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In this issue, we will continue to introduce how to use SPSS to conduct: one-way ANOVA, multi-factor ANOVA, repeated measures ANOVA, etc.
1. One-way analysis of variance [experiment between groups + single dependent variable; difference test]
1.1 Difference test
1) Spss operation
2) Spss result
3) Report [F (between groups, within groups), p, η p 2 , M, SE]
Table 1 shows the mean and standard deviation of social support level and self-esteem level in each grade. The difference test was carried out on the social support levels of students of different grades. The results in Table 2 showed that there was no significant difference in the social support levels of students of different grades, F(3,192)=0.943, p=0.421, η p 2 =0.015.
There are significant differences in the self-esteem levels of students in different grades, F(3, 192)=3.432, p=0.018, η p 2 =0.052. The post-hoc comparison results show that the self-esteem level of fresh is significantly lower than that of junior (p<0.05) and senior (p<0.05), and there is no significant difference in self-esteem among other grades.
1.2 Experiments between groups
1) Spss operation
2) Spss result
3) Report [F (between groups, within groups), p, η p 2 , M, SE+ draw histogram]
A 2×2 multivariate analysis of variance was performed on the scores, and the results showed that: the main effect of self-esteem level was not significant, F(2, 11)=3.055, p=0.072, η p 2 =0.253; the main effect of priming emotion type was not significant, F (1,11)=1.309, p=0.268, η p 2 =0.068; the interaction between self-esteem level and priming emotion type was significant, F(2,11)=3.927, p=0.038, η p 2 =0.304.
The post-hoc test on the interaction between self-esteem level and priming emotion type found that when the self-esteem level was low, the scores of subjects who primed positive emotions were significantly lower than those who primed neutral emotions, p<0.05. However, between the medium self-esteem group and the high self-esteem group, there was no significant difference in the effect of triggering positive emotions or neutral emotions on the score (Figure 1).
2. Multivariate analysis of variance
1) Spss operation
2) spss results
3) report [F (between groups, within groups), p, picture, M, SE]
Taking whether they have been Olympic volunteers and blood donation experience as independent variables, and college students' attitudes towards public welfare issues (volunteering, unpaid blood donation, organ donation) as dependent variables, a multivariate analysis of variance was carried out . significant effect (F(3,592)=5.26, p=0.001, η p 2 =0.03), while the main effect of blood donation experience (F(3,592)=1.88, p=0.13, η p 2 =0.01), The interaction between the two (F(3,592)=2.28, p=0.08, η p 2 =0.01) was not significant.
A specific analysis of whether or not the Olympic volunteers have an impact on public welfare attitudes found that volunteer status has a significant difference on college students' attitudes towards volunteering, F(1,594)=7.53, p=0.006, η p 2 =0.01. Among them, the attitude of the Olympic volunteers towards volunteering (M=16.80, SE=0.31) was significantly higher than that of the non-Olympic volunteers (M=15.71, SE=0.24).
3. Repeated measures analysis of variance
1) Spss operation
2) Spss result
3) Report [F (between groups, within groups), p, η p 2 , M, SE+ draw histogram]
A 2 × 2 experimental group and a control group were used in a pre- and post-test design. Among them, the group (experimental group/control group) is a variable between subjects, and the test time (pretest/posttest) is a variable within subjects. Repeated-measures analysis of variance was performed on positive emotion scores using SPSS 24.0. It was found that there was a significant main effect between the pre-test and post-test of positive emotions, F(1,58)=95.51, p<0.001, η p 2 =0.62; there was a significant main effect of group, F(1,58)=4.03, p=0.049, η p 2 =0.07; the interaction between positive emotion pre-test and group factors was significant, F(1,58)=29.59, p<0.001, η p 2 =0.34.
Specifically (as shown in Figure 1 and Table 1), for the subjects who initiated the sense of meaning in life, the posttest score of positive emotions (M= 76.63, SE= 15.87) was significantly higher than the pretest score (M=45.03, SE=17.93) , F(1, 58)=9.39, p=0.003, η p 2 =0.14. For the subjects in the control group who did not initiate a sense of meaning in life, the posttest score of positive emotion (M=57.37, SE=17.48) was significantly higher than the pretest score (M=48.37, SE=18.01), F(1, 58)=115.72 , p<0.001, η p 2 =0.67.
This concludes the content of this issue!
Due to space reasons, this issue only introduces how to use SPSS to conduct one-way ANOVA, multi-factor ANOVA, and repeated measures ANOVA. In the next issue, we will continue to introduce EFA, CFA analysis and structural equation modeling.
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Typesetting: Huahua
Author: Peng Peng
Proofreading: Sister Miaojun