PSYC311 Research Design and StatisticsIII Data Analysis Assignment

This assignment is divided into two parts. Each part requires you to interpret and report different data analyses. Instructions for each part are presented below.

Your submission will include the following:

1. One word (or pdf) document with the answers to Part A and Part B, clearly labeled. Specific requirements for the answers on each part are included below. This document must adhere to APA 7th  This includes table format, captions (both content and format), headings (if you are using any), statistics reporting in text when applicable, etc.
2. AnSPSS output file with the results of the analysis for both Part A and Part B, clearly  Delete all the attempts that are not relevant. Your output should include one set of analyses for Part A and one set of analyses for Part B.
3. Adata file for Part B, with all variables and levels clearly  This data file will be submitted in an SPSS data file. Please label your values in the variable view.

PARTA

In this part of the assignment, you are provided with a brief introduction to a research question relating to the study of intuitive eating in a student population. In addition to this, you are provided with a set of de-identified data that includes variables relevant to that research question. Your job is to identify the research question and conduct the data analysis appropriate for that question (note that this might require recoding of one variable). After having obtained all the relevant statistics, you will write a results section presenting the results of your analysis. In addition to this you will write a brief paragraph in which you interpret the results (i.e., in this paragraph you will say what the answers to the research questions are).

You should be able to answer all questions without any further reading on the topic of the research question. That is, you do not need to read articles on intuitive eating or related constructs. Of course, if you wish to do further reading or to read the references provided, that is ok, but it is not a requirement.

Your answer to this question should include the following components:

1. A paragraph describing what it all means. In particular, here you want to make clearreference to what the answer to the research questions was (e.g., were the variables related in the expected way? Did the addition of the new variable(s) improve prediction? What can the researchers conclude?). Remember that in this section you must not repeat the numerical results values. You don’t need to include limitations to the study unless they are related to the statistics.
2. You must make reference to what statistical analysis you conducted and to the tests of the relevant  You must state whether the assumptions were met and how you determined this, and your SPSS output must contain evidence of assumption tests. If there are any outliers, you must note how many there were and how you identified them. Make reference to the extent to which the identified outliers may influence your data (if they don’t, you can say that there is no cause for concern). Your SPSS output must include evidence that you looked at outlier information.
3. A table presenting the results of the regression. Not all results need to be included in the table. For example, you may refer to overall model stats (such as R-sq or F) in the body of the text while providing the other necessary regression statistics in the 

4. A paragraph describing what it all means. In particular, here you want to make clearreference to what the answer to the research questions was (e.g., were the variables related in the expected way? Did the addition of the new variable(s) improve prediction? What can the researchers conclude?). Remember that in this section you must not repeat the numerical results values. You don’t need to include limitations to the study unless they are related to the statistics.

Note that every time you present information on a table you must first introduce the table in the text (the table should appear after the first in-paragraph mention of that table). Also, you want to draw the attention of the reader to the relevant parts of the table withoutrepeating the contents of the table. For example, you may say “Table X presents the correlation between the variables. As expected, the correlation between apples and pears was positive and significant”. Here you don’t report the actual r or p values because you already have reference to them in the table.

PartA:Introduction

The role of restrictive eating on weight loss and disordered eating has received a lot of research attention (Tylka, Calogero, & Daníelsdóttir, 2015). Restrictive eating is one of the most common methods of weight control. While restrictive eating should theoretically lead to weight loss, there is a great deal of research showing that restrictive eating actually promotes weight gain over the long-term (Chaput et al., 2009; Neumark-Sztainer, Wall, Haines, Story, & Eisenberg, 2007). In addition, the physical and psychological deprivation associated with restrictive eating has been shown to increase the risk of disordered eating (e.g., binge eating) and various psychological problems, including body image concerns and cognitive dysfunction (Bruce & Ricciardelli, 2016).

Considering the potentially harmful effects of restrictive eating, it has been recently suggested that intuitive eating is a more adaptive and flexible style (Tylka, 2006).

Characteristics of an intuitive eater include (a) eating based on physiological hunger and satiety cues rather than on external or emotional cues, (b) not thinking about food in “good” or “bad” terms, and (c) eating a variety of foods for a variety of purposes (e.g., taste, energy, and stamina) without any associated guilt. Because intuitive eating fosters a positive relationship with food and with eating, research has consistently shown intuitive eating to predict a variety of positive psychological outcomes, including improved self-esteem, lower depression and anxiety levels, and fewer disordered eating behaviours (Bruce & Ricciardelli, 2016; Van Dyke & Drinkwater, 2014). Because of this, it has been proposed by some scholars that health professionals and organisations should advocate the use of intuitive eating instead of restrictive eating.

Given that intuitive eating has been shown to consistently predict positive psychological outcomes, it is critical to understand the characteristics that predict intuitive eating. There has been some research that has explored predictors of intuitive eating in both male and female samples. Two variables that have been consistently shown to predict intuitive eating are body appreciation and a motivation to exercise for health-related reasons. That is, individuals who value and appreciate their body and who also regularly exercise to improve their overall health (rather than exercising for weight loss) are more likely to adopt an intuitive eating approach (Bruce & Ricciardelli, 2016; Van Dyke & Drinkwater, 2014).

Recently, the role of dichotomous thinking and its relationship to disordered eating has also been investigated (Byrne, Allen, Dove, Watt, & Nathan, 2008). Dichotomous thinking refers to the tendency for one to think in an extreme all-or-none fashion. It has been theorised that restrictive eaters tend to binge eat because of their dichotomous thinking style. That is, if a diet rule is “broken” (e.g., gone over the self-imposed calorie limit), it is perceived as a complete failure leading the dieter to “give up” and temporarily abandon their diet rules thereby promoting binge eating.

Theoretically, then, dichotomous thinking should be negatively correlated with intuitive eating. However, no research has yet explored whether dichotomous thinking is a significant predictor of intuitive eating. As a result, to further understand the characteristics that predict intuitive eating, this research is interested in the following:

• What is amount of variance in intuitive eating that can be accounted for bydichotomous thinking after controlling for body appreciation and exercising for health-related reasons?
• Doesthe addition of dichotomous thinking significantly improve the prediction of intuitive eating over and above that the prediction of a model including body appreciation and exercising for health-related reasons alone?
• What is the nature of the contribution of each variable? What is their relativecontribution to the model? What proportion of variance in the outcome do each variable uniquely account for?

PartB

In this section of the assignment you will use SPSS to answer a different research question (see next page). In contrast to Part A, in this section of the assignment, only the raw data is provided. You will be required to enter the data into the SPSS Data Editor in a manner that allows you to run the appropriate analyses, including all relevant variable codes to specify the different groups in the design. Similarly to Part A, you will need to decide which statistical analysis is appropriate to answer the research question, run this analysis and report your findings in APA style.

1. Enterthe data provided at the end into the SPSS Data  Ensure that you label all variables, and assign value labels to each level of the independent variable(s)
2. Conductthe analysis required to answer the research question
3. Thewritten portion of your answer should include:
   1. An introductory paragraph in which you make reference to the relevantdescriptive statistics and go over the pattern of results. That is, describe with words what the descriptive statistics show (who performed better/worse, etc). Present these descriptive statistics using a Figure (must be a bar graph with SE bars)1. The Figure must conform to APA formatting standards (including clear labels and captions). It is not acceptable to simply copy and paste an SPSS output 
   2. You must make reference to what statistical analysis was conducted. You muststate whether the assumptions were met and how you determined this, and your SPSS output must contain evidence of assumption tests
   3. A paragraph in which you provide the results of the main analysis. Make sure thatyou explore any significant interactions with appropriate follow-up tests and that you report those results.
   4. A paragraph discussing the results of the analysis in relation to the research That is, what is the answer to the research question? Remember, as in Part A, you do not need to discuss limitations.

As was the case for Part A, there is no requirement to read references on the topic presented by the question in Part B

1 Many short videos explaining how to create a graph in Excel using SPSS output can be found on Youtube

PartB: Background

NOTE: the following is a made-up research scenario and set of data

 A researcher is interested in investigating the effectiveness of different treatments for improving hazard perception performance for drivers. In particular, the researcher is interested in determining whether an at-home app-based program leads to the same improvements in hazard perception as weekly individual practice sessions on a driving simulator. To control for threats to internal validity, the researcher also includes a control group. The researcher is also interested in whether the treatments are of equal efficacy for young (18 – 25 years) and older drivers (65+ years). The researcher hypotheses that both forms of training will be more effective than no training at all, but that weekly sessions on a simulator will be better than an app-based program. The researcher also hypotheses that young drivers will respond to the app treatment more and therefore see greater improvement with the app-based treatment than older adults, but there would be no difference between young and older drivers on improvements to hazard perception following weekly sessions on a driving simulator.

36 drivers (matched on gender), made up of 18 young drivers and 18 older drivers, are assigned to the three conditions, so that there are 6 participants in each group. For 8 weeks, participants either use the app to guide their training (App training), or attend weekly sessions on a driving simulator (Simulator training), or continue as normal (Controls). At the conclusion of the treatment period, patients are tested on a hazard perception test (higher score equals better hazard perception). The scores are presented in the table below.