Means for dieters and non-dieters on the Body Image and Self Esteem variables

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Questions:

1a) Use the Compare Means function to examine the means for dieters and non-dieters on the Body Image and Self Esteem variables.

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1b) Describe the differences in means that you see.

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2a) Conduct independet samples t-tests to see if the differences noted above are significant. In other words, conduct two independent samples t-tests, one examining the relationship between Dieting Status and Body Image and one examining the relationship between Dieting Status and Self-Esteem.

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2b) Use the Sig. (2-tailed) column to find the p-values for each test. Based on these p-values, are either of the tests significant? How do you know? Based on the significance of the tests, what would you conclude about te relationship between dieting and body image and the relationship between dieting and self-esteem?

 

3a) Use SPSSto calculate the means for Consumption1, Consumption2, Mood1, and Mood2.

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3b) From th means, describe how scores on Consumption and Mood changed from Time 1 to Time 2.

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3c) Conduct dependent samples t-tests on the Consumption variables and the Mood variables. In other words, you need to conduct two separate dependent samples t-tests.

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3d) Use he Sig. (2-tailed) column to find the p-values for each test. Based on these p-values, are either of the tests significant? How do you know? Based on the significance of the tests, what would you conclude about the changes in consumption and mood?

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4a) Describe a research hypothesis (unrelated to the Food Consumption dataset) that could be assessed using a dependnt samples t-test. Be sure to describe your variables.

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4b) Enter hypohetical data relevant to your research hypothesis for at least 10 participants. Then, conduct a dependent samples t-test on the data in SPSS.

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4c) Describe wether your research hypothesis was supported from the hypothetical data. Be sure to incorporate statistical significance into your answer.

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Sample Solution

The hypothetical idea of hazard taking implies a few parts of uncertainty and startling quality. At its generally broad, risk taking alludes to the readiness to be unsafe in unique conditions. Many creators stand out to the course of hazard taking instead of to its ramifications. Allies of such view underline that the most common way of facing challenges begins by having a variety of activities to pick to settle an errand (Beebe, 1983). Bem (as refered to in Beebe, 1983) recognizes the meaning of decisions and further considers risk taking a course of consistent selection of activities which can lead the student to a “more terrible position” (in the same place). From one perspective, it tends to be contended that Bem’s negative perspective on language risk taking doesn’t distinguish the helpfulness or effectiveness of being bold in the study hall. Bem doesn’t represent risk taking as a potential positive specialist in the scholastic situation, however he expresses an expected piece of the gamble taking cycle: selection of blueprints. Certainly, a daring individual needs to choose what is viewed as the most ideal decision right now of settling on a choice. In this manner, risk taking incorporates vulnerability of the outcome as well as of the activity or methodology chose to achieve an oral undertaking.

Different examinations on individual contrasts and second language obtaining have zeroed in on the results of chance taking as opposed to on the cycle concerning understudy achievement in talking errands. Kahneman, Slovic and Tversky for instance, propose that facing challenges can have an essentially unfortunate result since the student may be engaged with a misfortune or rout circumstance (as refered to in Gass and Selinker, 2008). In this manner, the idea of chance taking will in general be corresponded with a troublesome condition that might forestall oral correspondence in a subsequent language. As per Dewaele and Furnham (1999) likewise conceivable daring people give exactness for speed in discourse creation, which could lead the student to deliver poor phonetic result. At the very least, elevated degrees of chance taking impact different regions, e.g., confidence, eagerness to convey and certainty, which might set the student in a weak position. At the end of the day, the more dangers a student pursues the more open doors he must be sincerely obliged.

Wen and Clément (2003) likewise portray the idea of vulnerability in risk taking concerning results. Notwithstanding, their remarks on risk taking are all the more socially-arranged as in the two creators complement shame and friend embarrassment as potential aftereffects of the gamble practice. Also to earlier meanings of hazard taking, Wen and Clément’s (2003) perceptions on gambles are wonderful; despite the fact that, their work for the most part presents the negative side of this variable. What is dazzling about their definition is the c

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