Correlation Test

Correlation Test

Introduction

Howell (1985) will focus on the correlation between two or more variables. We have taken the data on the level of IQ and ADD scores between different groups so correlation will be showing the severity of the relationship between different groups or even between males and females. Each pair of values ??is marked by a certain character. The resulting cluster of points shows that the surveyed students with high baseline values tend to have high values ??of IQ or ADD. This, of course, is not unexpected; this example was chosen to demonstrate the clear relationship.

Methodology

Participants

Participants were 216 students (54% boys, 46% girls) from one of 18 schools in northwestern Vermont. The schools were chosen in such a way to produce a reasonable cross section of rural schools within 40 miles of Burlington, VT. Age at first assessment, family background, racial/ethnic identity and other background variables were not assessed.

Procedure

All participants were part of a larger study conducted by Howell, Huessy, and Hassuk (1985). The original study began with 501 children in the second grade and consisted of six stages of data collection: 2nd grade, 4th grade, 5th grade, 9th grade, 12th grade, and 3 years post graduation. The first three assessments were collected via the child's current teacher, the second two assessments were collected via school records and the final assessment was an extensive interview. Due to normal attrition, the sample size was reduced to 352 children by the end of the fifth grade. The present study utilizes data collected during all six collection periods and includes only those for whom complete data is available (N = 216).

Measures

Gender. The gender of the child was collected via a questionnaire completed by the child's second grade teacher.

Grade repetition. Whether or not the child repeated a grade during high school was assessed via school records at the end of the 12th grade.

English level. The level of English class the child was enrolled in was assessed via the school record in the ninth grade. The three categories were: remedial, general and college preparatory.

English grade. The grade the child received in English during the ninth grade was assessed via school records. Grades were: A, B, C, D, or F.

Social adjustment problems. Whether or not the child exhibited any social adjustment problems in the ninth grade was assessed via school records. A child was considered to have a social adjustment ...