psych 290

Learning Goal: I’m working on a psychology multi-part question and need an explanation and answer to help me learn.

Your Results and Discussion should be approximately three pages (Times New Roman, 12pt, double-spaced APA format!

 

RESULTS — STATISTICS & DATA ANALYSIS

Provide information detailing the statistical and data-analytic methods used, including missing data; descriptions of each outcomes; and results of all inferential tests conducted, including exact p values and the minimally sufficient set of statistics (e.g., dfs, MSs) needed to construct the tests. Report any problems with statistical assumptions and/or data distributions that could affect the validity of findings.

This criterion is linked to a Learning Outcome

DISCUSSION — SUPPORT of HYPOTHESES

Provide a statement of support or nonsupport for all hypotheses.

Discuss similarities and differences between reported results and work of others.

This criterion is linked to a Learning Outcome

DISCUSSION — Limitations of your study

Note & define 3 limitations that you had in your study (e.g., potential bias, threats to internal validity, imprecision of measurement protocols, overall number of tests or overlap among tests, and adequacy of sample sizes and sampling validity).

For each of the limitation, note how you could have done it better and note how future researchers should note.

This criterion is linked to a Learning Outcome

DISCUSSION — GENERALIZABILITY

Define and discuss generalizability (external validity) of the findings (make sure to define generalizability/external validity).

What could you have done better to improve generalizability (e.g., sampling validity, setting, measurement, time, ecological validity)

This criterion is linked to a Learning Outcome

DISCUSSION — IMPLICATIONS

Provide an interpretation of the results (what does this mean as we apply the results to the real world?)

Discuss implications for future research, program, or policy-

here is my research paper so far.

The Effects of Anxiety on Academic Achievement

The primary variables under investigation in this area of research are anxiety and academic performance. Theoretical issues include the role of anxiety in academic achievement, how different anxiety levels may impact academic performance, and how different types of anxiety may impact academic performance. Population studies have included students of all ages, from elementary school to college. The relationship between anxiety and academic performance is complex, and research in this area is ongoing. However, Afifah & Pangestu (2021) found that anxiety can hurt academic performance, particularly when it interferes with test-taking or other academic tasks. Other studies have found that anxiety may not directly impact academic performance but may indirectly impact academic achievement by affecting motivation or engagement (Azeem, 2018). Overall, the research in this area suggests that anxiety can harm academic performance, but the magnitude of this impact may vary depending on the level of anxiety, the type of anxiety, and the individual student.

The purpose of this research is to better understand the effects of anxiety on academic performance. This is an important issue because anxiety is a common misfortune that can impact people of all ages, and academic performance is an important part of life. Anxiety can have a negative impact on academic performance in several ways. For example, anxiety can interfere with test-taking, cause students to avoid academic tasks, or impact motivation and engagement. Therefore, understanding the relationship between anxiety and academic performance is important for helping students succeed in school. In addition, this research is important because the findings could have implications for educational policy and practice. By way of illustration, if the findings suggest that anxiety negatively impacts academic performance, schools may need to support students with anxiety. Alternatively, if the findings suggest that anxiety does not directly impact academic performance, schools may not need to provide specific support for students with anxiety.

The current study seeks to contribute to this body of research by investigating the effects of anxiety on academic performance in a sample of college students. This study is unique in that it uses a longitudinal design to examine the effects of anxiety on academic performance over time. In addition, this study uses a measure of anxiety that assesses different types of anxiety (test anxiety, social anxiety) and different anxiety levels such as (mild, moderate, and severe).

The current study has two primary aims: 1. To examine the effects of anxiety on academic performance in a sample of college students. 2. To compare the role of different types of anxiety (test anxiety, social anxiety) and different anxiety levels such as (mild, moderate, and severe) on the relationship between anxiety and academic performance. It is expected that anxiety will have a negative impact on academic performance and that this relationship will be compared by different types of anxiety and different levels of anxiety. In the current study, the participants will be college students from a large university in the United States.

Methods

Participants

The sample will consist of 500 students recruited through flyers and emails. Inclusion criteria for the study will be that participants must be currently enrolled in a college or university and 18 years of age or older. Exclusion criteria for the study will be that participants cannot have a diagnosis of an anxiety disorder. The participants will be asked to complete an online survey assessing different types of anxiety (test anxiety, social anxiety) and different anxiety levels such as (mild, moderate, and severe). The survey will also assess academic performance.

Procedure

  1. All of the researchers provided were certified in their training
  2. All of the researchers were approved by the IRB.
  3. In order to get our sample, I sent out a survey via email.
  4. We got consent from parents in the survey (had to sign off)
  5. They completed the survey and sent it back to us
  6. The participants later received a $25 Starbucks gift card.

Research Design

The research design for this study was a two-group, randomized controlled trial. The participants were students experiencing anxiety and were placed into experimental or control groups. The experimental group received treatment for their anxiety, while the control group did not. The researchers measured the academic performance of both groups of students over the course of the semester to see if there was a difference between the two groups. The participants were randomly assigned to either the experimental or control groups. The experimental group received treatment for their anxiety, while the control group did not. The researchers measured the academic performance of both groups of students over the course of the semester to see if there was a difference between the two groups.

Measurement

Grade Point Average

The grade point average (GPA) for each of the participants were obtained from the participants themselves through an online survey. The survey asked various questions about the school life of the student, rating their anxiety and answering questions about what may trigger them. Both the students involved, and their parents consented for us to have their end of year GPA before the survey was conducted. All GPA data will be discarded or permanently deleted from our database after the experiment is over. 0.00-4.00.

 

 

 

 

 

 

 

 

 

Results

Descriptive Statistics

Descriptive statistics tell us about quantitative information. It describes and summarizes the data. For this sample. The average GPA was 2.87 (SD= .73; range 2.00 – 4.00).

Correlations

Correlation is when one variable relates to another variable in a positive or negative way. Furthermore, the correlation between the outcome and the two covariates were examined. There was no statistically significant correlation between gender and GPA, r (30) = -.19, p = .33.

T-Test

T test is a statistical test comparing the means of two groups, measuring their relationship. While the mean of the variable may appear higher, the t-test verifies whether this is due to variability or not.

Discussions

Support of Hypothesis

The hypothesis was supported by the independent t-test. The hypothesis is supported by existing literature. Similar to the present study’s findings, Afifah and Pangestu (2021) found that anxiety can hurt academic performance, particularly when it interferes with test-taking or other academic tasks.

Limitations of the Study

In the present study, there was an imprecision of measurement that there was a lack of accuracy in the tool that was used to collect each student’s GPA data, the student’s were allowed to self-report their GPA. This is a limitation because of the possibility of social desirability bias. This could have led the students to report a higher GPA than they actually have. Future studies should consider asking of a copy of the student’s transcripts to more accurately represent their GPA data.

The second limitation of the study was its small sample size. The larger a sample, the closer it is to representation in its population. Larger samples make it easier to obtain statistical significance. Unfortunately, despite the intent to survey 300 participants, we were only able to include 30 participants in the final analyses. This limitation can be addressed in future research by incentivizing participants through higher compensation.

The third limitation of the study was

Generalizability

According to the American Psychological Association, generalization is “the process of deriving a concept, judgment, principle, or theory from a limited number of specific cases and applying it more widely, often to

Implications

The present study recommends getting early diagnostics, welcoming child therapists, healthy eating habits, and working out. Resources should be available for free, during school, after school, before school.

 

 

 

 

 

 

 

 

 

 

References

Afifah, R., & Pangestu, A. B. (2021). Relationship of Academic Self-Management and Academic Anxiety Towards Academic Achievement of First Year Students In Institut Teknologi Bandung. Syntax Idea3(8), 1979-1989.

Azeem, A. (2018). Study of academic anxiety and academic achievement among secondary school students. International journal of research in social sciences8(3), 147-161.

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