected to be the instrument for this survey. This
self-report anxiety scale consists of 20 items as the questions cover a variety of anxiety
symptoms that include psychological and somatic. Respondents are required to give their
response based on the 4-point scale ranging from1 to 4 and based on their experiences over a
few weeks before. Respondents were required to answer the Zung self-rated anxiety scale to
determine their anxiety level based on their current states (Dunstan, 2020).

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 4.0 Results

Hypothesis 1
H0: There is a difference of anxiety level in regards to birth order.
H1: There is no difference of anxiety level in regards to birth order.

Sum of score df Mean Square F Sig

Between 820.584 3 273.516 1.886 0.134

Groups

Within 21317.638 147 145.018

Groups

Total 22138.185 150

Table 1: ANOVA test on anxiety level based on birth order.

Table 1 shows the anxiety level compared with birth order. The mean between groups
is 273.516 while the mean within groups is 145.018. It shows a non-significant relationship
between anxiety level in regards to birth order as the p value is more than 0.05.

Hypothesis 2
H0: There is a difference in regards to achievements and birth order.
H1: There is no difference in regards to achievements and birth order.

Sum of score df Mean Square F Sig

Between 1.378 3 0.459 0.538 0.657

Groups

Within 125.417 147 0.853

Groups

Total 126.795 150

Table 2: ANOVA test on achievement based on birth order.

Table 2 shows the achievements compared with birth order. The mean between groups
is 0.459 while the mean within groups is 0.853. It shows a non-significant relationship
between achievement in regards to birth order as the p value is more than 0.05.

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Hypothesis 3
H0: There is a relationship between anxiety and achievement.
H1: There is no relationship between anxiety and achievement.

CGPA Anxiety score

CGPA Pearson Correlation 1 -0.141

Sig (2-tailed) 0.083
N 151 151

Anxiety score Pearson Correlation -0.141 1

Sig (2-tailed) 0.083
N 151 151

Table 3: Correlation between level of anxiety and achievement.

Table 3 shows the correlation between achievement and level of anxiety. The Pearson
Correlation value appears to be -0.141 with significant (2-tailed) at 0.083. It shows a
significant relationship between level of anxiety and achievement as the p value is lower than
0.05.

Hypothesis 4
H0: There is a difference between fields of study in relation to achievement.
H1: There is no difference between fields of study in relation to achievement.

CGPA

Equal variances Equal variances

assumed not assumed

Levene’s test F 2.788

for Equality
Sig 0.097
of Variances

T-test for t -2.753 -2.733

Equality of
df 149 133.647
Means
Sig (2-tailed) 0.007 0.007
Mean Difference -0.30642 -0.30642
Std. Error

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 difference 0.11129 0.11196
95% Confidence Lower -0.52633 -0.52787
Interval of the Upper -0.08652 -0.08498
Difference

Table 4: Independent Sample Test by CGPA.

Table 4 shows the Independent Sample Test by CGPA where the significant (2-tailed)
is 0.007. It shows that it is a non-significant where the p value is lower than 0.05.

Hypothesis 5
H0: There is a difference between the fields of study and anxiety.
H1: there is no difference between the field of study and anxiety.

Anxiety score

Equal variances Equal variances

assumed not assumed

Levene’s test F 0.915

for Equality
Sig 0.340
of Variances

T-test for t -1.110 -1.112

Equality of
Df 1439 148.701
Means
Sig (2-tailed) 0.269 0.268
Mean Difference -2.19323 -2.19323
Std. Error 1.97614 1.97614
difference
95% Confidence Lower -6.09810 -6.09155
Interval of the Upper 1.71165 1.70510
Difference

Table 5: Independent Sample Test by anxiety score

Table 4 shows the Independent Sample Test by CGPA where the significant (2-tailed)
is 0.269. It shows that it is a non-significant where the p value is higher than 0.05.

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5.0 Discussion

5.1 Difference of anxiety level in regards to birth order.

As shown in the result section, we failed to reject the null hypothesis of which
that “there is no significant difference between birth order and anxiety” due to the P value of
the ANOVA tested being higher than the P value accepted for it to be accepted that there is a
significant difference between birth order and anxiety scores (P= 0.134 > P= 0.05).
Psychologists have long disagreed over how birth order affects personality. Alfred Adler
originally examined the question of whether birth order has a long-lasting effect on
personality, laying the groundwork for other academics who crossed out to look at birth
orders' impact on a look at personality from the viewpoint of evolution. Similar research was
also done on this matter (Abdel-Khalek, 2002; Adler, 1929; Carballo et al., 2013; Damian &
Roberts, 2015; Eckstein, 2000; Gnilka & Noble, 2012; Moore Agger, 1997) to test the
hypothesis that birth order might be utilised as a predictor for anxiety levels, the findings of
birth order were evaluated.

This provides more supporting data in favour of our study and the research's null
hypothesis. This might be as a result of the fact that the participants were college students, a
group that, generally speaking, tend to have stronger personality traits. Students need to
possess a particular amount of goal-setting aptitude, tenacity, organisation, and dependability
to succeed in a university environment, which explains the abnormally high level of
psychological first and middle-born participants. The substantial shift of birth order may not
have happened if a more representative sample had been selected such as including people
outside of university students. Other than that, many other factors should also be taken into
consideration, such as their current moods as they responded to the survey, their
surroundings, or any other elements that might have an impact on how they judged the
survey's results.

5.2 Difference in regards to academic achievements and birth order.

According to ANOVA the result shows that there is no significant difference

between birth order and academic achievement due to the P value of the ANOVA tested
being higher than the P value. The specified p value of 0.657 exceeded the significance
standard of 0.05. As a result, there is no clear connection between respondents' birth orders

9
and academic success. The responders' academic success is barely affected by their birth
order. The null hypothesis is therefore accepted.

The study conducted by Koren M. Dailey in 2009 titled Birth Order And Its
Effect On Motivation And Academic Achievement provided support for the interpretation of
the results. whereby 40 psychology students completed the Academic Motivation Scale
(Baker, 1984)with questions pertaining to birth order and grade point average, which revealed
that birth order effects on academic achievement are so minimal that many more participants
would be required to find a significant effect in this study. Evidence from empirical
investigations suggests a connection between academic success and birth order. According to
a study by Karlsson et al. (2019), there is a link between birth order and overall educational
attainment among middle-class people. Researchers also found that only children
outperformed adults academically, supporting their earlier argument on resource dilution.
Compared to their partners who were born later, first-born females performed better
academically (Barclay, 2018). According to Lehmann et al. (2018), there is no connection
between birth order and grade point average. Black et al. (2021) observed no significant birth
order influence on academic achievement after controlling for other confounding factors.

5.3 Relationship between anxiety and achievement.

According to the Pearson correlation, there are no appreciable differences

between educational degree and anxiety. But numerous studies have demonstrated that
students with lower levels of education experience significantly higher levels of stress and
anxiety than do students with higher levels of education. According to Yerkes and Dodson
inverted-U hypothesis, performance would be falling once anxiety levels had reached their
ideal range. The study's participants' anxiety levels may have been variable, making it
impossible to determine what level of anxiety was most appropriate. When student anxiety
levels are high or exceed the ideal threshold, the relationship between anxiety and academic
achievement may revert. To put it another way, the greater the level of anxiety a student
experiences, the greater the amount of work and focus required to ensure that their academic
performance is successful.

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 Cassady (2002) asserts that for the best outcomes, a moderate level of
physiological anxiety is preferable. Increased arousal can make it difficult to focus on the
work at hand because the accompanying physiological abnormalities are so obvious (Geen,
1980). This may be explained by the possibility that anxiety is one of the driving forces
behind academic success. The pupils' anxiety levels remained moderate and low, which are
reasonable levels, regardless of the association.

Aesthetically, these two investigations confirm our null hypothesis, according

to which there is no connection between anxiety and success. Therefore, we can conclude that
having a higher education does not significantly affect how anxious we are.

5.4 Difference between fields of study in relation to achievement.

According to the Independent T-test results (Table 4), there is a significant

difference between the field of study and academic accomplishment since the p value is less
than 0.05 (N<0.05, which is regarded as not significant), at 0.007. This is an invalid
assumption. In terms of academic accomplishment, there are considerable variances between
fields of study. (P = 0.007). With regard to the overall number of respondents (N= 151), just a
small mean difference (MD= -0.30642) can be seen between the male and female means (N=
51 and N= 100, respectively). Statistics also show that gender is not a contextual factor that
affects life satisfaction.

According to Astin (1993) and Kuh & Hu (2001), the majority of research has
focused on interactions between students and professors in the classroom. Nevertheless, only
a few studies have looked at the connection between student engagement in learning and
interactions between students and faculty that take place outside of the classroom (Kuh,
2001). Finding out who has more of an effect on a student's general academic
performance—the faculty or the student—is crucial. In addition, it's crucial to take students'
involvement in their education into account because it has a significant impact on their
academic performance for instance, working on independent projects, talking about their
coursework with other students, or studying with them. Since the professors supply the
necessary readings and assignments, it is the student's duty to complete them in order to gain
a deeper understanding of the material.

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5.5 Difference between the field of study and anxiety.

As the p=0.269, which is larger than 0.05 (N<0.05, is regarded as not significant),
the value of the Independent T-test (Table 5) revealed, there is no statistically significant
relationship between field of study and anxiety. The null hypothesis is not refuted by this
hypothesis. Higher education students experience a variety of difficulties that negatively
impact their psychological well-being and make them anxious. The ways that it affects pupils
and how they manage it, get through its symptoms, and come up with treatments varies.
According to the study, anxiety is most frequently brought on by academic studies. For
instance, many kids who are learning a new language struggle with speaking, writing, and
interpreting language words.

The results are consistent with McCraty's (2000) theory that anxiety affects
students' learning and academic performance significantly. In addition, it was shown that a
high achievement anxiety that facilitates achievement was associated with a low achievement
anxiety that is debilitating. Similar statements are used to support the conclusion reached by a
sizable number of engineering students that there are several circumstances in which it is
normal and reasonable to react anxiously. They express their worries that they might not be
able to find work in the future with ambiguity, bewilderment, lack of confidence, and fear
(Ercan et al., 2008). The majority of researchers concur that decreased academic performance
will be a result of high levels of worry.

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 6.0 Recommendation

The generalizability of results would be improved by a bigger and more varied sample
size, even if our sample of 150 university students is a solid place to start. To further
comprehend the connection between birth order, academic success, and anxiety levels, think
about incorporating people from various age groups, academic levels, and cultural
backgrounds. Even though ANOVA and Pearson correlation are helpful statistical tests, think
about utilising different metrics to investigate the connection between academic success,
anxiety levels, and birth order. You may, for instance, utilise regression analysis to determine
the variables that predict academic success and anxiety levels. In order to gain a deeper
understanding of the connection between birth order, academic success, and anxiety levels,
longitudinal designs can be used to monitor changes in academic achievement and anxiety
levels over time. Combining quantitative and qualitative approaches can result in a more
comprehensive understanding of the connection between academic success, anxiety levels,
and birth order. To acquire qualitative information on individual experiences and perspectives
relating to birth order, academic success, and anxiety levels, think about utilising interviews
or questionnaires.

Future researchers may carry out a study of a similar nature that takes into account
variables other than academic achievement, links it to birth order, and makes use of various
research methodologies. Future studies might broaden their sample size and gather
information from institutions with a range of academic years. Future studies might focus on
state- or trait-specific components of anxiety or take a comprehensive viewpoint to anxiety
supported by a mixed method designed to explore many facets of anxiety. Additionally, a
comparison between diploma and bachelor's students or between different courses will be
useful for understanding the impact of anxiety on students' academic performance.

In order to avoid unwelcome symptoms that can have a harmful impact on their
psychological behaviours, students should learn how to manage these feelings. Additionally,
students need to learn how to sharpen their minds and improve their thinking in order to be
able to handle the various challenges that come with being an academic. More importantly,
the university and college leadership should think about how crucial it is to give students an
academic environment that promotes learning and persistence at the institution while

13
protecting them from an unwelcome anxiety feeling that may negatively affect students'
behaviours and attitudes after graduation.

14
 7.0 Conclusion

Conclusion 1: There is no significant difference between birth order and anxiety. Thus, the
null hypothesis failed to be rejected.

Conclusion 2: There is no significant difference between birth order and academic

achievement. Thus, the null hypothesis failed to be rejected.

Conclusion 3: There is no significant relationship between anxiety and achievement. Thus,

the null hypothesis failed to be rejected.

Conclusion 4: There is a significant difference between fields of study in relation to

academic achievement. Thus, the null hypothesis failed to be rejected.

Conclusion 5: There is no significant difference between the field of study and anxiety.
Thus, the null hypothesis failed to be rejected.

We draw the conclusion that there is no conclusive association between birth order
and academic accomplishment or anxiety levels based on our investigation of the relationship
between birth order, academic achievement, and anxiety levels in 150 university students.
According to our research, birth order does not seem to significantly affect university
students' academic performance or anxiety levels. The results of our study did not reveal any
appreciable variations in academic success or anxiety levels depending on birth order, despite
prior studies suggesting that first-born infants may have some benefits in terms of academic
ability.

Overall, our work adds to the expanding corpus of research on academic success,
anxiety levels, and birth order. According to our research, other characteristics may be more
crucial in determining academic performance and anxiety levels among university students
than birth order. Based on our findings, we suggest that future studies use bigger and more
varied sample sizes, additional measures, and longitudinal designs to continue investigating
the intricate relationships between birth order, academic success, and anxiety levels. This will
provide us a more thorough grasp of the variables influencing university students' academic
success and mental wellbeing.

15
 References
Bonesrønning, H., & Massih, S. S. (2011). Birth order effects on young students’ academic

achievement. The Journal of Socio-Economics, 40(6), 824-832.

https://doi.org/10.1016/j.socec.2011.08.010

Cherian, V. I. (1990). Birth order and academic achievement of children in Transkei.

Psychological Reports, 66(1), 19-24. https://doi.org/10.2466/pr0.1990.66.1.19

Dunstan, D. A., & Scott, N. (2020). Norms for Zung’s self-rating anxiety scale. BMC

psychiatry, 20(1), 1-8.

Gates, L., Lineberger, M. R., Crockett, J., & Hubbard, J. (1988). Birth order and its

relationship to depression, anxiety, and self-concept test scores in children. The

Journal of Genetic Psychology, 149(1), 29-34.

https://doi.org/10.1080/00221325.1988.10532136

Green, B., & Griffiths, E. C. (2013). Birth order and post-traumatic stress disorder.

Psychology, Health & Medicine, 19(1), 24-32.

https://doi.org/10.1080/13548506.2013.774432

Kristensen, P. & Bjerkedal, T. (2007). Explaining the relation between birth order and

intelligence. Science Direct, 38(6), 353-364.

(n.d.). CORE – Aggregating the world’s open access research papers.

https://core.ac.uk/download/pdf/82610739.pdf

Just a moment... (n.d.). ResearchGate | Find and share research.

https://www.researchgate.net/publication/361888583_Preferred_Field_of_Study_and_
Academic_Performance

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