Single Correlation Between Self-Esteem And GPA
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Single Correlation Between Self-Esteem And GPA
Self-esteem GPA
Third (unmeasured)
variable
Figure 2.5 Correlation does not imply cause and effect, because there are always three possibilities: (1) Variations in one variable (academic performance) may be causing variations in the second (self-esteem), (2) variations in the second may be causing variations in the first, or (3) a third variable may actually be causing both observed effects. Knowing only the single correlation between self-esteem and GPA doesn’t allow you to distinguish among these possibilities.
Methods in the Study of Personality 15
The use of random assignment rests on an assumption: that if you study enough people in the experiment, any important differences due to personality (and other sources as well) will balance out between the groups. Each group is likely to have as many tall people, fat people, depressed people, and confident people as the other group—if you study a fairly large number of participants and use random assignment. Anything that matters should balance out.
So, you’ve brought people to your research laboratory one at a time, randomly assigned them to the two conditions, manipulated the independent variable, and exerted experimental control over everything else. At some point, you would then measure the variable you think is the effect in the cause–effect relationship. This one is termed the dependent variable.
In this experiment, your hypothesis was that differences in success and failure on academic tasks cause people to differ in self-esteem. Thus, the dependent measure would be a measure of self-esteem (e.g., self-report items
(the pair of arrows labeled 3). Perhaps having a high level of intelligence causes a positive sense of self-esteem and also causes better academic performance. In this scenario, both self-esteem and academic performance are effects, and something else is the cause.
The possible involvement of another variable in a correlation is sometimes called the third-variable problem. It’s a problem that can’t be handled by correlational research. Correlations cannot tell which of the three possibilities in Figure 2.5 is actually right.
2.2.4: Experimental Research There is a method that can show cause and effect, how- ever. It’s called the experimental method. It has two defining characteristics. First, in an experiment, the researcher manipulates one variable—creates the existence of at least two levels of it. The one the researcher is manipulating is called the independent variable. This is the one the researcher is testing as the possible cause in a cause–effect relationship. When we say the researcher is “creating” two (or more) levels of this variable, we mean exactly that. The researcher actively creates a difference between the experience of some people and the experience of other people.
Sometimes psychologists do experiments in order to better understand what they’ve seen in correlational studies. Let’s illustrate the experimental method by doing just that. Let’s look closer at the example just discussed. Suppose you have a hunch that variations in academic performance have a causal effect on self-esteem. To study this possibility, you do an experiment, in which you hypothesize (predict) that academic outcomes cause effects on self-esteem.
You’re not going to be able to manipulate something like GPA in this experiment, but it’s fairly easy to manipulate other things with overtones of academic performance. For instance, you could arrange to have some people experience a success and others a failure on a task (using one rigged to be easy or impossible). By arranging this, you would create the difference between success and failure. You’d manipulate it—not measure it. You’re sure that a difference now exists between the two sets of people in your experiment, because you made it exist.
As in all research, you’d do your best to treat every participant in your experiment exactly the same in all ways besides that one. Treating everyone the same—making everything exactly the same except for what you manipulate— is called experimental control. Exerting a high degree of control is important to the logic of the experimental method, as you’ll see momentarily.
Control is important, but you can’t control everything. It’s rarely possible to have everyone do the experiment at the same time of day or the same day of the week. More
Random assignment is an important hallmark of the experimental method. The experimenter randomly assigns participants to a condition, much as a roulette wheel randomly catches the ball in a black or red slot.
obviously, perhaps, it’s impossible to be sure the people in the experiment are exactly alike. One of the main themes of this book, after all, is that people differ. Some people in the experiment are just naturally going to have higher self- esteem than other people when they walk in the door. How can these differences be handled?
This question takes us to the second defining characteristic of the experimental method: Any variable that can’t be controlled—such as personality—is treated by random assignment. In your experiment, you would randomly assign each participant to have either the success or the failure. Random assignment is often done by such means as tossing a coin or using a list of random numbers.
16 Chapter 2
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
CLICK ON THE LINK HERE: https://www.perfectacademic.com/orders/ordernow
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME]and Have It Done by Our PhD Qualified Writers!!