Lab Report on Alcohol UseMethod Participants [Things to include here: overall sample size, gender...

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Lab Report on Alcohol UseMethod Participants [Things to include here: overall sample size, gender distribution (raw number and percentage), age range, average and standard deviation]. Materials Age Participants were asked to enter their age in whole years.  Gender Participants were asked ‘What is your gender?” with response options being “Male”, “Female”, “Transgender” and “Other”. Only Males and Females responded to the current survey, therefore making this a dichotomous variable. Message Frame Conditions – Experimental intervention Following Collymore and McDermott (2016) participants were randomly allocated to a questionnaire in which one of six photographs occurred accompanied by a unique health persuasion message. There were two fear-loss framed communications, two gain-framed communications and two disgust-loss framed communications. These text and picture combinations can be seen on page 1911 of Collymore and McDermott (2016). Participants were instructed to look at the photo and read the health-related text to its right, then to complete the remainder of the questionnaire. Drinking Intentions Intentions to Reduce Current Levels of Alcohol Consumption was assessed by a question asking participants: To what extent do you intend to reduce your current level of alcohol consumption? This question was answered on a 5-point Likert scale, with higher scores indicating greater intentions to reduce alcohol consumption. Non-drinking Motives Following Bekman et al. (2011), five items from the Motives for Abstaining from Alcohol Questionnaire (MAAQ: Stritzke & Butt, 2001) were averaged to create an abbreviated measure summarizing key reasons for not drinking. Each item was rated on a 5 point scale (not at all important to extremely important). This measure has demonstrated strong reliability previously ( = .82; Bekman et al., 2011), as well as in the current sample ( = .89). Procedure Participants were adults who were invited to participate via social media advertisements. The study was conducted via an online survey platform (Qualtrics). Participants who consented to take part in the study were provided a link to the questionnaire. Participants were then randomly assigned to an experimental condition (message framing conditions) and completed the questionnaire.     Major assignment seminar 1 26/03/2019 1 Lab Report  Session DUE: THURSDAY APRIL 18 2019, 8:00PM AEST 26/03/2019 2 Key Materials Lab Report Instructions Example lab report Marking rubric (see HPS301 or HPS781) Data_set Method Guidance for Lab Report Readings.pdf Replication Extension Studies Video Readings 26/03/2019 3 26/03/2019 4 Mark breakdown HPS301 HPS781 Abstract (5) Abstract (5) Introduction (15) Introduction (15) Method (5) Method (5) Results (35) Results (35) Discussion (35) Discussion (35) Writing (5) Writing (5) Critical Reflection (20) 26/03/2019 5 Abstract A brief, executive summary of the study. i.e. What happened? Why is this worth reading? Be concise Omit irrelevant, redundant information Aims/rationale (be very brief)? Who was sampled? Variables used (in terms of constructs rather than scales) Results of analyses Relevance of findings/Implications/Conclusion 26/03/2019 6 Abstract Where to look (in order of priority)? Lab Report Instructions Example lab report (guidance rather than specifications) Marking Rubric (to see what your marker will be looking for) APA style guide (for style guidance not found elsewhere) 26/03/2019 7 Introduction The purpose of the intro is to: 1. Introduce the topic and build a rationale for the study 2. Introduce relevant content such as definitions and relationships as  needed 3. Provide a rationale for the study (for both our hypotheses and for  the replication-extension aspect) 4. Provide rationales for the predictions/hypotheses made See ‘Guidance for Lab Report Readings.pdf’ to guide your reading in  Assignment Guide. 26/03/2019 8 How to write a good intro? Introduce the general topic in a way that motivates readers’ attention ◦ What is the topic? ◦ What is the problem? Introduce ideas relevant to the general topic that funnel your readers  toward your aim and hypotheses What is of relevance in our readings? Why is their a need for replication-extension? Make specific, justified hypotheses. Typical problem: - Integration of content, narrative flow not collection of abstracts 26/03/2019 9 How to write a good intro? When going through the readings, take notes but keep it only to the  information which is going to allow you to justify the current study  (some clues in the ‘Guidance for Lab Report Reading’ document) Some of the analyses in the readings are complex and do not need to be  understood. Instead focus on the meaning of their findings/conclusions.  If discussing their more complex analyses stick to significant differences  or pos/neg relationships (i.e., do not guess at the interpretation of  complex analyses) 26/03/2019 10 Hypotheses Be specific (within reason) Turn research questions into testable hypotheses (see the research  questions in the ‘Background to the study’ section of the Lab Report  Instructions page). There is no set number of hypotheses but they should  map nicely onto the research questions. See examples of hypotheses from Seminar materials For between groups analyses: ◦ What groups are being compared? ◦ Compared on what? ◦ What is the predicted outcome (based on literature and reasoning)? For regression analyses: ◦ What are the predicted relationships? ◦ What about combined, individual, and relative effects? 26/03/2019 11 Introduction Where to look (in order of priority)? Lab Report Instructions page ◦ Background section ◦ Introduction section Guidance for Lab Report Readings.pdf Replication Extension Studies Video Example lab report (guidance for the structure) Marking Rubric (to see what your marker will be looking for) APA style guide  (https://owl.english.purdue.edu/owl/resource/670/07/ ) https://owl.english.purdue.edu/owl/resource/670/07/ 26/03/2019 12 Methods I’m giving you most of the method section (cut and paste is fine) Except… Write your own participants section (see specific requirements as set  out in the ‘Method’ and ‘Lab Report Instructions’ documents) and the  rest can be ‘cut-and-pasted’ from the ‘Method’ document (leave out the  reference list information from your Method). To get Participants details, analyse the data-file (descriptives) Format to APA 6th 26/03/2019 13 Results Descriptives then inferential statistics.  Table the descriptives (all variables included in ONLY the regression  analysis), describe one or two of these descriptives (see ‘example lab  report’) Your reported stats should correspond to the hypotheses you make Write up ANOVA in‐text (see seminars 4/5 for APA examples) Write up regression in‐text (see seminar 3 for APA example) Be concise in this section, do not interpret 26/03/2019 14 Results • Issue 1: In your between-groups analysis, how do you find out exactly  where any significant differences lie? • The necessary analyses are covered in Week 5, as this doesn’t give you  much time I am only requiring you to conduct the simpler ‘post hoc’  analyses, rather than planned comparisons. • These ‘post hoc’ analyses will be covered briefly NOW and repeated in  the Week 5 Seminars.  • You can report these analyses in the same way as in your Seminar 5  slides, or as done in the Seminar Activity Answers doc – just replace  the term ‘planned comparisons’ with ‘post hoc analyses’. 26/03/2019 15 ANOVA How do we know which groups are different? In week 5 we cover 2 approaches to doing multiple comparisons (‘a  priori’ and ‘post-hoc’) For the assignment we have kept it simple and only require you to learn  the ‘post hoc’ approach There are several ‘post-hoc’ approaches but we will use Tukey’s (see  Field p. 550 if you want more detail on Tukey’s) 26/03/2019 16 Each of the treatment groups is compared  with the other three groups.  To see if the difference between a pair of  means is significant, look at the Sig column. 26/03/2019 17 Post hoc analyses •How to report the post hoc tests? •Students can use the following description which I have modelled on the APA write- up of planned comparisons given in the Seminar Activity Answers (week 5)  document: •"Post-hoc comparisons using the Tukey’s HSD test were then conducted to evaluate  whether future alcohol drinking intentions differed between the message framing  conditions. Results of these post-hoc analyses revealed that individuals in the X  group (M = X, SD = X) had significantly higher drinking intentions than individuals in  the Y group (M = X, SD = X), and the Z group (M = X, SD = X) scored significantly lower  than both of these groups." •Obviously you will need to include the correct statistics as well as accurately report  which groups were significantly higher or lower (the above is just an example).  26/03/2019 18 Results Where to look (in order of priority)? Lab Report Instructions (Results section) Data set (run the analyses on this) Seminar materials for relevant analysis (see APA write-up  questions in slides and Seminar Activity Answers doc) Example lab report (general structure – different analyses) Marking Rubric (to see what your marker will be looking  for) 26/03/2019 19 Results Issue 2: How to report p values?  In previous years we have used:  p > .05 or p

Pooja · Accepted Answer

Abstract
There are a total of 400 participants in the survey. Each participant is randomly assigned to one of the six conditions.  The response from each participant is complete and there are no missing values. The method of regression analysis is used to predict a non-drinking motive on the basis of condition, gender, intention, and age. The significant predictor of non-drinking motive is the intention and the condition of Loss Disgust Social.
Table of Contents
Abstract	1
Introduction	3
Method	4
Participants	4
Sample size	4
Age	4
Gender	6
Materials	7
Message Frame Conditions – Experimental intervention	7
Drinking Intentions	7
Non-drinking Motives	7
Procedure	7
Results	9
Descriptive Statistics	9
Regression Analysis	12
Discussion	15
References	16
Appendix	17
Introduction
The type of design is experimental design as the participants were randomly assigned to an experimental condition (message framing conditions). Then they were asked to complete the questionnaire. The question consisted of the initial person of the demographics like age and gender. Then they were asked regarding their intention to reduce the current level of alcohol consumption ranging with 5 categories from very low intention to very high intensity.  They were also asked about their non-drinking motives which were rated on a 5 point scale (not at all important to extremely important). The technique of descriptive statistics and inferential statistics is performed in order to analyse non-drinking motives on the basis of intention to reduce the current level of alcohol consumption, condition, gender and age.  Quinn, G. P., & Keough, M. J. (2002). 
Method
Participants
Sample size
There are a total of 400 participants in the survey. The response from each participant is complete as there are no missing values. The sample size of 400 seems large enough to be a good representative of the population. 
	Case Summaries
	
	To what extent do you intend to reduce your current level of alcohol consumption? 
	Condition
	Gender
	Age
	ID
	MAAQ; Nondrinking motives
	N
	400
	400
	400
	400
	400
	400
	% of Total N
	100.0%
	100.0%
	100.0%
	100.0%
	100.0%
	100.0%
Age
Participants were asked to enter their age in whole years. The descriptive statistics and corresponding graphs is summarized below.
	Descriptives
	
	
	
	Statistic
	Std. Error
	Age
	Mean
	28.56
	.196
	
	95% Confidence Interval for Mean
	Lower Bound
	28.18
	
	
	
	Upper Bound
	28.94
	
	
	5% Trimmed Mean
	28.57
	
	
	Median
	28.00
	
	
	Variance
	15.335
	
	
	Std. Deviation
	3.916
	
	
	Minimum
	18
	
	
	Maximum
	40
	
	
	Range
	22
	
	
	Interquartile Range
	5
	
	
	Skewness
	.042
	.122
	
	Kurtosis
	-.084
	.243
The distribution of age of the participants is approximately normally distributed. Mean and the standard deviation is considered as the best measure of Central tendency and dispersion. The average age of the participant is 29 years with a low standard deviation of 4 units.
The histogram confirms that the distribution of age of the participants is approximately normally distributed as the histogram is bell shaped. The box plot indicates that there are a few outliers in the age of participants.
Gender
Participants were asked ‘What is your gender?” with response options being “Male”, “Female”, “Transgender” and “Other”. Only Males and Females responded to the current survey, therefore making this a dichotomous variable.
The frequency distribution from the corresponding pie chart for gender is given below.
	Gender
	
	
	Frequency
	Percent
	Valid Percent
	Cumulative Percent
	Valid
	Male
	138
	34.5
	34.5
	34.5
	
	Female
	262
	65.5
	65.5
	100.0
	
	Total
	400
	100.0
	100.0
	
There are more females in comparison to male participants in the survey. There are approximately 65.6% females and 34.5% males
Materials
Message Frame Conditions – Experimental intervention
Following Collymore and McDermott (2016) participants were randomly allocated to a questionnaire in which one of six photographs occurred accompanied by a unique health persuasion message. There were two fear-loss framed communications, two gain-framed communications and two disgust-loss framed communications. These text and picture combinations can be seen on page 1911 of Collymore and McDermott (2016). Participants were instructed to look at the photo and read the health-related text to its right,

Method Participants [Things to include here: overall sample size, gender distribution (raw number and percentage), age range, average and standard deviation]. Materials Age Participants were asked to...

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