Scribd
Upload
9 views8 pages

Exploring Relationships Differences Prieto

Uploaded by

Jenrick Prieto
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
9 views8 pages

Exploring Relationships Differences Prieto

Uploaded by

Jenrick Prieto
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 8

Jenrick A.

Prieto December 6, 2024


2 BS Psychology PSY 121 (6469)

I. Exploring Relationship
a. Pearson Product Moment of Correlation (Pearson’s r) (SE and LS)
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Self-Esteem total .262 10 .049 .849 10 .056
*
Life Satisfaction .182 10 .200 .930 10 .445
total
*. This is a lower bound of the true significance.
Correlations
Life
Self-Esteem Satisfaction
total total
Self-Esteem total Pearson 1 .048
Correlation
Sig. (2-tailed) .895
N 10 10
Life Satisfaction Pearson .048 1
total Correlation
Sig. (2-tailed) .895
N 10 10
a. Lilliefors Significance Correction
a) Is there a significant relationship between students’ levels of self-esteem
and life
satisfaction?
In this table, the analysis reveals a negligible relationship between self-esteem and
life satisfaction. The correlation coefficient of .048 indicates a very weak positive
association. However, the high p-value of .895 suggests that this correlation is likely
due to chance, rather than a real underlying connection.

II. Exploring Differences (Parametric and Non-Parametric Tests)


a. T-test (Self-esteem and sex)
a) Is there a significant relationship between students’ levels of self-esteem
when grouped by sex?

Based on the provided data, there is no evidence to suggest a significant difference


in self-esteem between male and female students. An independent samples t-test
comparing the mean self-esteem scores of the two groups yielded a non-significant
result (p = .745). This suggests that the observed difference is not statistically
significant, and may be due to sampling variability.
b. T-test (Life satisfaction and sex)
b) Is there a significant difference between students’ levels of life satisfaction
when grouped by sex?

Based on the provided data, The analysis reveals no significant gender gap in life
satisfaction. An independent samples t-test comparing male and female students'
mean life satisfaction scores produced a non-significant result (p = .447). This
indicates that the observed difference between the two groups is not statistically
significant, and may be attributed to random chance.

c. One-way ANOVA (Self-esteem and SES)

c) Is there a significant difference between students’ levels of self-esteem


when grouped by socioeconomic status?
The statistical analysis indicates that there is no significant difference in self-esteem
levels among students from different socioeconomic backgrounds. The ANOVA test,
designed to compare means across multiple groups, yielded a non-significant result
with a p-value of .981. This high p-value suggests that any observed differences in
self-esteem between the socioeconomic groups are likely due to chance, rather than
a genuine effect of socioeconomic status. Therefore, we cannot confidently conclude
that students from different socioeconomic backgrounds exhibit distinct levels of self-
esteem.

d. One-way ANOVA (Life satisfaction and SES)


d) Is there a significant difference between students’ levels of life satisfaction
when grouped by socioeconomic status?

Based on the provided data, there is a significant difference between students' levels
of life satisfaction when grouped by socioeconomic status. The ANOVA (Analysis of
Variance) test, which compares the mean life satisfaction scores across different
socioeconomic status groups, yields a significant result. The p-value for the ANOVA
test is .133, less than the commonly used significance level of .05. This indicates that
the observed differences in mean life satisfaction between the groups are statistically
significant. In other words, we can confidently conclude that there is a real difference
in life satisfaction among students from different socioeconomic backgrounds in the
population from which the sample was drawn.
II. Exploring Differences (Parametric and Non-Parametric Tests)
a. Mann-Whitney Test (Self-esteem and sex)
a) Is there a significant relationship between students’ levels of self-esteem
when grouped by sex?

The statistical analysis suggests that there is no significant difference in self-esteem


levels between male and female students. The Mann-Whitney U test, a non-
parametric test used for comparing two independent groups, yielded a p-value of
0.610. This high p-value indicates that the observed difference in self-esteem
between the two groups is likely due to random chance rather than a real difference
in the population. Therefore, we cannot conclude that sex is a significant factor
influencing self-esteem levels based on the given data.
b. Mann-Whitney Test (Life satisfaction and sex)
b) Is there a significant difference
between students’ levels of life satisfaction when
grouped by sex?
The statistical analysis indicates that there is no significant difference in life
satisfaction levels between male and female students. The Mann-Whitney U test, a
non-parametric test used for comparing two independent groups, yielded a p-value
of 0.352. This high p-value suggests that the observed difference in life satisfaction
between the two groups is likely due to random chance rather than a real difference
in the population. Therefore, we cannot conclude that sex is a significant factor
influencing life satisfaction levels based on the given data.
c. Kruskal-Wallis Test (Self-esteem and SES)
c) Is there a significant difference between students’ levels of self-
esteem when grouped by socioeconomic status?

The statistical analysis suggests that there is no significant difference in self-esteem


levels among students from different socioeconomic backgrounds. The Kruskal-Wallis
H test, a non-parametric test used to compare multiple independent groups, yielded
a p-value of 0.549. This high p-value indicates that the observed differences in self-
esteem between the socioeconomic groups are likely due to random chance rather
than a real difference in the population. Therefore, we cannot conclude that
socioeconomic status is a significant factor influencing self-esteem levels based on
the given data.
d. Kruskal-Wallis Test (Life satisfaction and SES)
d) Is there a significant difference between students’ levels of life satisfaction
when grouped by socioeconomic status?

The statistical analysis indicates that there is no significant difference in life


satisfaction levels among students from different socioeconomic backgrounds. The
Kruskal-Wallis H test, a non-parametric test used to compare multiple independent
groups, yielded a p-value of 0.117. This high p-value suggests that the observed
differences in life satisfaction between the socioeconomic groups are likely due to
random chance rather than a real difference in the population. Therefore, we cannot
conclude that socioeconomic status is a significant factor influencing life satisfaction
levels based on the given data.

You might also like