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## The Afro barometer Dataset and Key Leadership Dissertation

Order ID53563633773 TypeEssay Writer LevelMasters StyleAPA Sources/References4 Perfect Number of Pages to Order5-10 Pages

Description/Paper InstructionsThe Afro barometer Dataset and Key Leadership Dissertation

Use SPSS to answer the research question. Post your response to the following:

If you are using the Afrobarometer Dataset, report the mean of Q1 (Age). If you are using the HS Long Survey Dataset, report the mean of X1SES.

What is your research question?

What is the null hypothesis for your question?

What research design would align with this question?

What dependent variable was used and how is it measured?

What independent variables are used and how are they measured? What is the justification for including these predictor variables?

If you found significance, what is the strength of the effect?

Explain your results for a lay audience, explain what the answer to your research question.

Discussion

Use the General Social Survey data set and construct a research question that can be answered using multiple regression. To do this you will need to selectthreevariables that are measured on aninterval or ratio level. In SPSS they will be listed asscaledata in the variable view.Select two IVs (AKA predictor variables) that could be used to predict the value of the DV (AKA, criterion variable or outcome variable). For example, the length and the weight of a car (predictor variables) could be used to predict its miles per gallon (outcome variable). Use an alpha level of .05 for these analyses.

In this week’s video example, 3 variables were selected from the GSS data set. Note that our data set has been edited and is not exactly the same as theirs. You can follow along and you should get similar results, but you will not get exactly the same values. That is OK, remember, we have a revised data set that is a little different than the one used for the video example. Here are the variables used in the example:

DV = sei10, R’s socioeconomic index (2010)

IV 1 = prestg10, Rs occupational prestige score (2010)

IV 2 = educ, HIGHEST YEAR OF SCHOOL COMPLETED

Do Not use these variables for yourdiscussionor applicationassignmentfor multiple regression.

Multiple Regression

Here is an overview of how to run the Multiple Regression

Analyze > Regression > LinearEnter your 1 (and only 1) DV into the Dependent box.

Enter your 2 (and only 2) IVs into the Independent(s) box.

Click OK

Reading the Output & Reporting Results

Model Summary

The overall Model Summary shows the R, R Square, and Adjusted R Square. In my experience, we typically report the R Square value. Yet our video recommends reporting the Adjusted R square. For this example, R square and Adjusted R square are the same, R2 = .787. However, sometimes they will be different.Because we have conflicting information, you may report either. However, clearly state whether you are reporting R square or the adjusted R square.

Figure 1. Model Summary for multiple regression in SPSS

The next box shows the ANOVA summary.

Figure 2. ANOVA summary of the overall model for multiple regression

This is for the overall model with your two independent variables and your one dependent variable.Notice that the Sig. column shows .000, we would report the results like this:The purpose of this standard regression analysis was to examine the combined and relative effects of the respondents’ occupational prestige score and highest year of school completed in predicting their socioeconomic status. The combined effect of prestg10 and educ statistically significantly predicted sei10, F(2, 1404) = 2595.24, p < .001, adjusted R2 = .787. The two predictors combined, explained about 79% of the variability in socioeconomic status index scores. This is a large effect.

By convention, 2% is considered a small effect, 13% is medium, and 26% is large.

Here is a resource: http://core.ecu.edu/psyc/wuenschk/docs30/EffectSizeConventions.pdf

Coefficients

The next box (Figure 3) shows the Coefficients. With 2 IVs, there will be 2 t-tests to inspect and to report. The t-testresults presented in the Coefficients box tests whether each individual IV significantly predicts the DV. Specifically, it tests the null hypothesis that the B coefficient is equal to 0.

Figure 3. Coefficients

IV 1

The B coefficient for the RS occupational prestige score, 1.055,is significantly different from zero because the sig column shows .000. We could report this as:While holding the effects of the other predictor constant, the RS occupational prestige score significantly predicts socioeconomic index values, t(1404) = 52.30, p < .001. For each 1- point increase in prestige score, socioeconomic status index values are expected to increase by 1.055

points.

IV 2

The B coefficient for Highest year of school completed, 1.226,was significantly different from 0 because the Sig. column shows .000. We could report this as:While holding the effects of the other predictor constant, the highest year of school completed significantly predicts socioeconomic index values, t(1404) = 13.60, p < .001. For each 1- point increase in prestige score, socioeconomic status index values are expected to increase by 1.226

points.

Constant

As we saw in Week 8, the Constant B of -13.373 is the y-intercept. At point (0, -13.373) the regression line will cross the y-axis (the vertical line).

The Multiple Regression EquationFor this analysis, we could report the Multiple Regression equation as

Predicted sei10= -13.373 + 1.055(prestg10) + 1.226(educ)For example, if someone had a prestige score of 1 and an education score of 15 we could predict their sei10 score:

Predicted sei10= -13.373 + 1.055(prestg10) + 1.226(educ)

Predicted sei10 = -13.373 + 1.055(1) + 1.226(15)

Predicted sei10 = -13.373 + 1.055 + 18.39

Predicted sei10 = 6.062A person with a prestige score of 1, who attended 15 years of schooling is predicted to have a socioeconomic index score of 6.062.

The Null Hypotheses for Multiple Regression is not in any of ourcoursematerials.

I don’t recall seeing this explicitly stated in ourcoursematerials. Technically, there is one null hypothesis for the combined model, and then one for each of the IVs.Here is an example for a Multiple Regression model with 2 IVs and one DV.

Null 1: The combined effect of the two IVs will not significantly predict the DV.

Null 2: The First IV is not a significant predictor of the DV, while controlling for the second IV.

Null 3: The Second IV is not a significant predictor of the DV, while controlling for the first IV.

Hopefully it is obvious that this is a generic example and you would insert the names of your variables in place of First IV, Second IV, and DV.

This is an introduction

This week we learn how to run a multiple regression and how to interpret the results and report them. However, there is much more to learn on this topic. I have greatly oversimplified the information we typically report for a multiple regression analysis.Next week you will learn about the assumptions of multiple regression. That is, you will learn about several additional statistics that we must check ahead of time to ensure it is appropriate to run and interpret a multiple regression analysis. For now, just focus on the general idea of multiple regression and what the results tell you.

NOTES:

– all three variables should be interval or ratio variables. They should be listed as scale variables in your data set

– the variable you wish to predict should be entered as the DV

– leave the Method as “Enter”, this is referred to as a standard regression and it enters all of the IVs at the same time, whether or not they are significantly related to the DV

– select Only 2 IVs for thediscussionand assignments for multiple regression.

You should address all of the following:

–State your research question

– State your null hypothesis

– Describe your outcome variable (DV) and how it was measured.

– Describe the predictor variables (IVs) and how they were measured. (Select 2 and only 2 IVs)

– explain whether one IV was a control and if so, why

– explain the rationale for selecting IVs

– clearly identify the name of the variables as they appear in the data set

– Indicate whether the overall model was significant or not, explain how you know

– indicate whether each of your two predictors were significant or not, explain how you know

– report the results of your multiple regression analysis inAPA format, interpret the effect size using R square (see pp. 440 – 441, and p. 450 in your text and my example below)

– ensure you clearly explain whether the variables are significant predictors or not and state the regression equation for for your results (use my example above as a guide).

– Discuss implications for positive social changeThe Afro barometer Dataset and Key Leadership Dissertation

RUBRIC

QUALITY OF RESPONSENO RESPONSEPOOR / UNSATISFACTORYSATISFACTORYGOODEXCELLENTC ontent (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 6^{th}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 6^{th}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 6^{th}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 6^{th}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 errors10 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 errors15 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 6^{th}edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6^{th}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 6^{th}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 paper7 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 6^{th}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

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