Psychology Research Methods Answers

Study 1

Question 1: Regression analysis to test if VMIQ-2 scores significantly predict goal- kicking accuracy and comment on the result

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The statement was being conducted among the selected 200 AFLW players, regarding the imagination of kicking football into the goal. The researchers had prepared a “Vividness of Movement Imagery Questionnaire (VMIQ-2)” to analyze the performance of the players. And, a higher score would indicate that the performance of the players would be better. The higher VMIQ-2 score would indicate that the kicking accuracy of the players is higher.

Figure 1: Linear Regression Analysis

(Source: Jamovi)

The above figure shows the results of the linear regression analysis conducted from the VMIQ-2 scores. The regression analysis helped to identify the relationship between the values present within two or more variables (Abduyeva, 2021). In this case, the variables were “VMIQ-2 scores” and “accuracy”. The results suggested that the r-value was 0.405. Also, the p-value was found to be <0.001. Since, the p-value was found to be <0.001, the null hypothesis could be rejected. Hence, it could be said that the higher VMIQ-2 score signifies the higher goal accuracy as per the predictions.

Figure 2: Linear Regression analysis

(Source: Jamovi)

The above figure shows the “Q-Q plot” of the linear regression and;laysis. From the plotting curve, it could be said that the score values present in the variable “VMIQ-2 score” were significant as per the approximate curve of regression.

Question 2: Recommendation about imagery training as a technique for improving kicking accuracy

As a sports psychologist, I would suggest that the training of players that includes the imagery training of kicking footballs (Borsboom, et al. 2021). This would definitely improve the kicking accuracy of the players. This was confirmed by the regression analysis result of the VMIQ-2 score and accuracy level.

Question 3: Consideration of elite AFLW players

Figure 3: Descriptive statistics

(Source: Jamovi)

The total number of participants was 200 and the mean of the VMIQ-2 score is 54.2 and the accuracy score is 65.1. The median value of VMIQ-2 is 55.0 and the accuracy score is 65.0. The standard deviation of VMIQ is 6.81 and the accuracy value is 7.67. The minimum value of VMIQ-2 is 37 and the minimum accuracy score is 48. The maximum VMIQ-2 is 71 and the maximum accuracy value is 83 (Frost, 2021). The Skewness of VMIQ-2 is -0.233 and the Accuracy value is -0.0234. To determine whether Maya would be considered as the elite goal kicker in AFLW. it requires examining the Z -Z-score of her VMIQ-2 score and comparing this to the z-score of the top 10 per cent of the player.

z = (X - μ) / σ

z = (60 - 62) / 4

z = -0.50

The goal-kicking accuracy is distributed normally. The Z score for the top 10 per cent of players is 1.28. Maya's Z score is -0.50 which is generally lower than the top 10 per cent player z score which is 1.28. That means Maya's VMIQ-2 score is lower than the VMIQ-2 scores of the top 10% of players. So it demonstrates that Maya would not considered to elite goal kicker if she played in AFLW. depending upon Maya's VMIQ-2 score, this is unlikely Maya would be considered an elite goal kicker if she played in the AFLW. the other important factors that can affect goal-kicking accuracy like experience and technique. It is possible that Maya could become an elite goal kicker with requires further practice and proper training.

Study 2

Question 1: Analysis based on Dr. Z's statement about athlete eats and kicking performance.

Figure 4: Descriptive statistics

(Source: Jamovi)

The total number of the participants was 24. The mean value is 1816 and their mean performance is 92.4. The median value of participants is 1657 and the median performance is 101. The sum of blueberries taken by participants is 43589 and their performance is 2217. The value of standard deviation is 992 and the performance is 46.4 (Ghalavi & Nastiezaie, 2020). The minimum value is 498, 3. The maximum value is 3280 and the performance is 156. After that, it was concluded that those people who take blueberries have high accuracy in kicking performance.

Figure 5: Histogram plot of performance

(Source: Jamovi)

The upper figure describes the histogram plot of the performance. The X-axis describes the performance and the Y-axis describes the density. The x-axis is plotted from 0 to 150.

Figure 6: One sample T-test

(Source: Jamovi)

The upper figure shows that one sample T-test. The statistics for blueberries are 8.97. The df value is 23.0. The performance after taking blueberries the statistics result is 9.74, and the df value is 23.0 (Hayes, 2021). The p-value of blueberries is < .001 hence P value < .001, clearly demonstrates that those players taking blueberries have high accuracy in kicking performance. 

Task 2

Study 1

Question 1: ANOVA Table

The ANOVA table is the table that shows the results of the one-way ANOVA test. The result is given in the table below.

Source	SS	df	MS	F
Between groups (Treatment)	46.12	2	23.06	2
Within Groups (Error)	240	11.21	120	11.05
Total	286.12	13.21	143.06	13.05

Table 1: ANOVA table

(Source: Self-made in MS Word)

The result of the ANOVA test showed that, the f-value which described the ratio of two variances. The variances are the measures of dispersion, and also the measure of how the values within the dataset are being scattered from the mean. The MS (mean sum of square) value is the value which is the sum of the mean value from the variable from the values present within a variable (Irawan, et al. 2020). The sum of square (SS) value is the value that is being found from the sum value of the square of the variable. The df (difference of f-value) is the value which indicated the differences of the f-value from the variable. In the result, the f-value for the variable “between groups (treatment)” was found to be 2, the df value was found to be 2, the SS value was found to be 46.12, and the MS value was found to be 23.06. For the variable of “within groups (error)” the SS value was 240, the df-value was 11.21, MS value was 120, and the f-value was 11.05.

Question 2: Calculation of the effect size for this analysis

Figure 7: Effect size of crime scene analysis

(Source: Self-made in MS Excel)

Question 3: Results and discussion

In the calculator of the eyewitness testimony, the sampled variance would be observed in 123 individuals. The participants in the survey of the crime scene would be crucially on the basis of the recalling of participants. The confidence Group would be observed of n=41. The standard square is observed of 46.12 in the variance of treatment between groups. The Source error of the groups would be observed of 240, which is aggregated from the anova table is valued at 286.12. The mean square for treatment between groups is observed of 23.06, The error within groups would be observed of 120 (Kahalon, et al. 2022). The aggregated value is observed of 143 individuals. As through the ANOVA analysis, the crime scene affirmative would be confronting the happenings of the crime scenes.

Question 4: Perspective of Forensic Physiologist for advice to juniors based on the above results

As a forensic psychologist expert, I would definitely advise the judges to verify the claims of the jurors about the description of a crime scene. As from the results of the ANOVA test, it was found that the confidence level was 41, which is low in comparison to the confidence level that was being suspected at 95% (Kennedy, et al. 2021). Thus, from the results of the ANOVA test, it can be said that the people and judges should not take the observation of the jurors seriously.

Question 5: Justification about DR. T-Rex's statement using T-test and ANOVA

Dr. T-Rex suggested that the use of a one-way ANOVA test is more accurate in analysing the trustworthiness of the jurors about their opinion and description of a crime scene. As, the one-way ANOVA test is used for the determination of the statistical significance and differences between the two or more variables. Whereas, the t-test is used to determine and compare the means of two groups (Lehmann, et al. 2019). Hence, the ANOVA test would help to determine and validate or reject any hypothesis. Since, in this case, the hypothesis in question was “whether the description of a crime scene by the jurors is accurate or not”, which have to be tested, the ANOVA test was more accurate.

Task 3

Study 1

Question 1: Statistical test to determine the mean difference between exam scores and groups.

For the analysis of cognitive theory, the researchers had recruited 123 undergraduate students and randomly divided them into three groups. Group A, group B, and group C. As per the theory, those students who studied in the later part of the day, or evening they performed better in the examination. Group A students studied in the morning, group B students studied in the afternoon, and group C students studied in the evening. They were observed for two weeks and allowed to sit on the examination. The examination result scores were noted and analyzed.

Figure 8: Descriptive statistics

(Source: Jamovi)

From the above figure, a descriptive statistical analysis was carried out regarding the exam scores of the students belonging to three groups (Lehmann, et al. 2019). It was found that the total number of students (N) was 123. The mean score of all the students was 50.9 out of 100. The median value was 52, while the standard deviation was 11.3.

Thus, from the results of the descriptive statistics, it could be said that the overall mean score of the students in all three groups was 50.9, and was average.

Figure 9: One Sample T-test

(Source: Jamovi)

To analyze the difference in the mean exam scores of the students belonging to each of the three groups, one sample t-test was done. The mean difference is the value that indicates the difference of the mean values that were obtained from the mean analysis of each value within each group. So, the value was a good indication of the differences which was present between the values within a group of variables (Privitera, 2022). In this case, the mean exam score value for the each group was different, as it was found during the descriptive statistical analysis. The mean was found to be 50.9.

After the one-sample t-test analysis, it was found that the mean difference was found to be 50.9 regarding the exam scores of the students. The score result suggested that the performance of the students was not excellent. Also, the p-value was found to be <0.001. This indicated that the performance of the students did not improve significantly in relation to the time of study in a day. And, students could score appropriate numbers regardless of the time of study.

Question 2: Results and justification about the mean difference between exam scores and groups

The post hoc analysis is generally carried out to analyze and compare the smallest to largest mean values (Shadjalilovna, et al. 2022). The “studentised range' statistical value (q) is the value that measures the differences between the smallest and largest values in a variable. 

Figure 10: One-way ANOVA

(Source: Jamovi)

The above figure shows the result of one-way ANOVA of the scores of the students. The p-value was <0.001, while the f-value was 19.0.

Figure 11: Q-Q plot

(Source: Jamovi)

The “studentized range' statistical value (q) was considered to be 3.36. The value was calculated on the basis of the distribution of numbers, and the can be defined based on a random sample x₁, ..., x_n from the N(0, 1) distribution of numbers, and another random variable s that is.

If the difference between the mean exam score for the group A students and group C students was found to be 4.89, the difference was not significant (Thomas, et al. 2022). The value is about the differences of the mean values of the exam scores by the students.

Figure 12: Post Hoc analysis

(Source: Jamovi)

The above figure shows the result of the post hoc analysis of the values present within there three different groups of students (Vaughn & Jacquez, 2020). The difference value of 4.89 was not statistically significant. Since the mean difference was found to be 50.9 regarding the exam scores of the students. Thus, it can be said that there is not much difference regarding the exam performance of the students of Group A and Group C in relation to the timing of their study.

Study 2

Question 1: Comment on data collection and analysis to Dr. T-Tok's suggestion

Figure 13: Descriptive statistics

(Source: Jamovi)

The upper figure shows the result of the descriptive statistics. The total number of participants was 180. The mean and median value is 108, and 109 respectively. The value of std. deviation is 18.4. The minimum and maximum values are 50 and 152 respectively.

Thus, from the results of the descriptive statistics, it could be said that the overall mean score of the students was average.

Figure 14: Histogram plot

(Source: Jamovi)

The upper figure demonstrates the histogram plot. The x-axis describes creativity, it ranges from 60 to 160. The y-axis describes the density. It has been noticed that the maximum value is plotted in the 100 range to 120 range. The lowest value is found in the 60 and 160 range. Therefore it has been concluded that those students who have screen time of 120 minutes or high they have lower creativity than those students who have screen time of less than 120 minutes.

Figure 15: One-way ANOVA results

(Source: Jamovi)

The upper figure shows the result of the one-way ANOVA. The F value of creativity is 30.9. The df1 value is 2. The df2 value is 117 and the p value is <.001. The Homogeneity of variances test occurs. The F value is 1.70, and the df1, and df2 values are 2 and 177 respectively. The P value is 0.185. This result demonstrates that those students have screen time 120 munites or high they have low creativity thank those students who have screen time less than 120 minutes.

Figure 16: Q-Q plot

(Source: Jamovi)

The upper figure shows the Q-Q plot based on the statistical data. The X-axis shows theoretical quantiles and Y-axis shows standardized residuals. It has been noticed that the highest value was found from -2 to +2.

References

Journals

• Abduyeva, S. (2021). Psychological aspects of training young handball players. ????? ??????? ?????????? (Buxdu. Uz), 8(8). Retrieved from: http://journal.buxdu.uz/index.php/journals_buxdu/article/download/4067/2577 [Retrieved on: 10/09/2023]
• Borsboom, D., van der Maas, H. L., Dalege, J., Kievit, R. A., & Haig, B. D. (2021). Theory construction methodology: A practical framework for building theories in psychology. Perspectives on Psychological Science, 16(4), 756-766. Retrieved from: https://journals.sagepub.com/doi/pdf/10.1177/1745691620969647 [Retrieved on: 10/09/2023]
• Frost, N. (2021). Qualitative research methods in psychology: Combining core approaches 2e. McGraw-Hill Education (UK). Retrieved from: http://psikologi.unmuha.ac.id/wp-content/uploads/2020/02/Qualitative-Research-Methods-in-Psychology.pdf [Retrieved on: 10/09/2023]
• Ghalavi, Z., & Nastiezaie, N. (2020). Relationship of servant leadership and organizational citizenship behavior with mediation of psychological empowerment. Eurasian Journal of Educational Research, 20(89), 241-264. Retrieved from: https://dergipark.org.tr/en/download/article-file/1362121 [Retrieved on: 10/09/2023]
• Hayes, N. (2021). Doing Psychological Research, 2e. McGraw-Hill Education (UK). Retrieved from: https://www.researchgate.net/profile/Nicky-Hayes-2/publication/327499201_Doing_Psychological_Research/links/60619fa7458515e8347c3222/Doing-Psychological-Research [Retrieved on: 10/09/2023]
• Irawan, A. W., Dwisona, D., & Lestari, M. (2020). Psychological impacts of students on online learning during the pandemic COVID-19. KONSELI: Jurnal Bimbingan dan Konseling (E-Journal), 7(1), 53-60. Retrieved from: http://ejournal.radenintan.ac.id/index.php/konseli/article/viewFile/6389/3564 [Retrieved on: 10/09/2023]
• Kahalon, R., Klein, V., Ksenofontov, I., Ullrich, J., & Wright, S. C. (2022). Mentioning the sample's country in the article's title leads to bias in research evaluation. Social Psychological and Personality Science, 13(2), 352-361. Retrieved from: https://journals.sagepub.com/doi/pdf/10.1177/19485506211024036 [Retrieved on: 10/09/2023]
• Kennedy, B., Ashokkumar, A., Boyd, R. L., & Dehghani, M. (2021). Text analysis for psychology: Methods, principles, and practices. Retrieved from: Kennedy, B., Ashokkumar, A., Boyd, R. L., & Dehghani, M. (2021). Text analysis for psychology: Methods, principles, and practices. [Retrieved on: 10/09/2023]
• Lehmann, O. V., Murakami, K., & Klempe, S. H. (2019). Developmentally oriented thematic analysis (DOTA): A qualitative research method to explore meaning-making processes in cultural psychology. In Forum Qualitative Sozialforschung/Forum: Qualitative Social Research (Vol. 20, No. 2, p. 21). DEU. Retrieved from: https://www.ssoar.info/ssoar/bitstream/handle/document/62837/ssoar-fqs-2019-2-lehmann_et_al-Developmentally_oriented_thematic_analysis_DOTA.pdf?sequence=1 [Retrieved on: 10/09/2023]
• Privitera, G. J. (2022). Research methods for the behavioral sciences. Sage Publications. Retrieved from: https://toc.library.ethz.ch/objects/pdf03/e01_978-1-5063-2657-3_01.pdf [Retrieved on: 10/09/2023]
• Shadjalilovna, S. M., Malikovna, K. R. N., Mirsharapovna, S. Z., & Kakhramonovich, A. A. (2022). Determination of the Needs of Students by Psychological and Pedagogical Teaching Tools Using Remote Technologies. Texas Journal of Multidisciplinary Studies, 14, 5-8. Retrieved from: https://zienjournals.com/index.php/tjm/article/download/2642/2215 [Retrieved on: 10/09/2023]
• Thomas, J. R., Martin, P., Etnier, J. L., & Silverman, S. J. (2022). Research methods in physical activity. Human kinetics. Retrieved from: https://ireland.progress.im/sites/default/files/webform/pdf-research-methods-in-physical-activity-7th-edition-jerry-thomas-jack-nelson-stephen-silverman-pdf-download-free-book-563a5da.pdf [Retrieved on: 10/09/2023]
• Vaughn, L. M., & Jacquez, F. (2020). Participatory research methods–Choice points in the research process. Journal of Participatory Research Methods, 1(1). Retrieved from: https://jprm.scholasticahq.com/article/13244.pdf [Retrieved on: 10/09/2023]