Midterm Exam
The purpose of this examination is to practice using SPSS to analyze the data. You should attempt each of the questions detailed on the following pages. You will need to have read through the provided materials in the class
first to familiarize yourself with its contents and revise the various statistical procedures covered.
There are a number of parts to this exercise.
· In Part A, you are asked to create your own data file and to perform analyses on this data file.
· In Part B, you will be asked to interpret some output generated by SPSS.
· In Part C, you will be using the data file attached in mid-term dropbox. Full details of this data file is also included in the dropbox, and you should read through this section thoroughly before beginning. This is a real data file that is condensed from data collected by Postgraduate Diploma of Psychology students.
· In Part D, you will estimate sample size by using G*power.
The following rules apply for this assignment:
· If applicable, answer the question under three headings.
1. SPSS syntax
2. Necessary SPSS output
3. Interpretation and/or conclusion of your analysis
· Organize your work in a reasonably neat and coherent way. Work scattered all over the page without a clear ordering will receive very little credit.
· Only necessary output from the SPSS software should be in the submitted exam.
· You are required to work INDIVIDUALLY.
· Justification does not include hundreds of pages of computer output with hopes you covered all aspects. Justification is a well thought out and well-articulated rationale for what you do!
Do not JUST SUBMIT SPSS OUTPUTS or CODES
Part A
Sample questionnaire
1. Sex
___ Male ___ Female
2. Age in years __________
3. Education level (please indicate the highest level of schooling that you completed)
_____ Year 10 _____ Year 12 ______ University or College
4. Are you currently on a diet to lose weight?
____ Yes ____ No
Mastery Scale
Please indicate how much you either agree or disagree with each of the following statements.
Write a number from 1 to 4 on the line next to each statement.
strongly disagree 1 2 3 4 strongly agree
1. ______ I have little control over the things that happen to me
2. ______ I can do just about anything I really set my mind to
3. ______ There is really no way I can solve some of the problems I have
4. ______ There is little I can do to change many of the important things in my life
5. ______ What happens to me in the future mostly depends on me
6. ______ I often feel helpless in dealing with the problems of life
7. ______ Sometimes I feel that I'm being pushed around in life
1. Prepare a codebook for this questionnaire, detailing each of the variable names and codes to be used to prepare the data for entry into SPSS
. (3 ...
PSYC 354Homework 8Single-Sample T-TestWhen submitting this f.docxpotmanandrea
PSYC 354
Homework 8
Single-Sample T-Test
When submitting this file, be sure the filename includes your full name, course and section. Example: HW8_JohnDoe_354B01
Be sure you have reviewed this module/week’s lesson and presentations along with the practice data analysis before proceeding to the homework exercises. Complete all analyses in SPSS, then copy and paste your output and graphs into your homework document file. Answer any written questions (such as the text-based questions or the APA Participants section) in the appropriate place within the same file.
Part I: Concepts
Questions 1–3; Answer the questions in the spaces provided.
Part I: Questions 1a-e
Fill in the highlighted blanks with the best word or words.
1-a)
You use a t-test when you know the population ________ but not the population ________.
1-b)
The 2 groups compared in the single-sample t-test are the sample and the ________.
1-c)
The number of scores that are free to vary when you are estimating a population parameter from a sample is called the ________.
1-d)
A researcher reports the results of a single-sample t-test as t(23) = 3.96. The degrees of freedom for this t-test are ______, which means there were ____ total participants in the researcher's sample.
1-e)
When your t-statistic in your results exceeds your critical cutoffs, you ________ the null hypothesis.
Part I: Question 2-3
2)
Explain what each part of the following statistical phrase represents, as it would be reported in APA format: t(19) = 3.15, p = .04
t
Answer
19
Answer
3.15
Answer
P
Answer
.04
Answer
3)
Calculate the degrees of freedom and identify the critical t value for a single-sample t test in each of the following situations:
3-a) Two-tailed test, N = 9, p = .10
df= Answer
critical t = Answer
3-b) Two-tailed test, N = 16, p = .05
df= Answer
critical t = Answer
3-c) One-tailed test, N = 21, p = .01
df= Answer
critical t = Answer
Part II: SPSS Analysis
Module 8 Exercise File 1
Part II:
Questions 1-2
· Open Module 8 Exercise File 1. This file contatins scores on a measure of acute PTSD for 12 children who live in an area recently affected by a natural disaster. Higher scores indicate more acute PTSD symptomology.
· Using these data, run 2 separate single-sample t-tests to compare the sample’s mean acute PTSD score to the following population values:
Population means on PTSD measure for 2 different populations
Population of children in the US: = 12
Population of children in the US who have been victims of abuse : = 16.2
· For each test, paste the output and write a Results section in current APA style
· As demonstrated in the presentations and in the textbooks.
· There will be 2 sets of output and 2 results sections using this data set
· 1 for each test involving a different population mean.
1-a)
Population of children in the US: = 12.
Answer: SPSS output of the t-Test
1-b)
Write a results section in current APA style describing the ou ...
PSYC 354
Homework 8
Single-Sample T-Test
When submitting this file, be sure the filename includes your full name, course and section. Example: HW8_JohnDoe_354B01
Be sure you have reviewed this module/week’s lesson and presentations along with the practice data analysis before proceeding to the homework exercises. Complete all analyses in SPSS, then copy and paste your output and graphs into your homework document file. Answer any written questions (such as the text-based questions or the APA Participants section) in the appropriate place within the same file.
Part I: Concepts
Questions 1–3
These questions are based on the Nolan and Heinzen reading and end-of-chapter questions.
Part I: Questions 1a-1g
Fill in the highlighted blanks with the best word or words.
1-a)
You use a t-test when you know the population ________ but not the population ________.
1-b)
The t-statistic indicates the distance of a sample mean from the ________ in terms of estimated standard error units.
1-c)
The 2 groups compared in the single-sample t-test are the sample and the ________.
1-d)
The number of scores that are free to vary when you are estimating a population parameter from a sample is called the ________.
1-e)
A researcher reports the results of a single-sample t-test as t(58) = 2.50. The degrees of freedom for this t-test are ______, which means there were ____ total participants in the researcher's sample.
1-f)
Based on the t tables, the critical values of the t-statistic for a two-tailed test with df = 9 and a p level of 0.05 are ________.
1-g)
When your t-statistic in your results exceeds your critical cutoffs, you ________ the null hypothesis.
Part I: Question 2-3
End-of-chapter problems:
Complete the following exercises. If applicable, remember to show work in your homework document to receive partial credit.
2)
Explain what each part of the following statistical phrase represents, as it would be reported in APA format: t(6) = 1.98, p = .047
t
Answer
6
Answer
1.98
Answer
p
Answer
.047
Answer
3)
Calculate the critical degrees of freedom and identify the critical t value for a single-sample t test in each of the following situations:
3-a) Two-tailed test, N = 10, p = .10
df= Answer
critical t = Answer
3-b) Two-tailed test, N = 47, p = .05
df= Answer
critical t = Answer
3-c) One-tailed test, N = 80, p = .01
df= Answer
critical t = Answer
Part II: SPSS Analysis
Module/Week 8 Exercise File 1
Open the “Module/Week 8 Exercise File 1” document (found in the course’s Assignment Instructions folder) in order to complete these exercises.
Part II:
Exercises 1-3
Use file: Module/Week 8 Exercise File 1
End-of-chapter exercise 9.37 in Nolan and Heinzen text
· End-of-chapter exercise 9.37 in Nolan and Heinzen describes a study of anger and mood in a sample of 60 Marines following a month-long intense training exercise.
· The anger scores for 6 fictional Marines are entered in the Module/Week 8 Exercise File 1 documen ...
For more classes visit
www.snaptutorial.com
PSYCH 625 Assignment Week 1 Descriptive and Inferential Statistics Worksheet (New Syllabus)
PSYCH 625 Assignment Week 2 Probability and Statistical Analysis Worksheet (New Syllabus)
PSYCH 625 Assignment Week 3 Identifying Statistical Tests in the Literature Worksheet (New Syllabus)
PSYCH 625 Assignment Week 4 Comparing Means Worksheet (New Syllabus)
For more course tutorials visit
www.newtonhelp.com
PSYCH 625 Assignment Week 1 Descriptive and Inferential Statistics Worksheet (New Syllabus)
PSYCH 625 Assignment Week 2 Probability and Statistical Analysis Worksheet (New Syllabus)
PSYC 354Homework 8Single-Sample T-TestWhen submitting this f.docxpotmanandrea
PSYC 354
Homework 8
Single-Sample T-Test
When submitting this file, be sure the filename includes your full name, course and section. Example: HW8_JohnDoe_354B01
Be sure you have reviewed this module/week’s lesson and presentations along with the practice data analysis before proceeding to the homework exercises. Complete all analyses in SPSS, then copy and paste your output and graphs into your homework document file. Answer any written questions (such as the text-based questions or the APA Participants section) in the appropriate place within the same file.
Part I: Concepts
Questions 1–3; Answer the questions in the spaces provided.
Part I: Questions 1a-e
Fill in the highlighted blanks with the best word or words.
1-a)
You use a t-test when you know the population ________ but not the population ________.
1-b)
The 2 groups compared in the single-sample t-test are the sample and the ________.
1-c)
The number of scores that are free to vary when you are estimating a population parameter from a sample is called the ________.
1-d)
A researcher reports the results of a single-sample t-test as t(23) = 3.96. The degrees of freedom for this t-test are ______, which means there were ____ total participants in the researcher's sample.
1-e)
When your t-statistic in your results exceeds your critical cutoffs, you ________ the null hypothesis.
Part I: Question 2-3
2)
Explain what each part of the following statistical phrase represents, as it would be reported in APA format: t(19) = 3.15, p = .04
t
Answer
19
Answer
3.15
Answer
P
Answer
.04
Answer
3)
Calculate the degrees of freedom and identify the critical t value for a single-sample t test in each of the following situations:
3-a) Two-tailed test, N = 9, p = .10
df= Answer
critical t = Answer
3-b) Two-tailed test, N = 16, p = .05
df= Answer
critical t = Answer
3-c) One-tailed test, N = 21, p = .01
df= Answer
critical t = Answer
Part II: SPSS Analysis
Module 8 Exercise File 1
Part II:
Questions 1-2
· Open Module 8 Exercise File 1. This file contatins scores on a measure of acute PTSD for 12 children who live in an area recently affected by a natural disaster. Higher scores indicate more acute PTSD symptomology.
· Using these data, run 2 separate single-sample t-tests to compare the sample’s mean acute PTSD score to the following population values:
Population means on PTSD measure for 2 different populations
Population of children in the US: = 12
Population of children in the US who have been victims of abuse : = 16.2
· For each test, paste the output and write a Results section in current APA style
· As demonstrated in the presentations and in the textbooks.
· There will be 2 sets of output and 2 results sections using this data set
· 1 for each test involving a different population mean.
1-a)
Population of children in the US: = 12.
Answer: SPSS output of the t-Test
1-b)
Write a results section in current APA style describing the ou ...
PSYC 354
Homework 8
Single-Sample T-Test
When submitting this file, be sure the filename includes your full name, course and section. Example: HW8_JohnDoe_354B01
Be sure you have reviewed this module/week’s lesson and presentations along with the practice data analysis before proceeding to the homework exercises. Complete all analyses in SPSS, then copy and paste your output and graphs into your homework document file. Answer any written questions (such as the text-based questions or the APA Participants section) in the appropriate place within the same file.
Part I: Concepts
Questions 1–3
These questions are based on the Nolan and Heinzen reading and end-of-chapter questions.
Part I: Questions 1a-1g
Fill in the highlighted blanks with the best word or words.
1-a)
You use a t-test when you know the population ________ but not the population ________.
1-b)
The t-statistic indicates the distance of a sample mean from the ________ in terms of estimated standard error units.
1-c)
The 2 groups compared in the single-sample t-test are the sample and the ________.
1-d)
The number of scores that are free to vary when you are estimating a population parameter from a sample is called the ________.
1-e)
A researcher reports the results of a single-sample t-test as t(58) = 2.50. The degrees of freedom for this t-test are ______, which means there were ____ total participants in the researcher's sample.
1-f)
Based on the t tables, the critical values of the t-statistic for a two-tailed test with df = 9 and a p level of 0.05 are ________.
1-g)
When your t-statistic in your results exceeds your critical cutoffs, you ________ the null hypothesis.
Part I: Question 2-3
End-of-chapter problems:
Complete the following exercises. If applicable, remember to show work in your homework document to receive partial credit.
2)
Explain what each part of the following statistical phrase represents, as it would be reported in APA format: t(6) = 1.98, p = .047
t
Answer
6
Answer
1.98
Answer
p
Answer
.047
Answer
3)
Calculate the critical degrees of freedom and identify the critical t value for a single-sample t test in each of the following situations:
3-a) Two-tailed test, N = 10, p = .10
df= Answer
critical t = Answer
3-b) Two-tailed test, N = 47, p = .05
df= Answer
critical t = Answer
3-c) One-tailed test, N = 80, p = .01
df= Answer
critical t = Answer
Part II: SPSS Analysis
Module/Week 8 Exercise File 1
Open the “Module/Week 8 Exercise File 1” document (found in the course’s Assignment Instructions folder) in order to complete these exercises.
Part II:
Exercises 1-3
Use file: Module/Week 8 Exercise File 1
End-of-chapter exercise 9.37 in Nolan and Heinzen text
· End-of-chapter exercise 9.37 in Nolan and Heinzen describes a study of anger and mood in a sample of 60 Marines following a month-long intense training exercise.
· The anger scores for 6 fictional Marines are entered in the Module/Week 8 Exercise File 1 documen ...
For more classes visit
www.snaptutorial.com
PSYCH 625 Assignment Week 1 Descriptive and Inferential Statistics Worksheet (New Syllabus)
PSYCH 625 Assignment Week 2 Probability and Statistical Analysis Worksheet (New Syllabus)
PSYCH 625 Assignment Week 3 Identifying Statistical Tests in the Literature Worksheet (New Syllabus)
PSYCH 625 Assignment Week 4 Comparing Means Worksheet (New Syllabus)
For more course tutorials visit
www.newtonhelp.com
PSYCH 625 Assignment Week 1 Descriptive and Inferential Statistics Worksheet (New Syllabus)
PSYCH 625 Assignment Week 2 Probability and Statistical Analysis Worksheet (New Syllabus)
For more course tutorials visit
www.newtonhelp.com
PSYCH 625 Assignment Week 1 Descriptive and Inferential Statistics Worksheet (New Syllabus)
PSYCH 625 Assignment Week 2 Probability and Statistical Analysis Worksheet (New Syllabus)
Part ASome questions in Part A require that you access data from.docxbridgelandying
Part A
Some questions in Part A require that you access data from
Statistics for People Who (Think
T
hey) Hate Statistics
.
This data is available on the student website under the Student Test Resources link.
1.
By hand, compute the mean, median, and mode for the following set of 40 reading scores:
SUMMARY
31
32
43
42
24
34
25
44
23
43
24
36
25
41
23
28
14
21
24
17
25
23
44
21
13
26
23
32
12
26
14
42
14
31
52
12
23
42
32
34
2.
Compute the means for the following set of scores saved as Ch. 2 Data Set 3 using IBM
®
SPSS
®
software. Print out a copy of the output.
Hospital size (number of beds)
Infection rate (per 1,000 admissions)
234
1.7
214
2.4
165
3.1
436
5.6
432
4.9
342
5.3
276
5.6
187
1.2
512
3.3
553
4.1
3.
You are the manager of a fast food store. Part of your job is to report which special is selling best to the boss at the end of each day. Use your knowledge of descriptive statistics and write one paragraph to let the boss know what happened today. Use the following data. Do not use IBM
®
SPSS
®
software to compute the statistics needed; rather, do it by hand. Include a copy of your work.
Special number
Sold
Cost
Huge Burger
20
$2.95
Baby Burger
18
$1.49
Chicken Littles
25
$3.50
Porker Burger
19
$2.95
Yummy Burger
17
$1.99
Coney Dog
20
$1.99
Total specials sold
119
4.
Suppose you are working with a data set that has some different (much larger or much smaller than the rest of the data) scores. What measure of central tendency would you use and why?
5.
For the following set of scores, compute the range, the unbiased and the biased standard deviations, and the variance. Do the exercise by hand.
31, 42, 35, 55, 54, 34, 25, 44, 35
Why is the unbiased estimate greater than the biased estimate?
6.
Use IBM
®
SPSS
®
software to compute all the descriptive statistics for the following set of three test scores over the course of a semester. Which test had the highest average score? Which test had the smallest amount of variability?
Test 1
Test 2
Test 3
50
50
49
48
49
47
51
51
51
46
46
55
49
48
55
48
53
45
49
49
47
49
52
45
50
48
46
50
55
53
7.
This practice problem uses the data contained in the file named Ch. 3 Data Set 3. There are two variables in this data set.
Variable
Definition
Height
Height in inches
Weight
Weight in pounds
Using IBM
®
SPSS
®
software, compute all of the measures of variability you can for height and weight.
8.
Review the following frequency distribution. Create a histogram either by hand or by using some other application such as a Microsoft
®
Excel
®
document.
Class interval
Frequency
90–100
12
80–89
14
70–79
20
60–69
24
50–59
28
40–49
29
30–39
21
20–29
15
10–19
17
0–9
12
9.
A third-grade teacher is looking to improve her students’ level of engagement during group discussions and instruction. She keeps track of each of the 15 third graders’ number of responses every day for 1 week. This information is available in Ch. 4 Data Set 2. Use IBM
®
SPSS
®
software to create a bar chart (one bar .
PSYCH 625 Effective Communication - snaptutorial.comdonaldzs41
For more classes visit
www.snaptutorial.com
PSYCH 625 Assignment Week 1 Descriptive and Inferential Statistics Worksheet (New Syllabus)
PSYCH 625 Assignment Week 2 Probability and Statistical Analysis Worksheet (New Syllabus)
For more classes visit
www.snaptutorial.com
Exam 1 Psych 355
3. A p level of 0.05 corresponds to a confidence level of __________%
4. In a within-groups design where one group is measured twice over time, the appropriate hypothesis test is an:
7. Why do we divide by N-1 rather than by N when estimating a population standard deviation from the sample standard deviation?
For more classes visit
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Exam 1 Psych 355
3. A p level of 0.05 corresponds to a confidence level of __________%
4. In a within-groups design where one group is measured twice over time, the appropriate hypothesis test is an:
7. Why do we divide by N-1 rather than by N when estimating a population standard deviation from the sample standard deviation?
Complete both Part A and Part B below.Part A.docxladonnacamplin
Complete
both Part A and Part B below.
Part A
Some questions in Part A require that you access data from
Statistics for People Who (Think
T
hey) Hate Statistics
.
This data is available on the student website under the Student Test Resources link.
1.
By hand, compute the mean, median, and mode for the following set of 40 reading scores:
SUMMARY
31
32
43
42
24
34
25
44
23
43
24
36
25
41
23
28
14
21
24
17
25
23
44
21
13
26
23
32
12
26
14
42
14
31
52
12
23
42
32
34
2.
Compute the means for the following set of scores saved as Ch. 2 Data Set 3 using IBM
®
SPSS
®
software. Print out a copy of the output.
Hospital size (number of beds)
Infection rate (per 1,000 admissions)
234
1.7
214
2.4
165
3.1
436
5.6
432
4.9
342
5.3
276
5.6
187
1.2
512
3.3
553
4.1
3.
You are the manager of a fast food store. Part of your job is to report which special is selling best to the boss at the end of each day. Use your knowledge of descriptive statistics and write one paragraph to let the boss know what happened today. Use the following data. Do not use IBM
®
SPSS
®
software to compute the statistics needed; rather, do it by hand. Include a copy of your work.
Special number
Sold
Cost
Huge Burger
20
$2.95
Baby Burger
18
$1.49
Chicken Littles
25
$3.50
Porker Burger
19
$2.95
Yummy Burger
17
$1.99
Coney Dog
20
$1.99
Total specials sold
119
4.
Suppose you are working with a data set that has some different (much larger or much smaller than the rest of the data) scores. What measure of central tendency would you use and why?
5.
For the following set of scores, compute the range, the unbiased and the biased standard deviations, and the variance. Do the exercise by hand.
31, 42, 35, 55, 54, 34, 25, 44, 35
Why is the unbiased estimate greater than the biased estimate?
6.
Use IBM
®
SPSS
®
software to compute all the descriptive statistics for the following set of three test scores over the course of a semester. Which test had the highest average score? Which test had the smallest amount of variability?
Test 1
Test 2
Test 3
50
50
49
48
49
47
51
51
51
46
46
55
49
48
55
48
53
45
49
49
47
49
52
45
50
48
46
50
55
53
7.
This practice problem uses the data contained in the file named Ch. 3 Data Set 3. There are two variables in this data set.
Variable
Definition
Height
Height in inches
Weight
Weight in pounds
Using IBM
®
SPSS
®
software, compute all of the measures of variability you can for height and weight.
8.
Review the following frequency distribution. Create a histogram either by hand or by using some other application such as a Microsoft
®
Excel
®
document.
Class interval
Frequency
90–100
12
80–89
14
70–79
20
60–69
24
50–59
28
40–49
29
30–39
21
20–29
15
10–19
17
0–9
12
9.
A third-grade teacher is looking to improve her students’ level of engagement during group discussions and instruction. She keeps track of each of the 15 third graders’ number of responses every day for 1 week. This information is.
Assignment 2 Tests of SignificanceThroughout this assignment yo.docxrock73
Assignment 2: Tests of Significance
Throughout this assignment you will review mock studies. You will needs to follow the directions outlined in the section using SPSS and decide whether there is significance between the variables. You will need to list the five steps of hypothesis testing (as covered in the lesson for Week 6) to see how every question should be formatted. You will complete all of the problems. Be sure to cut and past the appropriate test result boxes from SPSS under each problem and explain what you will do with your research hypotheses. All calculations should be coming from your SPSS. You will need to submit the SPSS output file to get credit for this assignment. This file will save as a .spv file and will need to be in a single file. In other words, you are not allowed to submit more than one output file for this assignment.
The five steps of hypothesis testing when using SPSS are as follows:
1. State your research hypothesis (H1) and null hypothesis (H0).
2. Identify your confidence interval (.05 or .01)
3. Conduct your analysis using SPSS.
4. Look for the valid score for comparison. This score is usually under ‘Sig 2-tail’ or ‘Sig. 2’. We will call this “p”.
5. Compare the two and apply the following rule:
a. If “p” is < or = confidence interval, than you reject the null.
Be sure to explain to the reader what this means in regards to your study. (Ex: will you recommend counseling services?)
* Be sure that your answers are clearly distinguishable. Perhaps you bold your font or use a different color.
ASSIGNMENT 2(200) WORD MINIUM
1. They allow us to see if our relationship is "statistically significant". (Remember that this only shows us that there is or is not a relationship but does NOT show us if it is big, small, or in-between.)
2. It let's us know if our findings can be generalized to the population which our sample was selected from and represents.
This week you will decide which test of significance you will use for your project. For this class your choices for tests will include one of the following:
· Chi-square
· t Test
· ANOVA
We will be using a process for hypothesis testing which outlines five steps researchers can follow to complete this process:
1. Write your research hypothesis (H1) and your null hypothesis (H0).
2. Identify and record your confidence interval. These are usually .05 (95%) or .01 (99%).
3. Complete the test using SPSS.
4. Identify the number under Sig. (2-tail). This will be represented by "p".
5. Compare the numbers in steps 2 and 4 and apply the following rule:
1. If p < or = confidence interval, than you reject the null hypothesis
Determine what to do with your null and explain this to your reader. Be sure to go beyond the phrase "reject or fail to reject the null" and explain how that impacts your research and best describes the relationship between variables.
TEST QUESTIONS-NEED FULL ANSWERS
Q1
Make up and discuss research examples corresponding to the various ...
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PSYCH 625 Assignment Week 1 Descriptive and Inferential Statistics Worksheet (New Syllabus)
PSYCH 625 Assignment Week 2 Probability and Statistical Analysis Worksheet (New Syllabus)
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PSYCH 625 Assignment Week 1 Descriptive and Inferential Statistics Worksheet (New Syllabus)
PSYCH 625 Assignment Week 2 Probability and Statistical Analysis Worksheet (New Syllabus)
PSYCH 625 MENTOR Knowledge is divine--psych625mentor.comkarthik10037
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PSYCH 625 Assignment Week 1 Descriptive and Inferential Statistics Worksheet (New Syllabus)
PSYCH 625 Assignment Week 2 Probability and Statistical Analysis Worksheet (New Syllabus)
PSYCH 625 Assignment Week 3 Identifying Statistical Tests in the Literature Worksheet (New Syllabus)
PSYCH 625 Assignment Week 4 Comparing Means Worksheet (New Syllabus
FOR MORE CLASSES VISIT
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PSYCH 625 Assignment Week 1 Descriptive and Inferential Statistics Worksheet (New Syllabus)
PSYCH 625 Assignment Week 2 Probability and Statistical Analysis Worksheet (New Syllabus)
PSYCH 625 Assignment Week 3 Identifying Statistical Tests in the Literature Worksheet (New Syllabus)
Psyc 355 Effective Communication / snaptutorial.comHarrisGeorg39
Exam 1 Psych 355
3. A p level of 0.05 corresponds to a confidence level of __________%
4. In a within-groups design where one group is measured twice over time, the appropriate hypothesis test is an:
Data AnalysisResearch Report AssessmentBSBOllieShoresna
Data Analysis
Research Report Assessment
BSB123 Data Analysis
BSB123 Data Analysis
Notes on the Assessment
Covers Topics 1 – 10 i.e. descriptive statistics to Multiple Regression
Assignment is based around the international student recruitment industry looking specifically at students interested in postgraduate studies in USA
All 500 observations on spreadsheet are for international students
Variables are all related to factors which affect chance of being admitted and your job is to analyse this so that the company (GES) can advise future students about what to do and what their chances are of being admitted.
Report is split so that in each section you look at different aspects
You will need to do a summary incorporating elements of all of the parts to make recommendations.
Marks reflect (generally) the amount of work you need to do.
BSB123 Data Analysis
BSB123 Data Analysis
BSB123 Data Analysis
BSB123 Data Analysis
What am I looking for?
Can you select the correct technique / analysis to solve the question
Is that technique correctly and FULLY applied with calculations done correctly
E.g. in a hypothesis test, did you:
Correctly identify the test statistic (Z, T, F, χ2)
Did you include accurate hypotheses and decision rule which are consistent with each other
Were the calculations correct
Did you check to see if the assumptions or conditions of the test held
OR for Descriptive Statistics did you:
Consider all aspects of how you describe data and use the appropriate statistics to do that
Choose correct graph(s) for the type of data
Summarise the results to actually describe what you found – not just quote the stats.
Can you interpret the results – not just make a decision or complete a calculation.
Can you express the result in terms of the question and in a way which is understandable to your audience
In other words you will not get full marks unless you can correctly select the right approach to take for the data given, accurately and fully apply that analysis in a way which logically leads to a conclusion, make the conclusion in terms of the problem presented and then communicate that solution concisely and clearly
BSB123 Data Analysis
BSB123 Data Analysis
Examples from THA 4
H0: ≤ 700
H1: > 700
What is wrong with this?
BSB123 Data Analysis
BSB123 Data Analysis
Include title of analysis – t-Test: Two Sample Assuming Unequal Variances
5
Examples from THA 4
BSB123 Data Analysis
BSB123 Data Analysis
Look at t stat – all wrong – copied from somewhere – multiple students all getting it wrong
P and t test – do one
Used population terminology not sample
P-value – what is it?
6
Hypothesis Test
State the Hypotheses in terms of the parameter (µ,σ,p)
Identify the correct probability distribution (t, z, F, χ2)
Identify level of significance
State decision rule clearly
Use either test statistic method (i.e. in terms of t or z etc) or in terms of p-value. Don’t need to do both.
Decision rule must be consistent wit ...
WEEK 7 – EXERCISES Enter your answers in the spaces pr.docxwendolynhalbert
WEEK 7 – EXERCISES
Enter your answers in the spaces provided. Save the file using your last name as the beginning of the file name (e.g., ruf_week6_exercises) and submit via “Assignments.” When appropriate,
show your work
. You can do the work by hand, scan/take a digital picture, and attach that file with your work.
A sports researcher gave a standard written test of eating habits to 12 randomly selected professionals, four each from baseball, football, and basketball. The results were as follows:
Eating Habits Scores
Baseball Players
Football Players
Basketball Players
34
27
35
18
28
44
21
67
47
65
42
61
Is there a difference in eating habits among professionals in the three sports? (Use the .05 significance level.)
a.
Use the five steps of hypothesis testing.
b.
Sketch the distribution involved.
c.
Determine effect size.
2.
To study the effectiveness of treatments for insomnia, a sleep researcher conducted a study with 12 participants.
Four participants were instructed to count sheep (Sheep Condition), four were told to concentrate on their breathing (Breathing Condition), and four were not given any special instructions. Over the next few days, measures were taken of how many minutes it took each participant to fall asleep. The average times for the participants in the Sheep Condition were 14, 28, 27, and 31; for those in the Breathing Condition, 25, 22, 17, and 14; and for those in the control condition, 45, 33, 30, and 41.
Do these results suggest that the different techniques have different effects?
(Use the .05 significance level.)
a.
Use the five steps of hypothesis testing.
b.
Sketch the distribution involved.
c.
Figure the effect size of the study.
d.
Explain your findings (including the logic of comparing within-group to between-group population variance estimates, how each of these is figured, and the
F
distribution).
High school juniors planning to attend college were randomly assigned to view one of four videos about a particular college, each differing according to what aspect of college life was emphasized: athletics, social life, scholarship, or artistic/cultural opportunities. After viewing the videos, the students took a test measuring their desire to attend this college. The results were as follows:
Desire to Attend this College
Athletics
Social Life
Scholarship
Art/Cultural
68
89
74
76
56
78
82
71
69
81
79
69
70
77
80
65
Do these results suggest that the type of activity emphasized in a college film affects desire to attend that college? (Use the .01 significance level.)
a.
Use the five steps of hypothesis testing.
b.
Sketch the distribution involved.
c.
Figure the effect size of the study.
d.
Explain the logic of what you have done to a person who is unfamiliar with the analysis of variance.
A team of psychologists designed a study in which 12 psychiatric patients diagnosed as having generalized anxiety disorder were randomly assigned to one of three new types of th.
For more classes visit
www.snaptutorial.com
PSYCH 625 Assignment Week 1 Descriptive and Inferential Statistics Worksheet (New Syllabus)
PSYCH 625 Assignment Week 2 Probability and Statistical Analysis Worksheet (New Syllabus)
PSYCH 625 Assignment Week 3 Identifying Statistical Tests in the Literature Worksheet (New Syllabus)
PSYCH 625 Assignment Week 4 Comparing Means Worksheet (New Syllabus)
Reflection essay should be at least 350-400 words.Student resp.docxsimisterchristen
Reflection essay should be at least
350-400 words.
Student responses should reflect critical consideration of the question and interaction with material from the Bible, the textbooks, and other related materials.
APA 6th ed cover page 12 font
Write a reflective essay on how do Bible stories from the past such as those about Samuel, Saul, David, and Solomon help us to understand God today?
.
Reflection is no less than one page, but no more than two pages. (2..docxsimisterchristen
Reflection is no less than one page, but no more than two pages. (2.5 points)
Reflection uses Times New Roman font; 1" margins (2.5 points)
Reflection describes the following:
Key lesson(s) that you learned (individually) as you completed the simulation (10 points)
What you would have done differently had you been the sole decision maker for each of the functional areas. (10 points)
How do you think this would have contributed to the success of your company? In other words, what do think would have been the effects of your decisions?
company : baldwin
finance part of the company
.
More Related Content
Similar to Midterm Exam The purpose of this examination is t
For more course tutorials visit
www.newtonhelp.com
PSYCH 625 Assignment Week 1 Descriptive and Inferential Statistics Worksheet (New Syllabus)
PSYCH 625 Assignment Week 2 Probability and Statistical Analysis Worksheet (New Syllabus)
Part ASome questions in Part A require that you access data from.docxbridgelandying
Part A
Some questions in Part A require that you access data from
Statistics for People Who (Think
T
hey) Hate Statistics
.
This data is available on the student website under the Student Test Resources link.
1.
By hand, compute the mean, median, and mode for the following set of 40 reading scores:
SUMMARY
31
32
43
42
24
34
25
44
23
43
24
36
25
41
23
28
14
21
24
17
25
23
44
21
13
26
23
32
12
26
14
42
14
31
52
12
23
42
32
34
2.
Compute the means for the following set of scores saved as Ch. 2 Data Set 3 using IBM
®
SPSS
®
software. Print out a copy of the output.
Hospital size (number of beds)
Infection rate (per 1,000 admissions)
234
1.7
214
2.4
165
3.1
436
5.6
432
4.9
342
5.3
276
5.6
187
1.2
512
3.3
553
4.1
3.
You are the manager of a fast food store. Part of your job is to report which special is selling best to the boss at the end of each day. Use your knowledge of descriptive statistics and write one paragraph to let the boss know what happened today. Use the following data. Do not use IBM
®
SPSS
®
software to compute the statistics needed; rather, do it by hand. Include a copy of your work.
Special number
Sold
Cost
Huge Burger
20
$2.95
Baby Burger
18
$1.49
Chicken Littles
25
$3.50
Porker Burger
19
$2.95
Yummy Burger
17
$1.99
Coney Dog
20
$1.99
Total specials sold
119
4.
Suppose you are working with a data set that has some different (much larger or much smaller than the rest of the data) scores. What measure of central tendency would you use and why?
5.
For the following set of scores, compute the range, the unbiased and the biased standard deviations, and the variance. Do the exercise by hand.
31, 42, 35, 55, 54, 34, 25, 44, 35
Why is the unbiased estimate greater than the biased estimate?
6.
Use IBM
®
SPSS
®
software to compute all the descriptive statistics for the following set of three test scores over the course of a semester. Which test had the highest average score? Which test had the smallest amount of variability?
Test 1
Test 2
Test 3
50
50
49
48
49
47
51
51
51
46
46
55
49
48
55
48
53
45
49
49
47
49
52
45
50
48
46
50
55
53
7.
This practice problem uses the data contained in the file named Ch. 3 Data Set 3. There are two variables in this data set.
Variable
Definition
Height
Height in inches
Weight
Weight in pounds
Using IBM
®
SPSS
®
software, compute all of the measures of variability you can for height and weight.
8.
Review the following frequency distribution. Create a histogram either by hand or by using some other application such as a Microsoft
®
Excel
®
document.
Class interval
Frequency
90–100
12
80–89
14
70–79
20
60–69
24
50–59
28
40–49
29
30–39
21
20–29
15
10–19
17
0–9
12
9.
A third-grade teacher is looking to improve her students’ level of engagement during group discussions and instruction. She keeps track of each of the 15 third graders’ number of responses every day for 1 week. This information is available in Ch. 4 Data Set 2. Use IBM
®
SPSS
®
software to create a bar chart (one bar .
PSYCH 625 Effective Communication - snaptutorial.comdonaldzs41
For more classes visit
www.snaptutorial.com
PSYCH 625 Assignment Week 1 Descriptive and Inferential Statistics Worksheet (New Syllabus)
PSYCH 625 Assignment Week 2 Probability and Statistical Analysis Worksheet (New Syllabus)
For more classes visit
www.snaptutorial.com
Exam 1 Psych 355
3. A p level of 0.05 corresponds to a confidence level of __________%
4. In a within-groups design where one group is measured twice over time, the appropriate hypothesis test is an:
7. Why do we divide by N-1 rather than by N when estimating a population standard deviation from the sample standard deviation?
For more classes visit
www.snaptutorial.com
Exam 1 Psych 355
3. A p level of 0.05 corresponds to a confidence level of __________%
4. In a within-groups design where one group is measured twice over time, the appropriate hypothesis test is an:
7. Why do we divide by N-1 rather than by N when estimating a population standard deviation from the sample standard deviation?
Complete both Part A and Part B below.Part A.docxladonnacamplin
Complete
both Part A and Part B below.
Part A
Some questions in Part A require that you access data from
Statistics for People Who (Think
T
hey) Hate Statistics
.
This data is available on the student website under the Student Test Resources link.
1.
By hand, compute the mean, median, and mode for the following set of 40 reading scores:
SUMMARY
31
32
43
42
24
34
25
44
23
43
24
36
25
41
23
28
14
21
24
17
25
23
44
21
13
26
23
32
12
26
14
42
14
31
52
12
23
42
32
34
2.
Compute the means for the following set of scores saved as Ch. 2 Data Set 3 using IBM
®
SPSS
®
software. Print out a copy of the output.
Hospital size (number of beds)
Infection rate (per 1,000 admissions)
234
1.7
214
2.4
165
3.1
436
5.6
432
4.9
342
5.3
276
5.6
187
1.2
512
3.3
553
4.1
3.
You are the manager of a fast food store. Part of your job is to report which special is selling best to the boss at the end of each day. Use your knowledge of descriptive statistics and write one paragraph to let the boss know what happened today. Use the following data. Do not use IBM
®
SPSS
®
software to compute the statistics needed; rather, do it by hand. Include a copy of your work.
Special number
Sold
Cost
Huge Burger
20
$2.95
Baby Burger
18
$1.49
Chicken Littles
25
$3.50
Porker Burger
19
$2.95
Yummy Burger
17
$1.99
Coney Dog
20
$1.99
Total specials sold
119
4.
Suppose you are working with a data set that has some different (much larger or much smaller than the rest of the data) scores. What measure of central tendency would you use and why?
5.
For the following set of scores, compute the range, the unbiased and the biased standard deviations, and the variance. Do the exercise by hand.
31, 42, 35, 55, 54, 34, 25, 44, 35
Why is the unbiased estimate greater than the biased estimate?
6.
Use IBM
®
SPSS
®
software to compute all the descriptive statistics for the following set of three test scores over the course of a semester. Which test had the highest average score? Which test had the smallest amount of variability?
Test 1
Test 2
Test 3
50
50
49
48
49
47
51
51
51
46
46
55
49
48
55
48
53
45
49
49
47
49
52
45
50
48
46
50
55
53
7.
This practice problem uses the data contained in the file named Ch. 3 Data Set 3. There are two variables in this data set.
Variable
Definition
Height
Height in inches
Weight
Weight in pounds
Using IBM
®
SPSS
®
software, compute all of the measures of variability you can for height and weight.
8.
Review the following frequency distribution. Create a histogram either by hand or by using some other application such as a Microsoft
®
Excel
®
document.
Class interval
Frequency
90–100
12
80–89
14
70–79
20
60–69
24
50–59
28
40–49
29
30–39
21
20–29
15
10–19
17
0–9
12
9.
A third-grade teacher is looking to improve her students’ level of engagement during group discussions and instruction. She keeps track of each of the 15 third graders’ number of responses every day for 1 week. This information is.
Assignment 2 Tests of SignificanceThroughout this assignment yo.docxrock73
Assignment 2: Tests of Significance
Throughout this assignment you will review mock studies. You will needs to follow the directions outlined in the section using SPSS and decide whether there is significance between the variables. You will need to list the five steps of hypothesis testing (as covered in the lesson for Week 6) to see how every question should be formatted. You will complete all of the problems. Be sure to cut and past the appropriate test result boxes from SPSS under each problem and explain what you will do with your research hypotheses. All calculations should be coming from your SPSS. You will need to submit the SPSS output file to get credit for this assignment. This file will save as a .spv file and will need to be in a single file. In other words, you are not allowed to submit more than one output file for this assignment.
The five steps of hypothesis testing when using SPSS are as follows:
1. State your research hypothesis (H1) and null hypothesis (H0).
2. Identify your confidence interval (.05 or .01)
3. Conduct your analysis using SPSS.
4. Look for the valid score for comparison. This score is usually under ‘Sig 2-tail’ or ‘Sig. 2’. We will call this “p”.
5. Compare the two and apply the following rule:
a. If “p” is < or = confidence interval, than you reject the null.
Be sure to explain to the reader what this means in regards to your study. (Ex: will you recommend counseling services?)
* Be sure that your answers are clearly distinguishable. Perhaps you bold your font or use a different color.
ASSIGNMENT 2(200) WORD MINIUM
1. They allow us to see if our relationship is "statistically significant". (Remember that this only shows us that there is or is not a relationship but does NOT show us if it is big, small, or in-between.)
2. It let's us know if our findings can be generalized to the population which our sample was selected from and represents.
This week you will decide which test of significance you will use for your project. For this class your choices for tests will include one of the following:
· Chi-square
· t Test
· ANOVA
We will be using a process for hypothesis testing which outlines five steps researchers can follow to complete this process:
1. Write your research hypothesis (H1) and your null hypothesis (H0).
2. Identify and record your confidence interval. These are usually .05 (95%) or .01 (99%).
3. Complete the test using SPSS.
4. Identify the number under Sig. (2-tail). This will be represented by "p".
5. Compare the numbers in steps 2 and 4 and apply the following rule:
1. If p < or = confidence interval, than you reject the null hypothesis
Determine what to do with your null and explain this to your reader. Be sure to go beyond the phrase "reject or fail to reject the null" and explain how that impacts your research and best describes the relationship between variables.
TEST QUESTIONS-NEED FULL ANSWERS
Q1
Make up and discuss research examples corresponding to the various ...
FOR MORE CLASSES VISIT
www.psych625mentor.com
PSYCH 625 Assignment Week 1 Descriptive and Inferential Statistics Worksheet (New Syllabus)
PSYCH 625 Assignment Week 2 Probability and Statistical Analysis Worksheet (New Syllabus)
FOR MORE CLASSES VISIT
www.psych625mentor.com
PSYCH 625 Assignment Week 1 Descriptive and Inferential Statistics Worksheet (New Syllabus)
PSYCH 625 Assignment Week 2 Probability and Statistical Analysis Worksheet (New Syllabus)
PSYCH 625 MENTOR Knowledge is divine--psych625mentor.comkarthik10037
FOR MORE CLASSES VISIT
www.psych625mentor.com
PSYCH 625 Assignment Week 1 Descriptive and Inferential Statistics Worksheet (New Syllabus)
PSYCH 625 Assignment Week 2 Probability and Statistical Analysis Worksheet (New Syllabus)
PSYCH 625 Assignment Week 3 Identifying Statistical Tests in the Literature Worksheet (New Syllabus)
PSYCH 625 Assignment Week 4 Comparing Means Worksheet (New Syllabus
FOR MORE CLASSES VISIT
www.psych625mentor.com
PSYCH 625 Assignment Week 1 Descriptive and Inferential Statistics Worksheet (New Syllabus)
PSYCH 625 Assignment Week 2 Probability and Statistical Analysis Worksheet (New Syllabus)
PSYCH 625 Assignment Week 3 Identifying Statistical Tests in the Literature Worksheet (New Syllabus)
Psyc 355 Effective Communication / snaptutorial.comHarrisGeorg39
Exam 1 Psych 355
3. A p level of 0.05 corresponds to a confidence level of __________%
4. In a within-groups design where one group is measured twice over time, the appropriate hypothesis test is an:
Data AnalysisResearch Report AssessmentBSBOllieShoresna
Data Analysis
Research Report Assessment
BSB123 Data Analysis
BSB123 Data Analysis
Notes on the Assessment
Covers Topics 1 – 10 i.e. descriptive statistics to Multiple Regression
Assignment is based around the international student recruitment industry looking specifically at students interested in postgraduate studies in USA
All 500 observations on spreadsheet are for international students
Variables are all related to factors which affect chance of being admitted and your job is to analyse this so that the company (GES) can advise future students about what to do and what their chances are of being admitted.
Report is split so that in each section you look at different aspects
You will need to do a summary incorporating elements of all of the parts to make recommendations.
Marks reflect (generally) the amount of work you need to do.
BSB123 Data Analysis
BSB123 Data Analysis
BSB123 Data Analysis
BSB123 Data Analysis
What am I looking for?
Can you select the correct technique / analysis to solve the question
Is that technique correctly and FULLY applied with calculations done correctly
E.g. in a hypothesis test, did you:
Correctly identify the test statistic (Z, T, F, χ2)
Did you include accurate hypotheses and decision rule which are consistent with each other
Were the calculations correct
Did you check to see if the assumptions or conditions of the test held
OR for Descriptive Statistics did you:
Consider all aspects of how you describe data and use the appropriate statistics to do that
Choose correct graph(s) for the type of data
Summarise the results to actually describe what you found – not just quote the stats.
Can you interpret the results – not just make a decision or complete a calculation.
Can you express the result in terms of the question and in a way which is understandable to your audience
In other words you will not get full marks unless you can correctly select the right approach to take for the data given, accurately and fully apply that analysis in a way which logically leads to a conclusion, make the conclusion in terms of the problem presented and then communicate that solution concisely and clearly
BSB123 Data Analysis
BSB123 Data Analysis
Examples from THA 4
H0: ≤ 700
H1: > 700
What is wrong with this?
BSB123 Data Analysis
BSB123 Data Analysis
Include title of analysis – t-Test: Two Sample Assuming Unequal Variances
5
Examples from THA 4
BSB123 Data Analysis
BSB123 Data Analysis
Look at t stat – all wrong – copied from somewhere – multiple students all getting it wrong
P and t test – do one
Used population terminology not sample
P-value – what is it?
6
Hypothesis Test
State the Hypotheses in terms of the parameter (µ,σ,p)
Identify the correct probability distribution (t, z, F, χ2)
Identify level of significance
State decision rule clearly
Use either test statistic method (i.e. in terms of t or z etc) or in terms of p-value. Don’t need to do both.
Decision rule must be consistent wit ...
WEEK 7 – EXERCISES Enter your answers in the spaces pr.docxwendolynhalbert
WEEK 7 – EXERCISES
Enter your answers in the spaces provided. Save the file using your last name as the beginning of the file name (e.g., ruf_week6_exercises) and submit via “Assignments.” When appropriate,
show your work
. You can do the work by hand, scan/take a digital picture, and attach that file with your work.
A sports researcher gave a standard written test of eating habits to 12 randomly selected professionals, four each from baseball, football, and basketball. The results were as follows:
Eating Habits Scores
Baseball Players
Football Players
Basketball Players
34
27
35
18
28
44
21
67
47
65
42
61
Is there a difference in eating habits among professionals in the three sports? (Use the .05 significance level.)
a.
Use the five steps of hypothesis testing.
b.
Sketch the distribution involved.
c.
Determine effect size.
2.
To study the effectiveness of treatments for insomnia, a sleep researcher conducted a study with 12 participants.
Four participants were instructed to count sheep (Sheep Condition), four were told to concentrate on their breathing (Breathing Condition), and four were not given any special instructions. Over the next few days, measures were taken of how many minutes it took each participant to fall asleep. The average times for the participants in the Sheep Condition were 14, 28, 27, and 31; for those in the Breathing Condition, 25, 22, 17, and 14; and for those in the control condition, 45, 33, 30, and 41.
Do these results suggest that the different techniques have different effects?
(Use the .05 significance level.)
a.
Use the five steps of hypothesis testing.
b.
Sketch the distribution involved.
c.
Figure the effect size of the study.
d.
Explain your findings (including the logic of comparing within-group to between-group population variance estimates, how each of these is figured, and the
F
distribution).
High school juniors planning to attend college were randomly assigned to view one of four videos about a particular college, each differing according to what aspect of college life was emphasized: athletics, social life, scholarship, or artistic/cultural opportunities. After viewing the videos, the students took a test measuring their desire to attend this college. The results were as follows:
Desire to Attend this College
Athletics
Social Life
Scholarship
Art/Cultural
68
89
74
76
56
78
82
71
69
81
79
69
70
77
80
65
Do these results suggest that the type of activity emphasized in a college film affects desire to attend that college? (Use the .01 significance level.)
a.
Use the five steps of hypothesis testing.
b.
Sketch the distribution involved.
c.
Figure the effect size of the study.
d.
Explain the logic of what you have done to a person who is unfamiliar with the analysis of variance.
A team of psychologists designed a study in which 12 psychiatric patients diagnosed as having generalized anxiety disorder were randomly assigned to one of three new types of th.
For more classes visit
www.snaptutorial.com
PSYCH 625 Assignment Week 1 Descriptive and Inferential Statistics Worksheet (New Syllabus)
PSYCH 625 Assignment Week 2 Probability and Statistical Analysis Worksheet (New Syllabus)
PSYCH 625 Assignment Week 3 Identifying Statistical Tests in the Literature Worksheet (New Syllabus)
PSYCH 625 Assignment Week 4 Comparing Means Worksheet (New Syllabus)
Reflection essay should be at least 350-400 words.Student resp.docxsimisterchristen
Reflection essay should be at least
350-400 words.
Student responses should reflect critical consideration of the question and interaction with material from the Bible, the textbooks, and other related materials.
APA 6th ed cover page 12 font
Write a reflective essay on how do Bible stories from the past such as those about Samuel, Saul, David, and Solomon help us to understand God today?
.
Reflection is no less than one page, but no more than two pages. (2..docxsimisterchristen
Reflection is no less than one page, but no more than two pages. (2.5 points)
Reflection uses Times New Roman font; 1" margins (2.5 points)
Reflection describes the following:
Key lesson(s) that you learned (individually) as you completed the simulation (10 points)
What you would have done differently had you been the sole decision maker for each of the functional areas. (10 points)
How do you think this would have contributed to the success of your company? In other words, what do think would have been the effects of your decisions?
company : baldwin
finance part of the company
.
Reflecting on Personal Identity and Global CitizenshipReview the .docxsimisterchristen
Reflecting on Personal Identity and Global Citizenship
Review the
Global Education and Global Citizenship
video and read the article “
A Model of Global Citizenship: Antecedents and Outcomes
” by Stephen Reysen and Iva Katzarska-Miller. Please take some time to reflect on how the concept of global citizenship has shaped your identity and respond to the following prompts:
Based on the video, explain the importance of educating others on global citizenship.
Address each of the following outcomes of global citizenship as they pertain to the development of your own identity: intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and the level of responsibility to act for the betterment of this world (found in the article). Explain how your environment influences these outcomes.
Provide at least two personal examples or events in your life that illustrate the development of global citizenship based on the outcomes.
Analyze how your general education courses influenced you to become a global citizen.
Demonstrate critical thinking by accurately interpreting the evidence (scholarly sources) provided.
Your paper
Must be 750 – 1,000 words in length (excluding title and reference pages) and formatted according to APA style as outlined in the
Ashford Writing Center
.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must cite at least the two sources used for this assignment.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
Required Resources
Articles
Austin, M. W. (2011, April 13).
The value of general education
[Blog post]. Retrieved from https://www.psychologytoday.com/blog/ethics-everyone/201104/the-value-general-education
In this article, the author gives some reasons that support the importance of general education courses. The reasons for general education courses include: helping a student become a better citizen; increasing critical thinking skills; and providing students with a broad and deep education.
Dowd, M. (2015).
What is the purpose of taking general classes for a college degree?
Retrieved from http://education.seattlepi.com/purpose-taking-general-classes-college-degree-1876.html
In this article, the author explains the importance of breadth of learning. General education courses encompass several areas of study (social sciences, math, science, humanities and nature), which will help prepare students to think more analytically, consider many views on a topic and value cultural differences when they begin their advanced study courses.
Lewis, H. R. (2008).
A core curriculum for tomorrow's citizens
.
Education Digest
,
73
(5), 47-50. Retrieved from https://www.eddigest.com/
The full-text version of this article can be accessed through the.
Reflecting on Personal Identity and Global CitizenshipReview the.docxsimisterchristen
Reflecting on Personal Identity and Global Citizenship
Review the
Global Education and Global Citizenship
video and read the article “
A Model of Global Citizenship: Antecedents and Outcomes
” by Stephen Reysen and Iva Katzarska-Miller. Please take some time to reflect on how the concept of global citizenship has shaped your identity and respond to the following prompts:
Based on the video, explain the importance of educating others on global citizenship.
Address each of the following outcomes of global citizenship as they pertain to the development of your own identity: intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and the level of responsibility to act for the betterment of this world (found in the article). Explain how your environment influences these outcomes.
Provide at least two personal examples or events in your life that illustrate the development of global citizenship based on the outcomes.
Analyze how your general education courses influenced you to become a global citizen.
Demonstrate critical thinking by accurately interpreting the evidence (scholarly sources) provided.
Your paper
Must be 750 – 1,000 words in length (excluding title and reference pages) and formatted according to APA style as outlined in the
Ashford Writing Center
.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must cite at least the two sources used for this assignment.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
.
Reflecting on the movie we watched in class, 12 Angry Men, please ad.docxsimisterchristen
Reflecting on the movie we watched in class, 12 Angry Men, please address the following prompts:
1. Summarize the nature of the conflict between the jurors.
2. Describe the TRIP goals exhibited by the various jurors during the conflict.
TRIP goals: Topic goals-emerge as different ideas about what to do, what decisiond to make, where to go, how to allocate resources, or other externally objectifiable issues.
Relational goals-how each party wants to be treated by the other and the amout of interdependece they desire.
Identity goals-face saving, the key question is who am I in this particular interaction. As conflct increase in intensity, the parties shift to face saving as a key goal.
Process goals- The key question is what commmunication process would work best? Many times people disagree about how to formally or informally conduct a conflict.
3. What were some of the barriers to reaching a verdict/resolving the conflict?
4. How were the jurors ultimately able to move past those barriers?
The paper should be a minimum of three pages long and apply the theories we have covered in class.
.
Reflect on your understanding of the relationship between thinking a.docxsimisterchristen
Reflect on your understanding of the relationship between thinking and language.
Answer the following questions in 100 words each:
How do individuals acquire and develop language?
How do you personally communicate your thoughts and how did you learn to do so?
Based on your own experiences, what are some symbols (e.g., letters of the alphabet) people use to communicate?
Explain how you think these symbols are related to critical thinking?
The assignment will be graded according to the following criteria:
Clarity: The intent of the writer is clear.
Logic: The answer makes sense.
Answers question: The questions are addressed fully.
Mechanics: Answers contain proper punctuation and grammar.
.
Reflect on your experiences during research processes and MLA style.docxsimisterchristen
Reflect on your experiences during research processes and MLA style
Topic:
MLA Research Style
Write a two page essay to address the following elements:
Briefly discuss your experiences in completing research assignments prior to taking this course.
Discuss your understanding and the challenges of the research process this term.
Discuss your understanding and the challenges of researching a topic, creating works cited entries, and creating in-text citations.
Discuss your concerns about the research process as you prepare for your next Composition course.
Format:
2 pages
Size 12 print
Times New Roman font
Double space (all lines)
Heading in top left corner (double spaced)--your name, course name, my name, date
Effective and original title (five words or more)
No bold print, italics, underlining, or quotation marks for emphasis
Use essay format (introduction, body, and conclusion).
Use paragraph format and complete sentences.
NO PLAGIARISM
.
Reflect on what you learned in regards to mission statements.1) Di.docxsimisterchristen
Reflect on what you learned in regards to mission statements.
1) Discuss the importance of a mission statement. Imagine that you just opened a Human Services program for the homeless population in your community. Write a mission statement with goals and objectives that would explain the purpose of your program.
2) Discuss how your mission will assist your organization in achieving their goals and objectives.
(Remember to support your statements with appropriate scholarly resources)
.
Reflect on the following for your 1-page journal reflection. As a ma.docxsimisterchristen
Reflect on the following for your 1-page journal reflection. As a manager, you may encounter people from many different countries, each of whom have different perspectives based on their own unique combination of characteristics. Think about a culture from outside of the United States that you may have encountered, and that you would like to learn more about. What are some strategies you can use to learn more about this culture?
.
Reflect on what you have learned in this course.What future concer.docxsimisterchristen
Reflect on what you have learned in this course.
What future concerns are likely to impact public health?
How do you see global health concerns impacting your community?
How can you apply what you have learned in this course to your current practice?
APA Format
Nies, M. A., & McEwen, M. (2015).
Community/Public health nursing: Promoting the health of populations
(6th ed.). St. Louis, MO: Saunders/Elsevier.
Chapter 15: Globalization and International Health
Kulbok, P. A., Thatcher, E., Park, E., & Meszaros, P. S. (2012). Evolving public health nursing roles: Focus on community participatory health promotion and prevention.
Online Journal of Issues in Nursing, 17
(2), 1. doi:10.3912/OJIN.Vol17No02Man01.
Click here to retrieve.
:
.
Reflect on this semester as it is coming to an end. Please summariz.docxsimisterchristen
Reflect on this semester as it is coming to an end. Please summarize in complete detailed paragraphs how your semester went looking at the context of your classes, your social life, and the things you have accomplished. Also reflect on what you plan to do next semester to improve your situation or to fully engage as a college student.
.
Reflect on the University Personal Development. What impediments.docxsimisterchristen
Reflect on the University
Personal Development
. What impediments to personal development do criminal and immoral acts cause against individuals? What impediments to personal development do criminal and immoral acts cause against societal development?
Personal Development.The University
stresses the development of every person's mind, spirit, and body for a balanced life. All members of the University community must demonstrate their commitment to personal development to help strengthen the character of our community.
.
Reflect on an experience when you interacted with someone from anoth.docxsimisterchristen
Reflect on an experience when you interacted with someone from another nation, ethnicity, religious affiliation, or political affiliation and you detected deep, underlying assumptions that were different from your own. Describe that interaction. Through what clues did the individual's deep, underlying assumptions become apparent to you? How did you react? In retrospect, what does that experience reveal to you about your own deeply held assumptions? (125 Words)
.
ReferencesAssignment Submit a reference list showing your r.docxsimisterchristen
References
Assignment:
Submit a reference list showing your research for the Environmental Issues Project
(My topic is to drill or not to drill
). The reference list should have a minimum of 6 sources and follow the APA format. You reference list can include citations from articles, your textbook, books, magazines, interviews, the Internet, etc. Make sure that the list is in alphabetical order.
Here is my submission for the project:
Pollution has been a major factor to the surrounding because most of the time many hazards such as; health problems, global warming, soil erosion among others have resulted due to the same fact. However, several factors cause the stated problems, and these include: noise, cutting down on trees, oil or chemical spills, wastes (Whitacre, 2012) Therefore, the following paper will put the focus on oil spills and the effect on the environment.
Oil spills may take place as a result of the bursting of the pipes that transport oil or spills from the oil tanks. Spillage might end up on water bodies being used by the marine animals and even on land leading to great destructions. For that reason, inspections are always being done each and every day on the tanks and pipes containing oil so as to make sure that no leakage is reported.
·
Alphabetize your sources. Make sure there are sources representing both sides of the issue.
Your references must match your intext citations
Examples of how I want your references done
Lamb, G
. (
2005, September 27
).
Science and politics: a dangerous mix.
Christian Science Monitor
,
97
(213
), 11-13.
Retrieved April 10, 2016
,
from Academic Search Premier database.
Link to article
Pielke Jr., R. (2006, Spring2006). When Scientists Politicize Science.
Regulation
,
29
(1), 28-34. Retrieved April 10, 2016, from Business Source Complete database.
Link to article
Author last name is always
first (this is how they are put in order)
Date of publication
Name of article and publication
DATE IT WAS RETRIEVED BY YOU
From where it was retrieved and the link
.
Referenced from American Literature Since the Civil War. Create.docxsimisterchristen
Referenced from:
American Literature Since the Civil War
. Create ed. McGraw-Hill, 2015. E-book.
Ernest Hemingway: Author Bio
Ernest Hemingway: Big Two-Hearted River: Part I and Part II
ee cummings:
I carry your heart with me ( I carry it in my heart)
ee cummings
:
Buffalo Bill's defunct
ee cummings
:
In just spring
T. S. Eliot: Author Bio
T. S. Eliot: The Love Song of J. Alfred Prufrock
TS Eliot:
The Hollow Men
Part I:
Identify three symbols in the readings from this week and discuss what you think those symbols mean in the context of the story or poem in which they are found.
Part II:
Based on Hemingway and TS Eliot, what are your impressions of the "Modern Man"?
Part III:
Share a web-based resource that you located that gave you more information about one of our readings this week, about Modernism, about WWI or about a specific author we covered. It could be a video or a website with text. Explain how the source contributed to your understanding. Is it the kind of source you could use in a literary essay, or is it better for 'preliminary research' and overall understanding, but not appropriate for academic use? Why?
Initial discussion should be at least 200 words. It must include MLA citations – both in-text and an end citation.
Citations are not counted as part of your 200 word count requirement
.
Refer to the project from your local community or state that you des.docxsimisterchristen
Refer to the project from your local community or state that you described in Week 8, Discussion 1. You have learned that the unk-unk mind-set necessitates team management and creates a culture of encouraging problem reporting, valuing diversity, and utilizing social cohesion.
Write a one to two (1-2) page paper in which you:
Describe to your project sponsor how you intend to develop and implement an infrastructure of your project's management systems, focusing on at least two (2) significant unk-unks.
Prepare a communication on how your project team uses social cohesion as it implements an infrastructure of one (1) of the five (5) areas of management systems.
Use at least two (2) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
.
Recruitment Methods  Please respond to the followingDevelop a b.docxsimisterchristen
Recruitment Methods" Â Please respond to the following:
Develop a brief plan to recruit for 20 nursing positions for your organization, using both internal and external recruiting sources. Justify the different resources you will use for this plan. Provide specific examples to support your rationale.
Analyze two ethical and legal considerations in using standardized interviews or employment tests that assess aptitude, attitude, honesty, and personality during the selection process. Provide specific examples to support your rationale.
.
Recommended Pages 5Style MLACitations Have a works cited page.docxsimisterchristen
Recommended Pages: 5
Style: MLA
Citations: Have a works cited page at the end of your essay and at least three citations.
Thesis: For this essay the general statement and the specificity will be chosen for you, but you will
need to find the depth on your own.
Scenario:
You are the foreman of a large nuclear bomb shelter that can sustain 100 people for 100 years. A
nuclear war has begun and 97 of the people who were supposed to come to this bomb shelter have
come, but three slots remain open. There are a number of people on the waiting list to be allowed
admittance into the bomb shelter. You will be given which three to save and you must write an essay
explaining why these three people were allowed into the shelter. You will research every factor of your
people including their jobs, diseases, social circumstances, and anything else that will add weight to
your argument. You will also spend some time explaining why you did not choose other more obvious
choices. You may assume your shelter has 10 million dollars in resources.
Bios
A.
Bradley Stevens
Age: 36
Sex: M
Occupation: HVAC Repairs
Family: Henry Stevens (son), Emily Stevens (Ex-wife)
In addition to his air conditioning mechanics, Bradley also has basic carpentry skills and has a
beginner’s pilot license. He completed an associate’s degree in Air conditioning repair at Denver
community college. He no longer lives with his son but is willing to raise him if the two are
admitted into the shelter. Bradley has one domestic battery conviction and served six months in
prison and two years of probation. He is mildly overweight, wears corrective lenses, but is in
good health.
B.
Emily Stevens
Age: 32
Sex: F
Occupation: None
Family: Henry Stevens (son), Bradley Stevens (Ex-husband)
Emily has some amateur gardening skills. She dropped out of college after two years. She has
five years of experience as an administrator’s assistant but has not worked for three years. Emily
lives with her son, Henry, and would prefer to live with him. Emily has no criminal record. She is
in good physical shape, and in good health. She has been diagnosed with severe depression
three years ago and takes anti-depressant medication.
C.
Henry Stevens
Age: 12
Sex: M
Occupation: None
Family: Bradley Stevens (Father), Emily Stevens (mother)
Henry is a grade school student. His aptitude tests are average and his grades are usually below average. He has two years of experience as a cub scout and has learned several camping and survival tactics. Henry will have to live with a guardian and prefers his mother, but will not require as many meals as a full grown adult. Henry has been diagnosed with ADD and has had
difficulty with his schoolwork. He has no other illnesses or diseases.
D.
Geoffrey Augustus
Age: 34
Sex: M
Occupation: Physics Instructor
Family: None
Geoffrey has advanced knowledge of physics and has a five year background as an engineer. He has a Masters in Science for engineering and a Bachelor’s degree in physics. He h.
Reducing Communication BarriersIdentify what techniques you can im.docxsimisterchristen
Reducing Communication Barriers
Identify what techniques you can implement to improve the likelihood that your communications will be received and understood as you intended. Can you identify and reduce the likelihood of barriers interfering with the communication? Give examples. Use at least one resource to support your key points.
Intercultural Communication Competence
Critically examine your personal level of intercultural communication competence. Is it important for you to achieve a certain level of intercultural communication competence? Would enhanced intercultural communication competence help you personally? Professionally? Academically? Include examples in your submission and use at least one resource to support your key points.
.
Red-green color blindness in humans is an example of __________..docxsimisterchristen
Red-green color blindness in humans is an example of __________.
Incomplete dominance
Codominance
Polygenic traits
Pedigree
Human Genome Project
SCID
Cloning
Therapeutic cloning
GMO
Codon
A.
Determined nucleotide base sequence and location of genes
B.
Determines bone size and structure
C.
Two different alleles of a gene are expressed
D.
Immune disorder being treated with gene therapy
E.
Sequence of mRNA that codes for an amino acid
F.
Family tree that allows inheritance of traits
G.
Using stem cells to produce healthy tissues to treat degenerative diseases
H.
Flower color of snapdragons
I.
Nucleotide sequence of tRNA
J.
Transgenic organism
K.
Making an exact copy of an organism
What are the chances that a hemophiliac male and an unaffected, non-carrier female could have a baby that is a hemophiliac male?
.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Digital Tools and AI for Teaching Learning and Research
Midterm Exam The purpose of this examination is t
1. Midterm Exam
The purpose of this examination is to practice using SPSS to
analyze the data. You should attempt each of the questions
detailed on the following pages. You will need to have read
through the provided materials in the class
first to familiarize yourself with its contents and revise
the various statistical procedures covered.
There are a number of parts to this exercise.
· In Part A, you are asked to create your own data file and to
perform analyses on this data file.
· In Part B, you will be asked to interpret some output generated
by SPSS.
· In Part C, you will be using the data file attached in mid-term
dropbox. Full details of this data file is also included in the
dropbox, and you should read through this section thoroughly
before beginning. This is a real data file that is condensed from
data collected by Postgraduate Diploma of Psychology students.
· In Part D, you will estimate sample size by using G*power.
The following rules apply for this assignment:
· If applicable, answer the question under three headings.
1. SPSS syntax
2. Necessary SPSS output
3. Interpretation and/or conclusion of your analysis
· Organize your work in a reasonably neat and coherent way.
Work scattered all over the page without a clear ordering will
receive very little credit.
· Only necessary output from the SPSS software should be in
the submitted exam.
· You are required to work INDIVIDUALLY.
2. · Justification does not include hundreds of pages of computer
output with hopes you covered all aspects. Justification is a
well thought out and well-articulated rationale for what you do!
Do not JUST SUBMIT SPSS OUTPUTS or CODES
Part A
Sample questionnaire
1. Sex
___ Male ___ Female
2. Age in years __________
3. Education level (please indicate the highest level of
schooling that you completed)
_____ Year 10 _____ Year 12 ______ University or
College
4. Are you currently on a diet to lose weight?
____ Yes ____ No
Mastery Scale
Please indicate how much you either agree or disagree with each
of the following statements.
Write a number from 1 to 4 on the line next to each statement.
strongly disagree 1 2 3 4 strongly
agree
1. ______ I have little control over the things that happen to me
2. ______ I can do just about anything I really set my mind to
3. ______ There is really no way I can solve some of the
problems I have
4. ______ There is little I can do to change many of the
important things in my life
5. ______ What happens to me in the future mostly depends on
me
6. ______ I often feel helpless in dealing with the problems of
life
7. ______ Sometimes I feel that I'm being pushed around in life
1. Prepare a codebook for this questionnaire, detailing each of
the variable names and codes to be used to prepare the data for
3. entry into SPSS
. (3 points)2. Using the
codebook you developed, describe how you would create value
labels for Question 3 (Education level). Describe the steps you
would use in SPSS.
(3 points)
3. Using SPSS, create a new data file for this questionnaire.
Enter some pretend data in this data file (for at least five cases).
(3
points)4. It is important to check your data set for errors
before conducting your major analyses.
(a) Describe how you would go about doing this using SPSS. In
particular, how would you identify cases that had values that
did not fall in the range of possible values for a particular
variable?
(3 points)
(b) Perform a check for errors on your pretend data file. Correct
any errors you find.
(3 points)
5. Using your pretend data file, calculate total scale scores for
the Mastery scale used in the questionnaire (make sure you
reverse the negatively worded items first). High scores on the
Mastery scale should represent high levels of mastery. Report
the mean and standard deviation for the Mastery scale.
(3 points)
6. Create a new variable by recoding the responses to Question
3 (education level) so that there are only two groups (Yr 10 and
Yr 12 = 0; University/College = 1).
(3 points)
7. Create a new age group variable (agegp4) that breaks the
sample into 4 groups:
18-25yrs = 1, 26-45yrs =2, 46-60yrs = 3, 61yrs and above = 4.
Remember to attach value labels to describe what each value in
4. the new variable represents.
(6 points)
Part B
1. A market researcher is interested in the coffee drinking habits
of males and females. He asks a sample of male and female
office workers to record the number of cups of coffee they
consume during a week.
(a) Which statistical technique could the researcher use to
determine if males and females differ in terms of the number
of cups of coffee consumed in a week? Explain why you have
chosen this technique.
(6 points)
(b) What assumptions should you check for when using the
technique that you chose in question 2(a) above.
(3 points)
2. The following output was obtained using SPSS.
Coefficientsa
Model
Unstandardized Coefficients
Standardized Coefficients
t
Sig.
B
Std. Error
Beta
1
(Constant)
-11.823
5. 8.806
-1.343
.198
hours spent revising
.551
.171
.456
3.226
.005
anxiety
.104
.058
.179
1.796
.091
A-level entry points
1.989
.469
.581
4.239
.001
a. Dependent Variable: exam score
(a) Which parametric statistical technique was used to obtain
this output?
(3 points)
(b) What research question/s could be addressed using this
output?
(3 points)
(c) Interpret this output in terms of the research question/s you
gave in question 3(b), above.
(3 points)
3. A researcher is interested in assessing the impact of a number
6. of changes in a public health department on the job satisfaction
of employees. Before the changes are implemented the
researcher distributes a questionnaire to a sample of employees,
which measures their attitudes to their work and their overall
job satisfaction. The same questionnaire is distributed to the
same group of employees one month after the workplace
changes were implemented and again three months later.
(a) Which parametric statistical technique could the researcher
use to see if workers’ job satisfaction levels had changed across
the three time periods measured? Briefly justify your answer.
(3 points)
(b) What non-parametric technique (if any) could be used to
explore this question?
(3 points)
Part C
In this part, you will need to open the data file that accompanies
in dropbox folder
,
survey.sav. Details of the questionnaire, the scales
used, and the codebook are provided in dropbox.
1. Using the
survey.sav data file, report the descriptive statistics for
gender, age, marital status, and education level. Write up the
results of these descriptive statistics as they would appear in the
Method section of a research article.
(6 points)
2. (
Bonus Question) It is essential to check the reliability
of scales used in your study. Check the Cronbach alpha values
7. for the following scales: (
4 points)
(a) Mastery scale
(b) Life Satisfaction scale
(c) Perceived Control of Internal States scale
(d) Perceived Stress scale
3. A researcher is interested in exploring the possibility of
gender differences in levels of perceived stress (total score)
controlling for age (in years as continuous).
(a) Perform the appropriate statistical analysis to address this
question. Be sure to check that you have not violated any
assumptions.
(3 points)
(b) Report the conclusions
(
6 points)
4. The same researcher is interested in exploring the
relationship between perceived control (tpcoiss) and life
satisfaction. She suspects that higher levels of perceived control
would be associated with greater life satisfaction.
(a) Perform whatever analyses you feel are appropriate to
address this question (including assumption testing if
applicable).
(3 points)
(b) Describe the analyses you performed and report on these
analyses and the results, as you would in a research report.
(3 points)
5. A researcher is interested in exploring the effect of sex and
age group (age as categorical variable) on Life Satisfaction
scores.
(a) Using the sex and agegp3 variables, perform the appropriate
analyses to address this question. For this particular question, it
is not necessary to show assumption testing.
8. (3 points)
(b) Report the conclusions
(
6 points)
Part D
Using G power, estimate the sample size for following scenario.
A community health worker wants to compare two intervention,
A and B, for reduction of stress due to COVID pandemic. He
hypothesizes that intervention A (Group 1) will be better than
intervention B (Group 2), in terms of overall stress reduction.
He plans to get a match paired sample of participants from his
community and randomly assign them to one of the two
interventions. He decides to do matching based on demographic
variables. At the end of the experiment, which lasts 2 weeks, a
total PSS (total perceived stress score) will be estimated on
each participant. He also expects that the average difference in
total perceived stress score between the two groups will be
about 5 points. Furthermore, she also assumes the standard
deviation of total stress score for intervention A to be 5 and the
standard deviation for intervention B to be 8. The community
health worker wants to know the number of subjects needed
in each group and total sample size assuming equal
sized groups with 95% power. (Hint: Use G power to estimate
the total sample size. Also assume the correlation between
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6 points)
6
-1-
9. Mandatory internal control and earnings management
Zilong Songa**, Ying Liua*,**, and Jiaxin Wang b
aSchool of Accounting, Nanjing University of Finance and
Economics, Nanjing, China; bSchool of Accounting,
Zhongnan University of Economics and Law, Wuhan, China
ABSTRACT
This paper examines whether the mandatory implementation of
an internal
control system influences listed firms’ earnings management in
China. We
use firms that are mandated for implementing internal control as
the treat-
ment group, and firms that do not implement internal control as
the control
group. We find that the mandatory implementation of an
internal control
system results in an increase in both real and accrual-based
earnings man-
agement. We also find that the extra institutional compliance
cost induced
by implementing a mandatory internal control system was the
main cause of
the increase in earnings management. Our conclusions thus
provide empiri-
cal evidence that differs from that on the developed market
regarding the
research about mandatory internal control and earnings
management.
KEYWORDS
Mandatory internal control
system; accrual-based
earnings management; real
10. earnings management
JEL
G38; D82; M41
1. Introduction
Along with the enactment of the Sarbanes-Oxley Act in the
United States in 2002, mandatory internal
control systems became the worldwide mainstream in corporate
internal control practices. Under the
influence of globalization, China’s internal control system has
undergone a transition from voluntary
to mandatory implementation. To fully implement an internal
control system in the Chinese listed
firms, the Ministry of Finance (MoF) of China and the China
Securities Regulatory Commission
(CSRC) jointly formulated the “Announcement on Implementing
Internal Control System for the
Main Board Listed Companies by Categories and Batches”
(hereafter referred to as the
“Announcement”). The “Announcement,” stipulates that all
listed companies on the Main Board
should establish an internal control system from 2012 onward.
However, given the costly expenses
involved in the construction of an internal control system, and
the differences in the nature of the
property rights and the economic basis of the listed companies
in China, the government decided to
implement the mandatory internal control system by categories
and batches.1
While the promulgation of the “Announcement” undoubtedly
had a critically positive effect on the
listed firms’ implementation of an internal control system, it is
noteworthy that, against this backdrop,
12. earnings management strategies, the traditional theories do not
apply to the Chinese context. This is
because mandatory internal control could impose heavy
institutional compliance costs upon firms,
which is confirmed by a substantial amount of research (Kinney
and Shepardson 2011). The excessive
compliance costs might impose excessive cost pressure on firms
(Iliev 2010), and cause firms to change
their earnings management strategies. This is especially factual
in China, as the Chinese economy is
currently undergoing a structural adjustment and thus its market
competition is extremely intense,
which strongly stimulates firms’ incentives to pursue financial
performance.
This study explores the effect of the implementation of a
mandatory internal control system on the
firms’ earnings management in the Chinese context. Taking the
promulgation of the “Announcement”
as the exogenous event, we test this effect using a difference-in-
difference (DID) method and a unique
panel data set from 6,981 publicly traded A-share main board
firm-year observations for the years
2009–2014 in China. We find that the promulgation of the
“Announcement” indeed resulted in the
increase in both real and accrual-based earnings management.
We also find that the extra institutional
compliance cost induced by implementing a mandatory internal
control system was the main cause of
the increase in earnings management.
This study contributes to related literature in three ways. First,
this paper extends the internal
control literature by enriching the research regarding the
economic consequences of mandatory
internal control. Second, this study complements the earnings
13. management literature that focuses
on the incentives of firms to evade monitoring and on the
substitutional relationship between real and
accrual-based earnings management. Third, by analyzing the
peculiarities of emerging economies, this
paper adds to the literature regarding public policy assessment.
Due to the differences between China
and Western countries, the internal control system formulated in
the “Announcement” in China is
quite different from that formulated under the framework of the
SOX Act of the United States. In
particular, the mandatory internal control system in China was
implemented by categories and
batches, which makes the research setting more interesting and
distinct. These differences make the
implementation mode and the economic consequences of the
Chinese internal control system
different from those in the US. We are thus the first to find that
the mandatory internal control
system in China, instead of acquiring its intended effects on
improving earnings quality, leads to firms’
distorted reporting behavior and a lower earnings quality.
Therefore, it is more accurate and practical
to consider the context-specific peculiarities when assessing
such mandated public policies.
The remainder of this paper is structured as follows: First, we
present a review of related literature
and develop hypothesis. Next, we describe our research method
and present the results of our analyses.
Finally, we provide conclusions and discuss implications.
2. Literature and Hypothesis
The extant research on mandatory internal control focuses on
the issue of the cost-benefit induced by
14. the system. Iliev (2010), for example, documents a positive
relationship between the SOX implemen-
tation and earnings quality. However, since implementing the
SOX regulations requires a substantial
number of expenses, primarily including the control system
development and maintenance, system
implementation and supervision, and internal control audit fees,
etc., others argue that a common
problem of mandatory internal control is how to balance the
relationship between implementation
costs and the enterprise development (Iliev 2010). Moreover,
Kinney and Shepardson (2011) point out
that the cost burden caused by the SOX Section 404 has a
greater impact on small companies.
Consequently, the issue of cost-benefit as it relates to
mandatory internal control remains unsolved.
In the sense that the implementation criteria have become more
standardized, and the scope of the
implementation has been expanded, the nature of China’s
internal control system has been trans-
formed from an inducing to a compulsory system. This is
reflected in the transition from the voluntary
implementation encouraged by the “Basic Standards for
Corporate Internal Control” (hereafter: the
“Standards”) in 2008 to the mandatory implementation
stipulated in the “Announcement” in 2012.
The supervision and penalties for inadequate implementation
have become simultaneously stricter.
3440 Z. SONG ET AL.
This transitional process could be justified by the mandatory
institutional transition hypothesis in the
15. institutional economic theory. Specifically, the government’s
intervention into policy implementation
could mitigate the problem of insufficient institutional supply
caused by an institutional transition that
is inducing, albeit not regulatory (Lin 1989).
However, such governmental intervention might have opposite
effects. One of such effects is the
excessive costs caused by mandated policy implementation. As
Iliev (2010) points out, “Section 404
costs and regulatory burden are far beyond what Congress
intended and well in excess of the benefits to
shareholders and management,” a mandatory institutional
arrangement does impose excessive costs to
firms. Related studies additionally confirm that mandatory
internal control causes substantial institu-
tional compliance costs. The 2004 Financial Executives
International Survey showed, for example, that
the average compliance cost of the SOX Act of the American
listed firms was approximately USD
4.36 million per year,2 which dramatically exceeded the USD
0.91 million3 that was originally
estimated by the US Securities and Exchange Commission
(SEC). Other research indicates that the
SOX Section 404 increased firms’ audit fees significantly
(Kinney and Shepardson 2011). In addition,
Kinney and Shepardson (2011) find that the implementation of
the SOX Section 404 (b) imposes
a heavier burden of audit costs on small companies, which
seriously hinders the growth of such
enterprises.
As a mandatory institutional arrangement, the “Announcement”
could bring about extra institu-
tional compliance costs (Iliev 2010), including explicit and
hidden costs. The “explicit cost” refers to
16. the actual expenses that firms incur by implementing a
mandatory internal control system; this
includes the cost of designing and implementing the system,
such as the fees paid to internal control
consulting organizations, the operation and maintenance costs
of an information system, and the
labor costs of relevant personnel. Internal control audit and
information disclosure costs are impor-
tant constituents of the explicit costs as well (Maher and Weiss
2010). The “hidden cost” refers to the
opportunity cost of a firms’ loss; this includes such things as
the decision-making mistakes caused by
an increasingly complicated process, the decrease in employee
initiative and work enthusiasm caused
by over-monitoring, and the decline in work efficiency caused
by employees’ resistance to strict
control. Although difficult to measure by accounting numbers,
these hidden costs have a negative
impact on corporate performance.
Specifically, the institutional compliance costs are reflected in
the internal control implementation
process. On the one hand, although mandatory internal control
helps to improve business manage-
ment security, the management is more concerned about the
extra costs, including the service fees for
purchasing technology, internal control audit fees, and the
implementation and maintenance fees of
the system. These costs typically require additional budget for
which it is difficult to generate
significant benefits in the short term, and thus would reduce
managerial performance. On the other
hand, from the employee perspective, many of them have some
opposition to the mandatory internal
control system. Since internal control requires strict approval
and monitoring of the employees’
17. operations, it typically reduces work satisfaction, leads to a
decline in labor productivity, and thus
increases the hidden costs for the system. The employees may
additionally consider the imposed
business management security to be contradictory to the
convenience of routine work. This is
particularly true in transitional economies, where the suspicion
of internal control exists overwhel-
mingly in the employees’ mind-set.
Given the deleterious effects, the extra institutional compliance
costs would be an essential concern
of the management. Since extra costs could undermine corporate
financial performance and thus
managerial performance, the performance-sensitive and self-
serving managers would attempt to
compensate for the explicit and potential losses (Chung, Firth,
and Kim 2002) caused by implementing
a mandatory internal control system. From this perspective,
earnings management would be a viable
option that is extremely likely to be used by managers. After the
promulgation of the
“Announcement,” the increase in institutional compliance costs
would severely reduce firms’ profits,
imposing excessively higher performance pressure on the
management. To meet or beat their
corporate financial targets, to secure managerial performance
remuneration, and to increase the
EMERGING MARKETS FINANCE AND TRADE 3441
probability of exercising their options (Bartov, Givoly, and
Hayn 2002), the managers may use the two
types of earnings management simultaneously (Zhu et al. 2015).
18. Qin, Cai, and Wei (2021) find that
managers manipulate the earnings management when facing
mandatory contributions, for example,
FASB mandates disclosure of pension asset composition and a
description of investment strategy
under SFAS 132 R. In addition, existing research points out that
due to the relative lack of institutional
investor supervision, it is difficult for external investors in
China to detect earnings management
behaviors (Gao et al. 2020). Therefore, we anticipate that the
promulgation of the “Announcement”
would lead to an increase in both real and accrual-based
earnings management. Based on the above
analysis, we propose the following hypothesis:
H: Compared to voluntary implementation, the mandatory
implementation of an internal control
system is more likely to increase both accrual-based earnings
management and real earnings
management.
3. Research Design
3.1. Sample and Data
To test our conjecture empirically, we take the promulgation of
the “Announcement” in 2012 as the
benchmark and use all of the A-share listed firms on the main
board in Shanghai and Shenzhen Stock
Exchanges in 2009–2014 as the sample. The years 2009–2014
are selected as the sample interval
because China conducted a major reform of the internal control
system of enterprises in 2008 and
implemented it in the following year.4 According to the
“Announcement,” the year 2014 is designated
as the completion period because all the firms listed on the
19. Main Board should have their mandatory
internal control construction completed by then. Our main data
source is the CSMAR database, which
contains both financial and non-financial information of the
Chinese listed firms. The initial sample
contains all of the data for the three years before and after the
promulgation of the “Announcement.”
The sample is filtered according to the following procedures: 1)
We exclude the firms that belong to
the financial and insurance industries, and those that have been
marked ST, *ST during our sample
period. 2) We exclude the firms with missing financial data. 3)
To avoid the influence of extreme
outliers, we winsorize all of the continuous firm-level variables
at the 1% and 99% levels. Using these
procedures, we obtain 6,977 observations.
3.2. Methods and Variables
3.2.1. Accrual-based Earnings Management Models
Drawing on Dechow, Sloan, and Sweeney (1995), we use cross-
sectional Jones Model to calculate
discretionary accruals. We do OLS regressions by years and
industries with Models (1), and use the
estimations to calculate the discretionary accruals with Model
(2) and (3).
TACi;t
TAi;t� 1
¼ β1
1
TAi;t� 1
þ β2
21. TAi;t� 1
(3)
3442 Z. SONG ET AL.
where DA represents discretionary accruals. The higher DA is,
the more accrual-based earnings
management there is. TAC is total accruals, computed as net
profit minus net operating cash flows.
TA is total assets. Sales is the change in net sales. PPE is the
original value of fixed assets. NDA is non-
discretionary accruals. AR is the change in accounts receivable.
3.2.2. Real Earnings Management Models
Consistent with existing literature (Cohen, Dey, and Lys 2008;
Gunny 2010; Shen et al. 2020; Xu
and Rao 2021; Zang 2012), we use abnormal production costs,
abnormal discretionary expenses,
and abnormal operation cash flows to estimate real earnings
management. We do OLS estima-
tion by years and industries with Models (4) to (6),
respectively. The abnormal manipulations,
including abnormal production costs (AB PROD ROA),
abnormal discretionary expenses
(AB DISX ROA) and abnormal operation cash flows (AB CFO
ROA), are calculated as the actual
values minus their estimations.
PRODi;t
TAi;t� 1
¼ β0 þ β1
23. ¼ β0 þ β1
1
TAi;t� 1
þ β2
Salesi;t
TAi;t� 1
þ β3
ΔSalesi;t
TAi;t� 1
þ εi;t (6)
where PROD represents total production cost, which equals to
cost of goods sold and the change
in inventories. DISX means discretionary expenses, computed
as the sum of selling, general, and
administrative expenses (SG&A). CFO means net operation cash
flows. TA is firm’s total assets. S
is net sales. S is the change in net sales. ROA is return on
assets.
In accordance with Zang (2012), we then calculate the indicator
for real earnings management
(REM ROA) with the following model:
REM ROA ¼ AB PROD ROA � AB DISX ROA � AB OCF
ROA (7)
where the larger REM ROA is, the more real earnings
management there is.
3.2.3. Difference-in-difference (DID) Model
24. We analyze our research questions using a dynamic DID model.
Unlike a static DID model,
which applies to situations where a policy dummy variable only
occurs once, a dynamic DID
model is more suitable to situations where a policy dummy
variable occurs multiple times. As
noted above, the “Announcement” implements the mandatory
internal control system by cate-
gories and batches. Therefore, a dynamic DID model is a better
option for analyzing the effects
of the “Announcement.” While the premise of the DID method
is the random selection of both
the experimental and the control groups, the unmatched firms
from both groups may have
certain differences in the level of earnings management per se,
which might influence the
robustness of our conclusion. In considering this issue, we do
propensity score matching
(PSM) for the samples between the experimental and the control
groups. Since the samples in
the experimental group with PSM are easier to match with those
that have similar characteristics
in the control group, the PSM-DID method could effectively
deal with the design of intertem-
poral quasi-natural experiments, thus better revealing the
intrinsic characteristics of mandatory
implementation by categories and batches (Gong et al. 2016).
To be precise, we use all of the
control variables included in the main regression models as
characteristic variables, and we
EMERGING MARKETS FINANCE AND TRADE 3443
adopt probit regressions to conduct one-to-one matching with
25. the estimations. To test the
relationship between the mandatory implementation and real
earnings management, we design
the following DID model:
EMi;t ¼ β0 þ β1AFTERi;t þ β2TREATi;t þ β3AFTERi;t �
TREATi;t þ YEARþ INDUSTRY þ γXi;t
þ εi;t
(8)
where EM represents earnings management, proxied by accrual-
based earnings management (DA)
and real earnings management (REM ROA). We also include
three methods of real activities manip-
ulation (AB PROD ROA, AB DISX ROA and AB CFO ROA) as
robustness checks. AFTER is
a dummy, taking the value 1 after the policy implementation,
and 0 in the years before the policy.
TREAT is to differentiate the treatment and the control groups,
taking the value 1 if a firm belongs to
the treatment group, and 0 if a firm belongs to the control
group. X represents the other control
variables. The definitions of all of the variables are displayed in
Table 1.
4. Empirical Results
4.1. Descriptive Statistics
The descriptive statistics of the main variables are presented in
Table 2. The standard deviations of the
accrual-based earnings management (0.104) and the real
earnings management (0.264) are relatively
high, meaning that there is a big difference in the earnings
management among the Chinese listed
26. firms. In addition, the mean of LEVERAGE (0.514) indicates
that the leverage ratios of the Chinese
listed firms are relatively high. The means of LASSET (22.36)
and ROA (0.043) indicate that the
average scale of the assets and profitability of the Chinese
listed firms is not very ideal. Moreover, the
standard deviations of BM; TENURE; LASSET and CR are all
quite high, indicating high fluctuations
of book-to-market ratios, auditors’ terms of service, firm scales
and current ratios among the Chinese
listed firms.
Table 1. Variable definitions.
Variables Definition
Variables employed in the DID Model
DA Accrual-based earnings management, calculated with Model
(3).
AB PROD ROA ROA-adjusted abnormal production costs,
calculated with Model (4).
AB DISX ROA ROA-adjusted abnormal discretionary expenses,
calculated with Model (5).
AB OCF ROA ROA-adjusted abnormal operation cash flows,
calculated with Model (6).
REM ROA Composite indicator of real earnings management,
calculated with Model (7).
TREAT Group differentiation dummy, taking the value 1 if a
firm has implemented internal control mandatorily, and 0
otherwise.
AFTER Implementation year dummy, taking the value 1 in the
mandatory implementation year and the years after, and 0
otherwise.
GROWTH The growth rate of operation income.
27. BM Book to market value.
LNLAG Audit delay, computed as the natural logarithm of the
length between January 1 and audit report signing date.
TENURE The length of auditor’s term of service.
LASSET The natural logarithm of total assets.
INVREC Computed as the sum of inventory and accounts
receivable divided by average total assets.
ROA Return on assets, computed as net profit divided by
average total assets.
LEVERAGE Liability ratio, computed as total liabilities divided
by total assets.
CR Current ratio, computed as total current assets divided by
total current liabilities.
AGEEST Firm age, proxied by firm’s listing length.
BOAIND Proportion of independent directors on board.
3444 Z. SONG ET AL.
4.2. Empirical Results
The results of the DID test for the relationship between the
mandatory internal control and the
firms’ accrual-based earnings management are reported in Panel
A of Table 3. The results of
Column (1) show that DA is significantly and positively
correlated with TREAT � AFTER,
meaning that, compared with that of the firms that have not
implemented internal control,
the extent of the accrual-based earnings management of the
firms that implemented the internal
control mandatorily increased significantly after the
promulgation of the “Announcement.”
Columns (2) and (3) display the results of the tests conducted in
the two groups with either
28. positive or negative accrual-based earnings management,
respectively. The coefficient between
DA and TREAT � AFTER is significantly positive in the group
with positive accrual-based
earnings management, but insignificant in the group with
negative accrual-based earnings
management. These results show that, after the implementation
of a mandatory internal control
system, the management is more inclined to manipulate the
earnings upward. This finding also
confirms the channel of institutional compliance cost through
which the mandatory internal
control influences firms’ earnings management.
The results of the DID test for the relationship between the
mandatory internal control and the
firms’ real earnings management are reported in Panel B of
Table 3. Column (1) displays the result of
the test with the composite indicator of the real earnings
management. REM ROA is significantly and
positively correlated with TREAT � AFTER, meaning that, the
extent of the real earnings manage-
ment of the firms in the experimental group increased
significantly after the promulgation of the
“Announcement.” Columns (2) to (4) show the results of the
three types of real activities manipula-
tion. AB PROD ROA is positively and significantly correlated
with TREAT � AFTER, indicating that,
the firms in the treatment group tended to increase earnings
through over-production and scale effect,
leading to higher total production costs. The coefficient
between AB DISX ROA and TREAT �
AFTER is insignificant, indicating that the influence of the
mandatory internal control implementa-
tion on discretionary expenses is trivial. AB OCF ROA is
negatively and significantly correlated with
29. TREAT � AFTER, suggesting that, after the promulgation of
the “Announcement,” the firms in the
treatment group tended to increase earnings through relaxed
credit policies, leading to lower opera-
tion cash flows.
In summary, the results show that both the accrual-based and
the real earnings management
increased significantly after the implementation of a mandatory
internal control system. This finding
thus verifies our research hypothesis.
Table 2. Descriptive statistics of the main variables.
Variables N Mean SD Min P25 P50 P75 Max
DA 6977 0.0199 0.1036 −0.3402 −0.0297 0.0144 0.0630 0.4744
AB PROD ROA 6754 −0.0704 0.1483 −0.6049 −0.1328 −0.0610
−0.0020 0.4506
AB DISX ROA 6754 0.0362 0.0779 −0.1760 −0.0024 0.0220
0.0612 0.3569
AB OCF ROA 6754 0.0264 0.1010 −0.3657 −0.0200 0.0281
0.0793 0.3412
REM ROA 6754 −0.1320 0.2638 −1.0651 −0.2416 −0.1119
−0.0071 0.7625
GROWTH 6977 0.1972 0.5140 −0.6041 −0.0171 0.1130 0.2690
3.8906
BM 6977 1.1346 1.0174 0.0940 0.4651 0.7902 1.4250 4.9835
LNLAG 6977 4.4793 0.2579 3.3673 4.3820 4.4886 4.6821
4.7875
TENURE 6977 5.1316 3.8042 1 2 4 7 16
LASSET 6977 22.3587 1.2928 18.9563 21.4734 22.1905
23.1483 25.7349
INVREC 6977 0.3481 0.3260 0.0000 0.1287 0.2642 0.4396
1.5253
ROA 6977 0.0430 0.0592 −0.2025 0.0137 0.0365 0.0689 0.2517
33. (9.22) (10.59) (−1.65) (−8.85)
ROA −1.461*** −0.864*** 0.162*** 0.433***
(−13.58) (−14.76) (4.28) (12.75)
LEVERAGE −0.026 −0.028 0.012 −0.014
(−0.74) (−1.60) (1.03) (−1.18)
(Continued)
3446 Z. SONG ET AL.
4.3. Robustness Checks
4.3.1. Stage-by-stage Test
We create three dummy variables, where Post_1 indicates that
the sample year is one year before the
enforcement of internal control; Post1 indicates that the sample
year is the year when the internal
control is implemented; Post1+ indicates that the sample year is
all years after the implementation of
internal control. By multiplying these three dummy variables
with the dummy variable TREAT, we
observe the dynamic effects of the mandatory implementation of
internal control on earnings quality.
Table 4 displays the results. We find that the coefficients of
TREAT � Post_1 are not significant.
This indicates that before the mandatory implementation of
internal control, there is no significant
difference in earnings quality between the treatment group and
the control group, for both accrual-
based earnings management and real earnings management. But
the coefficients of TREAT � Post1
34. Table 3. (Continued).
Panel B: Mandatory Internal Control and Firms’ Real Earnings
Management
Variables
(1) (2) (3) (4)
REM ROA AB PROD ROA AB DISX ROA AB OCF ROA
CR 0.008*** 0.004** −0.001 −0.003***
(3.04) (2.53) (−0.77) (−3.32)
AGEEST 0.014 0.011 −0.003 0.002
(0.96) (1.43) (−0.58) (0.34)
BOAIND −0.082 −0.043 0.037 −0.017
(−0.97) (−0.97) (1.14) (−0.64)
YEAR Yes Yes Yes Yes
INDUSTRY Yes Yes Yes Yes
Constant −0.415*** −0.214*** 0.126*** 0.059
(−3.11) (−3.06) (2.66) (1.32)
N 6754 6754 6754 6754
R2 0.249 0.274 0.139 0.170
***, ** and * indicate statistical significance at 1%, 5%, and
10% levels respectively.
Table 4. Stage-by-stage test.
Variables
36. and TREAT � Post1+ are significant, and carry the right signs,
indicating that after the mandatory
implementation of internal control, the earnings quality of the
treatment group is significantly worse
than that of the control group. This finding verifies our main
results.
4.3.2. Placebo Test
In line with Tan et al. (2015), we conduct placebo tests by
pushing the policy execution time
forward. If the coefficient of the interaction term becomes
insignificant after changing the policy
execution time, this would indicate that the stimulating effect
on the firms’ earnings manage-
ment comes from the exogenous event of the “Announcement.”
Based on this perspective, we
choose 2010 as the placebo exogenous event and we re-do the
DID test with Model (8). These
results are reported in Table 5. We find that the coefficient of
the interaction term TREAT �
AFTER is insignificant, which confirms that it is indeed the
exogenous event of the
“Announcement,” rather than other policy changes or random
factors, that increased the
firms’ earnings management.
4.3.3. Other Robustness Tests
In addition to the above-mentioned tests, we conduct the
following robustness tests. Because of space
limitations, the results are not reported.
First, we do the DID test again with newly constructed
dependent variables. Consistent with Cohen,
Dey, and Lys (2008), we re-estimate the composite indicator of
37. real earnings management (REM). The
results show that the newly estimated indicators of real earnings
management are still positively and
significantly correlated with the interaction term TREAT �
AFTER, thus demonstrating the robust-
ness of our previous conclusion.
Second, we conduct quantile regressions with 10, 25, 50, 75 and
90% percentiles of the earnings
management indicators. We find that the positive correlation
between the earnings management
indicators and TREAT � AFTER displays a decreasing trend as
the percentiles get lower, which shows
the robustness of our conclusion.
Third, we estimate the nonparametric local linear regression
coefficients for the three bandwidths
of Lwald100, Lwald50 and Lwald150. We find that the
estimated coefficients of the triangular and
rectangular cores of the earnings management indicator are
generally significantly positive, thus
verifying our conclusion.
Table 5. Placebo test.
Variables
(1) (2) (3) (4) (5)
DA REM ROA AB PROD ROA AB DISX ROA AB OCF ROA
TREAT −0.017** −0.035* −0.023** 0.012* 0.004
(−2.36) (−1.77) (−2.22) (1.68) (0.60)
AFTER −0.030*** −0.003 −0.003 −0.017** 0.022**
(−2.88) (−0.13) (−0.18) (−2.41) (2.20)
38. TREAT � AFTER 0.011 0.007 −0.001 −0.007 −0.005
(1.53) (0.45) (−0.11) (−1.45) (−0.61)
Control variables Yes Yes Yes Yes Yes
YEAR Yes Yes Yes Yes Yes
INDUSTRY Yes Yes Yes Yes Yes
N 5632 5415 5415 5415 5415
R2 0.127 0.264 0.267 0.163 0.186
***, ** and * indicate statistical significance at 1%, 5%, and
10% levels respectively.
3448 Z. SONG ET AL.
Finally, we randomly select the same number of samples from
the original regression model as
a new experimental group and the remaining samples as a new
control group. We do the DID test
again with the new groups and we repeat the simulations 5,000
times. The results show that the
coefficients of TREAT � AFTER are all insignificant,
indicating that the main regression results are
not driven by accidental factors; therefore, the conclusion is
robust.
5. Extensions
5.1. Channel
As discussed above, the institutional compliance cost induced
by mandatory internal control is
the main factor that stimulates the firms’ earnings management.
Under this conceptual frame-
39. work, we can identify the channel from the following two
aspects: First, the implementation of
a mandatory internal control system is very likely to cause the
institutional compliance costs to
increase. Second, the extra compliance cost pressure spurs the
management to use more earnings
management.
To verify the first aspect of the channel, we replace the
dependent variable of Model (8) with the
institutional compliance cost, proxied by three variables
(Inter_Audit_Fee, Mana_fee and Audit_fee).
Inter_Audit_Fee indicates the natural logarithm of the internal
control audit fees paid by listed
Table 6. Channel.
Panel A: The Influence of Mandatory Internal Control on
Institutional Compliance Cost
Variables
(1) (2) (3) (4) (5)
Institutional compliance cost Internal control
quality
Classification shifting
Inter_Audit_Fee Mana_fee AuditFee ICQ DCE
TREAT −0.325 0.112*** 0.025 2.029 −0.000
(−1.18) (2.65) (0.57) (0.52) (−1.08)
AFTER −0.433* −0.028 −0.029 8.499 −0.000*
(−1.71) (−0.67) (−0.76) (1.02) (−1.76)
40. TREAT � AFTER 0.584** 0.064** 0.222*** −20.048***
−0.000**
(2.39) (2.16) (8.17) (−4.07) (−2.32)
Control variables Yes Yes Yes Yes Yes
YEAR Yes Yes Yes Yes Yes
INDUSTRY Yes Yes Yes Yes Yes
N 2195 6382 6699 5438 6981
R2 0.492 0.776 0.625 0.365 0.286
Panel B: The Influence of Cost Pressure on Earnings
Management
Variables
(1) (2) (3) (4)
Low financial
performance
pressure
High financial
performance
pressure
Low financial
performance
pressure
High financial performance
pressure
41. DA DA REM ROA REM ROA
TREAT −0.020*** −0.026*** −0.041 −0.044**
(−2.62) (−3.08) (−1.59) (−2.40)
AFTER 0.001 −0.008 0.114*** −0.001
(0.14) (−0.67) (4.05) (−0.06)
TREAT � AFTER 0.009 0.026*** −0.008 0.061***
(1.10) (2.73) (−0.40) (3.29)
Control variables Yes Yes Yes Yes
YEAR Yes Yes Yes Yes
INDUSTRY Yes Yes Yes Yes
Coefficient difference 1.97 6.50**
(0.160) (0.011)
N 3303 3674 3143 3611
R2 0.064 0.128 0.189 0.194
***, ** and * indicate statistical significance at 1%, 5%, and
10% levels respectively (two-tailed).
EMERGING MARKETS FINANCE AND TRADE 3449
companies; Mana_fee represents the natural logarithm of the
administrative fees of the listed compa-
nies for the current year; Audit_fee denotes the natural
logarithm of the listed firms’ annual report
audit fees. The results are displayed in Columns (1)-(3) of Panel
A of Table 6. The interaction term
TREAT � AFTER is significantly and positively correlated with
all the three measures of institutional
compliance costs, indicating that the implementation of a
42. mandatory internal control system caused
the institutional compliance costs to increase.
To test the second dimension of the channel, we conduct a
group test based on the firms’ financial
performance pressure, proxied by an indicator of whether the
corporate financial performance was
higher or lower than the average industrial level. We expect that
higher financial performance pressure
would create stronger incentives for managers to manipulate the
corporate financial performance,
leading to a stronger effect of the “Announcement” on the
earnings management. The results are
reported in Panel B of Table 6. The coefficients of TREAT �
AFTER in the group with low perfor-
mance pressure is insignificant, while those in the high-pressure
group are significantly positive. This
finding holds for both the accrual-based and the real earnings
management. These results indicate that
the stimulating effect of the “Announcement” on the firms’
earnings management is stronger in the
group with higher performance pressure, while no such an effect
exists in the group with lower
pressure. Taken together, the channel is verified.
5.2. More Effects of the Mandatory Internal Control in a
Transitional Economy
As discussed above, the extra institutional compliance costs
may create resistance in managers and
employees toward the implementation of an internal control
system. To verify this logic, we replace
the dependent variable of Model (8) with internal control
quality (ICQ), proxied by the Dibo Internal
Control Index of the Chinese Listed Companies. The Dibo Index
consists of comprehensive indicators
43. of internal control qualities such as the implementation of
corporate strategy, the realization of
business objectives, and asset security. It covers the five
internal control objectives stipulated in the
“Standards,” and thus is able to fully measure firms’ internal
control quality. In line with Schroeder
and Shepardson (2015), we add two more control variables5 to
Model (8). The results are reported in
Column (4) of Panel A of Table 6. The interaction term TREAT
� AFTER is significantly and
negatively correlated with ICQ, indicating that the
implementation of a mandatory internal control
system had diminished the internal control quality. This means
that the internal control quality
depends on both the design and the contents of the system as
well as the implementation mode.
To further confirm that the increase in earning management was
driven by the firms’ cost pressure,
we consider another type of earnings management, i.e.,
classification shifting. In contrast to the
traditional accrual-based or real earnings management,
classification shifting only changes the earn-
ings structure within the income statement, without affecting
the firms’ net profit or actual operating
performance (McVay 2006). Based on the logic of this study,
high institutional compliance costs create
strong incentives for enterprises to manipulate profits upward,
which means that the impact of
a mandatory internal control on earnings management would be
more significant. Since classification
shifting does not affect the book value of the firms’ profit and
thus does not help to alleviate the cost
pressure, we expect that the management would reduce the use
of classification shifting after the
implementation of a mandatory internal control system. To test
44. this conjecture, we replace the
dependent variable of Model (8) with classification shifting
(DCE).6 The results are displayed in
Column (5) of Panel A of Table 6. The interaction term TREAT
� AFTER is significantly and
negatively correlated with DCE, indicating that the
implementation of a mandatory internal control
system would influence firms’ preference for different types of
earnings management. To be more
exact, the management prefers accrual-based and real earnings
management to classification shifting.
This denotes that the purpose of managers’ using real and
accrual-based earnings management is to
both meet and beat their financial performance targets, and to
compensate for the extra cost pressure
caused by the mandatory internal control.
3450 Z. SONG ET AL.
5.3. Long-term Effect of Mandatory Internal Control on
Earnings Quality
Given that what we have found about the effect of the
mandatory implementation of internal control
on earnings quality may be short-term effects, the mandatory
implementation of internal control may
not affect the earnings quality in the long run. To test this
conjecture, we delete observations with
AFTER equal to 1 in the whole sample, and add observations of
2015–2016, to examine the long-term
effect of mandatory implementation of internal control on
accrual-based and real earnings manage-
ment of listed companies. Table 7 presents the results. We find
that, there is no significant difference in
45. earnings management between listed companies subject to
mandatory internal control and those
otherwise. That is, although the mandatory implementation of
internal control draws a negative
impact on firms’ earnings quality in the short term, this impact
will disappear in the long run.
6. Conclusion
Taking the promulgation of the “Announcement” by the MoF of
China and the CSRC as the exogenous
event. We find that, the mandatory implementation of an
internal control system in China is more likely
to stimulate the firms’ real and accrual-based earnings
management. Furthermore, we find that the extra
institutional compliance cost is an important channel through
which mandatory internal control
stimulates the firms’ earnings management. In addition, the
results show that the firms’ internal control
quality did not improve after the promulgation of the
“Announcement,” which may be the result of the
resistance brought by the extra compliance cost among the
firms’ management and employees. In
examining the impact of mandatory internal control on
classification shifting, we find that, unlike
accrual-based and real earnings management, classification
shifting was reduced significantly after the
“Announcement.” This finding indicates that the increase in the
firms’ earnings management was
driven by the managers’ incentive to beat or meet their financial
performance targets, and thus confirms
our conclusion that the extra cost pressure imposed by the
mandatory internal control was the main
cause of the increase in the firms’ earnings management.
These findings have several implications both for policy-makers
46. and for the research related to
internal control practices. First, in contrast to that on the
developed markets, such as the US, where the
implementation of the SOX Act has improved firms’ internal
control quality, mandatory internal
control in emerging economies, such as China, would have
contradictory effects, causing the dete-
rioration of internal control quality, and even more, a decline in
earnings quality. Therefore, manda-
tory internal-control-related studies should differentiate the
research contexts to provide more reliable
conclusions. In this sense, this study provides new theoretical
and empirical evidence for the reform of
the internal control systems in transitional economies. Second,
there are practical implications in the
finding that the excessive institutional compliance cost brought
by the mandatory internal control was
the main cause of the increase in earnings management. Thus,
improving measures could be taken on
Table 7. Long-term effect of mandatory internal control on
earnings quality.
(1) (2) (3) (4) (5)
DA REM_ROA AB_PROD_ROA AB_DISX_ROA
AB_OCF_ROA
TREAT −0.008 −0.044** −0.043*** 0.001 0.000
(−1.48) (−2.33) (−3.29) (0.23) (0.05)
AFTER −0.030*** −0.051** −0.153*** −0.045*** −0.056***
(−4.01) (−2.02) (−7.49) (−7.50) (−7.19)
TREAT×AFTER 0.009 0.030 0.030 0.004 −0.004
(1.43) (1.26) (1.47) (0.88) (−0.55)
47. Control variables Yes Yes Yes Yes Yes
YEAR Yes Yes Yes Yes Yes
INDUSTRY Yes Yes Yes Yes Yes
N 5818 5789 5789 5789 5789
R2 0.177 0.172 0.173 0.202 0.200
***, ** and * indicate statistical significance at 1%, 5%, and
10% levels respectively (two-tailed).
EMERGING MARKETS FINANCE AND TRADE 3451
both regulatory and implementing levels. On the regulatory
level, the internal control system should
be further improved, and the responsibilities for internal control
information disclosure and internal
control violations should be further clarified. On the
implementation level, enterprises should link
internal control responsibility with the employees’ performance
evaluation, which would help to
reduce the institutional compliance costs and diminish the
incentives for earnings manipulation.
Notes
1. The “Announcement” stipulates that both the central and the
local state-owned companies listed on the Main
Board should fully implement an internal control system
beginning in 2012; the non-state-owned companies
listed on the Main Board with a total market capitalization of
more than RMB 5 billion before December 31, 2011,
and with an average net profit of more than RMB 30 million
between 2009 and 2011 should fully implement an
internal control system beginning in 2013; Other companies
48. listed on the Main Board should fully implement an
internal control system beginning in 2014.
2. Date source: FEI Survey: Sarbanes-Oxley Compliance Costs
Are Dropping[R]. Financial Executives Research
Foundation, 2006,
http://www.fei.mediaroom.com/index.php?s=43&item=74.
3. Date source: SEC. Final Rule: Management’s Reports on
Internal Control over Financial Reporting and
Certification of Disclosure in Exchange Act Periodic Reports
(Release No. 33–8238) [S]. Washington, D. C.:
SEC Government Printing Office, 2003, http://www.
Sec.gov/rules/final/32-8238.htm.
4. This is formulated in the “Standards.”
5. They are a dummy of whether there is a material weakness in
the internal control (MW), and the natural
logarithm of the sum of the inventory turnover length and the
accounts receivable turnover length (OP CYCLE).
6. For the calculation of classification shifting please refer to
McVay (2006).
Disclosure statement
No potential conflict of interest was reported by the author(s).
Funding
Jiaxin Wang acknowledges the financial support from National
Natural Science Foundation of China [Project
No. 72102229], Ministry of Education in China [Project No.
20YJC630143] and Zhongnan University of Economics
and Law [Project No. 2722021BZ030]. Zilong Song
acknowledges the financial support from Ministry of Education
49. in
China [Project No. 19YJC790113], National Natural Science
Foundation of China [Project No. 71802105].
ORCID
Jiaxin Wang http://orcid.org/0000-0003-2110-5111
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Copyright of Emerging Markets Finance & Trade is the property
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articles for individual use.
Abstract1. Introduction2. Literature and Hypothesis3. Research
Design3.1. Sample and Data3.2. Methods and Variables3.2.1.
Accrual-based Earnings Management Models3.2.2. Real
Earnings Management Models3.2.3. Difference-in-difference
(DID) Model4. Empirical Results4.1. Descriptive Statistics4.2.
Empirical Results4.3. Robustness Checks4.3.1. Stage-by-stage
Test4.3.2. Placebo Test4.3.3. Other Robustness Tests5.
Extensions5.1. Channel5.2. More Effects of the Mandatory
Internal Control in a Transitional Economy5.3. Long-term
Effect of Mandatory Internal Control on Earnings Quality6.
ConclusionNotesDisclosure statementFundingORCIDReferences
53. Assignment Content
1.
Top of Form
RerekvklkRead the article entitled, “Mandatory internal control
and earnings management”.
Write a 700- to 1,050-word summary of the article in a Word
document.
This is a summary
in your own words of the article you read. Be sure to
also address in the summary the item below under Apply.
Include in the summary and Reference page the title and
reference in APA format of the article you read.
Apply what you learned to your professional life. How could
you use the information on your job?
Format your paper consistent with APA standards. Check out
the APA guidelines under
Resources below (
Center for Writing Excellence > APA Sample Template
Master's Level -- APA Format Information). Points will be
deducted if paper and reference page are not in APA format.
Bottom of Form
Copy of the questionnaire used in survey.sav
54. On the pages that follow, I have included a portion of the actual
questionnaire used to
collect the data included in the survey.sav file. The first page
includes the demographic
questions, followed by the Life Orientation Test (6 items) and
the Positive and Negative
Affect Scale (20 items).
Sample questionnaire:
1. Sex: male (please tick whichever applies)
female
2. Age: _________ (in years)
3. What is your marital status? (please tick whichever applies)
1. single
2. in a steady relationship
3. living with partner
4. married for first time
5. remarried
6. separated
7. divorced
8. widowed
4. Do you have any children currently living at home with you?
(please tick)
yes
55. no
5. What is the highest level of education that you have
completed? (please tick the
highest level you have completed)
1. primary school
2. some secondary school
3. completed high school
4. some additional training (apprenticeship, TAFE courses etc.)
5. undergraduate university
6. postgraduate university
6. What are the major sources of stress in your life?
_____________________________________________________
________
7. Do you smoke? (please tick)
yes
no
If yes, how many cigarettes do you smoke per week?
____________
56. Please read through the following statements and decide how
much you either agree
or disagree with each. Using the scale provided write the
number that best indicates
how you feel on the line next to each statement.
strongly disagree 1 2 3 4 5 strongly agree
1. _____ In uncertain times I usually expect the best.
2. _____ If something can go wrong for me it will.
3. _____ I'm always optimistic about my future.
4. _____ I hardly ever expect things to go my way.
5. _____ Overall I expect more good things to happen to me
than bad.
6. _____ I rarely count on good things happening to me.
Source: Scheier, Carver & Bridges, 1994.
This scale consists of a number of words that describe different
feelings and emotions.
For each item indicate to what extent you have felt this way
during the past few weeks.
57. Write a number from 1 to 5 on the line next to each item.
very slightly or not
at all
1
a little
2
moderately
3
quite a bit
4
extremely
5
1. ______ interested
2. ______ upset
3. ______ scared
4. ______ proud
5. ______ ashamed
59. Codebook for survey.sav
Full variable name SPSS variable
name
Coding instructions
Identification number id subject identification number
Sex sex 1 = males; 2 = females
Age age in years
Marital marital 1 = single; 2 = steady relationship; 3 = living
with
a partner; 4 = married for the first time; 5 =
remarried; 6 = separated; 7 = divorced; 8 =
widowed
Children child 1 = yes; 2 = no
Highest level of education educ 1 = primary; 2 = some
secondary;
3 = completed high school;
4 = some additional training;
60. 5 = completed undergraduate;
6 = completed postgraduate.
Major source of stress source 1 = work; 2 = spouse or partner;
3 =
relationships; 4 = children; 5 = family; 6 = health /
illness; 7 = life in general
Do you smoke? smoke 1 = yes; 2 = no
Cigarettes smoked per week smokenum Number of cigarettes
smoked per week
Optimism Scale
op1 to op6 1=strongly disagree , 5=strongly agree
Mastery Scale mast1 to mast7 1=strongly disagree , 4=strongly
agree
PANAS Scale pn1 to pn20 1=very slightly, 5=extremely
Life Satisfaction Scale
lifsat1 to lifsat5 1=strongly disagree , 7=strongly agree
Perceived Stress Scale pss1 to pss10 1=never, 5=very often
61. Self esteem Scale sest1 to sest10 1=strongly disagree ,
4=strongly agree
Marlowe-Crowne Social
Desirability Scale
m1 to m10 1=true, 2=false
Perceived Control of Internal
States Scale (PCOISS)
pc1 to pc18 1=strongly disagree, 5=strongly agree
Total scale scores included in survey.sav
Full variable name SPSS Variable
name
Coding instructions
Total Optimism Toptim reverse items op2, op4, op6
add all scores op1 to op6
range 6 to 30
62. Total Mastery Tmast reverse items mast1, mast3, mast4, mast6,
mast7
add all items mast1 to mast7
range 7 to 28
Total Positive affect Tposaff add items pn1, pn4, pn6, pn7, pn9,
pn12, pn13,
pn15, pn17, pn18
range 10 to 50
Total Negative affect Tnegaff add items pn2, pn3, pn5, pn8,
pn10, pn11, pn14,
pn16, pn19, pn20
range 10 to 50
Total Life Satisfaction Tlifesat add all items lifsat1 to lifsat5
range 5 to 35
Total Perceived Stress Tpstress reverse items pss4, pss5, pss7,
pss8
add all items pss1 to pss10
range 10 to 50
Total Self-esteem Tslfest reverse items sest3, sest5, sest7,
sest9, sest10
add all items sest1 to sest10
range 10 to 40
63. Total Social desirability Tmarlow reverse items m6 to m10
(recode true=1, false
=0)
add all items m1 to m10
range 0 to 10
Total Perceived Control
of Internal States
Tpcoiss reverse items pc1, pc2, pc7, pc11, pc15, pc16
add all items pc1 to pc18
range 18 to 90
New Education
categories
educ2 recoded the categories primary, some secondary
into one group because of small numbers in each
group.
1=primary/some secondary, 2=completed
secondary, 3=some additional training,
4=completed undergraduate university,
5=completed postgraduate university.
Age group 3 categories Agegp3 1=18-29yrs, 2=30-44yrs,
3=45+yrs
Age group 5 categories Agegp5 1=18-24yrs, 2=25-32yrs, 3=33-
40yrs, 4=41-49,
5=50+yrs.
64. 1
Copy of questionnaire for survey5ED.sav
General instructions
In this booklet are a number of scales and questions designed
to measure your opinions,
beliefs and behaviour. Please answer the questions as honestly
as possible, in a way that shows
how you really are, not how you would like to be or how you
think you should be.
You may feel that some questions are very similar to others in
the questionnaire. Each of the
different sets of questions is measuring different aspects so it is
important that you answer each of
the questions. Don’t spend too much time thinking about your
answers. The first answer that pops
into your head is what is needed.
Instructions are given for each of the different sets of
questions. Please read these carefully
as they vary from section to section. Some sets of questions ask
you to give an answer by ticking a
box. Others ask you to rate how much you agree or disagree
using a 4 point scale, others use a 5, 6
65. or 7 point scale. It is important that you use the correct scale for
each question.
Thank you very much for agreeing to participate in this study.
1. Sex: _____Male _____Female (please tick whichever
applies)
2. Age: ___________ (in years)
3. What is your marital status: (please tick whichever best
describes your current situation)
_____1. single _____2. in a steady relationship _____3. living
with partner _____4. married for
first time
_____5. remarried _____6. separated _____7. divorced
_____8. widowed
4. Do you have any children currently living at home with you:
_____Yes _____No
5. What is the highest level of education that you have
completed: (please tick the highest level you
have completed).
_____ primary school _____ some secondary school _____
completed high school
66. _____ some additional training
(apprenticeship, TAFE courses etc.) _____ completed
undergraduate University
_____ completed postgraduate University
6. What are the major sources of stress in your life?
_____________________________________________________
____________________________
7. Do you smoke?: _____Yes _____No
If yes, how many cigarettes do you smoke per week
____________
2
Scale A
Please read through the following statements and decide how
much you either agree or disagree with each.
Using the scale provided write the number that best indicates
how you feel on the line next to each statement.
67. strongly disagree 1 2 3 4 5 strongly agree
______ 1. In uncertain times I usually expect the best.
______ 2. If something can go wrong for me it will.
______ 3. I’m always optimistic about my future.
______ 4. I hardly ever expect things to go my way.
______ 5. Overall I expect more good things to happen to me
than bad.
______ 6. I rarely count on good things happening to me.
Scale B
Please indicate how much you either agree or disagree with each
statement. Write a number from 1 to 4 on
the line next to each statement.
strongly disagree 1 2 3 4 strongly
agree
68. 1. ______ I have little control over the things that happen to me
2. ______ I can do just about anything I really set my mind to
do
3. ______ There is really no way I can solve some of the
problems I have
4. ______ There is little I can do to change many of the
important things in my life
5. ______ What happens to me in the future mostly depends on
me
6. ______ I often feel helpless in dealing with the problems of
life
7. ______ Sometimes I feel that I'm being pushed around in life
3
Scale C
This scale consists of a number of words that describe different
feelings and emotions. For each item indicate
to what extent you have felt this way during the past few weeks.
Write a number from 1 to 5 on the line next to
each item.
69. very slightly or not
at all
1
a little
2
moderately
3
quite a bit
4
extremely
5
1. ______ interested
2. ______ upset
3. ______ scared
4. ______ proud
71. Scale D
Below are five statements with which you may agree or
disagree. Using a 1 to 7 scale, indicate your
agreement with each item by placing the appropriate number on
the line next to that item.
strongly disagree 1 2 3 4 5
6 7 strongly agree
1. ______ In most ways my life is close to ideal
2. ______ The conditions of my life are excellent
3. ______ I am satisfied with my life
4. ______ So far I have got the important things I want in life
5. ______ If I could live my life again, I would change almost
nothing
4
Scale E
72. Please use the scale below to answer each of the following
questions. Write a number from 1 to 5 in the space
provided.
never
1
almost never
2
sometimes
3
fairly often
4
very often
5
In the last few weeks:
______1. How often have you been upset because of
something that happened unexpectedly?
______2. How often have you felt that you were unable to
control the important things in your life?
______3. How often have you felt nervous and 'stressed’?
______4. How often have you felt confident about your ability
to handle your personal problems?
73. ______5. How often have you felt that things were going your
way?
______6. How often have you found that you could not cope
with all the things that you had to do?
______7. How often have you been able to control irritations
in your life?
______8. How often have you felt that you were on top of
things?
______9. How often have you been angered because of things
that happened that were outside of
your control?
______10. How often have you felt difficulties were piling up
so high that you could not overcome
them?
5
Scale F
Please indicate how much you agree or disagree with each of
these statements using the scale provided
below. Write the number that best indicates how you feel in the
74. space next to each statement.
strongly disagree 1 2 3 4 strongly agree
1. ______ I feel that I am a person of worth, at least on an
equal basis with others
2. ______ I feel that I have a number of good qualities
3. ______ All in all, I am inclined to feel that I am a failure
4. ______ I am able to do things as well as most other people
5. ______ I feel I do not have much to be proud of
6. ______ I take a positive attitude toward myself
7. ______ I wish I could have more respect for myself
8. ______ On the whole, I am satisfied with myself
9. ______ I certainly feel useless at times
10. ______ At times I think I am no good at all
Scale G
Listed below are a number of statements concerning personal
attitudes and traits. Read each item
and decide whether the statement is true or false as it relates to
75. you.
Circle either True (T) or False (F) for each statement
T F 1. I’m always willing to admit it when I make a
mistake
T F 2. I always try to practice what I preach
T F 3. I never resent being asked to return a favour
T F 4. I have never been irked when people expressed
ideas very different from my own
T F 5. I have never deliberately said something that hurt
someone’s feelings
T F 6. I like to gossip at times
T F 7. There have been occasions when I took advantage
of someone
T F 8. I sometimes try to get even rather than forgive and
forget
T F 9. At times I have really insisted on having things
my own way
T F 10. There have been occasions when I felt like
smashing things
76. 6
Scale H
Using the scale provided, decide how much you either agree or
disagree with each statement. Next to
each statement, write the number that best indicates how you
feel.
strongly strongly
disagree 1 2 3 4 5 agree
______ 1. I don't have much control over my emotional
reactions to stressful situations.
______ 2. When I'm in a bad mood I find it hard to snap myself
out of it.
______ 3. My feelings are usually fairly stable.
______ 4. I can usually talk myself out of feeling bad.
______ 5. No matter what happens to me in my life I am
confident of my ability to cope
emotionally.
______ 6. I have a number of good techniques that will help me
cope with any stressful situation.
77. ______ 7. I find it hard to stop myself from thinking about my
problems.
______ 8. If I start to worry about something I can usually
distract myself and think about
something nicer.
______ 9. If I realize I am thinking silly thoughts I can usually
stop myself.
______ 10. I am usually able to keep my thoughts under control.
______ 11. I imagine there will be many situations in the future
where silly thoughts will get the
better of me.
______ 12. I have a number of techniques which I am confident
will help me think clearly and
rationally in any situation I might find myself.
______ 13. Even when under pressure I can usually keep calm
and relaxed.
______ 14. I have a number of techniques or tricks that I use to
stay relaxed in stressful situations.
______ 15. When I'm anxious or uptight there does not seem to
be much that I can do to help
myself relax.
______ 16. There is not much I can do to relax when I get
78. uptight.
______ 17. I have a number of ways of relaxing that I am
confident will help me cope.
______18. If my stress levels get too high I know there are
things I can do to help myself.
You have reached the end of the questionnaire.
Thank you very much for participating in this study.
Your assistance is greatly appreciated