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C12. We revisit Katherine Purswell, Ani Yazedjian, and Michelle Toews's (2008) research regarding the relationship between academic intentions (intention to perform specific behaviors related to learning engagement and positive academic behaviors), parental support, and peer support and self-reported academic behaviors (e.g., speaking in class, completed assignments on time during their freshman year) of first- and continuing- generation college students. They estimated three separate models for first-generation students (Group 1), students with at least one parent with college experience but with no degree (Group 2), and students with at least one parent with a bachelor's degree or higher (Group 3). The correlation matrix is presented below. All of the variables included in the analysis are ordinal measures, with responses coded on a strongly disagree to strongly agree scale. Intercorrelations Between Variables Based on Parental Education Groups 1. First Generation Students (n= 44) 1. Intention .34* .11 .48** 2. Parental support .24 .15 3. Peer support .06 - 4. Behavior Group 2 (n = 82) 1. Intention .30** .49** .32** 2. Parental support .31 .27* 3. Peer support .38** 4. Behavior Group 3 (n= 203) 1. Intention .18* .37* .44* 2. Parental support .24** .17* 3. Peer support .04 4. Behavior Source: Adapted from Katherine Purswell, Ani Yazedjian, and Michelle Toews, "Students' Intentions and Social Support as Predictors of Self-Reported Academic Behaviors: A Comparison of First- and Continuing- Generation College Students," Journal of College Student Retention 10, no. 2 (2008): 199. *n< 05 **n< 01

C12. We revisit Katherine Purswell, Ani Yazedjian, and Michelle Toews's (2008) research regarding the relationship between academic intentions (intention to perform specific behaviors related to learning engagement and positive academic behaviors), parental support, and peer support and self-reported academic behaviors (e.g., speaking in class, completed assignments on time during their freshman year) of first- and continuing- generation college students. They estimated three separate models for first-generation students (Group 1), students with at least one parent with college experience but with no degree (Group 2), and students with at least one parent with a bachelor's degree or higher (Group 3). The correlation matrix is presented below. All of the variables included in the analysis are ordinal measures, with responses coded on a strongly disagree to strongly agree scale. Intercorrelations Between Variables Based on Parental Education Groups 1. First Generation Students (n= 44) 1. Intention .34* .11 .48** 2. Parental support .24 .15 3. Peer support .06 - 4. Behavior Group 2 (n = 82) 1. Intention .30** .49** .32** 2. Parental support .31 .27* 3. Peer support .38** 4. Behavior Group 3 (n= 203) 1. Intention .18* .37* .44* 2. Parental support .24** .17* 3. Peer support .04 4. Behavior Source: Adapted from Katherine Purswell, Ani Yazedjian, and Michelle Toews, "Students' Intentions and Social Support as Predictors of Self-Reported Academic Behaviors: A Comparison of First- and Continuing- Generation College Students," Journal of College Student Retention 10, no. 2 (2008): 199. *n< 05 **n< 01

MATLAB: An Introduction with Applications
MATLAB: An Introduction with Applications
6th Edition
ISBN:9781119256830
Author:Amos Gilat
Publisher:Amos Gilat
Chapter1: Starting With Matlab
Section: Chapter Questions
Problem 1P
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C12. We revisit Katherine Purswell, Ani Yazedjian, and Michelle Toews's (2008) research regarding the relationship between academic intentions (intention to perform specific behaviors related to learning engagement and positive academic behaviors), parental support, and peer support and self-reported academic behaviors (e.g., speaking in class, completed assignments on time during their freshman year) of first- and continuing- generation college students. They estimated three separate models for first-generation students (Group 1), students with at least one parent with college experience but with no degree (Group 2), and students with at least one parent with a bachelor's degree or higher (Group 3). The correlation matrix is presented below. All of the variables included in the analysis are ordinal measures, with responses coded on a strongly disagree to strongly agree scale. Intercorrelations Between Variables Based on Parental Education Groups 3 First Generation Students (n 44) 1. Intention .34* .11 .48** 2. Parental support .24 .15 - 3. Peer support .06 4. Behavior Group 2 (n = 82) 1. Intention .30** .49** .32** 2. Parental support .31 .27* 3. Peer support .38** 4. Behavior Group 3 (n = 203) 1. Intention .18* .37** .44* 2. Parental support .24** .17* 3. Peer support .04 4. Behavior Source: Adapted from Katherine Purswell, Ani Yazedjian, and Michelle Toews, "Students' Intentions and Social Support as Predictors of Self-Reported Academic Behaviors: A Comparison of First- and Continuing- Generation College Students," Journal of College Student Retention 10, no. 2 (2008): 199. *p<.05. **p < .01. a. Which group has the most significant correlations? Which group has the least? b. Interpret the correlation for intention and behavior for the three groups. For which group is the relationship the strongest? c. The correlation for peer support and intention is highest for which group? Explain. 2.
Transcribed Image Text:C12. We revisit Katherine Purswell, Ani Yazedjian, and Michelle Toews's (2008) research regarding the relationship between academic intentions (intention to perform specific behaviors related to learning engagement and positive academic behaviors), parental support, and peer support and self-reported academic behaviors (e.g., speaking in class, completed assignments on time during their freshman year) of first- and continuing- generation college students. They estimated three separate models for first-generation students (Group 1), students with at least one parent with college experience but with no degree (Group 2), and students with at least one parent with a bachelor's degree or higher (Group 3). The correlation matrix is presented below. All of the variables included in the analysis are ordinal measures, with responses coded on a strongly disagree to strongly agree scale. Intercorrelations Between Variables Based on Parental Education Groups 3 First Generation Students (n 44) 1. Intention .34* .11 .48** 2. Parental support .24 .15 - 3. Peer support .06 4. Behavior Group 2 (n = 82) 1. Intention .30** .49** .32** 2. Parental support .31 .27* 3. Peer support .38** 4. Behavior Group 3 (n = 203) 1. Intention .18* .37** .44* 2. Parental support .24** .17* 3. Peer support .04 4. Behavior Source: Adapted from Katherine Purswell, Ani Yazedjian, and Michelle Toews, "Students' Intentions and Social Support as Predictors of Self-Reported Academic Behaviors: A Comparison of First- and Continuing- Generation College Students," Journal of College Student Retention 10, no. 2 (2008): 199. *p<.05. **p < .01. a. Which group has the most significant correlations? Which group has the least? b. Interpret the correlation for intention and behavior for the three groups. For which group is the relationship the strongest? c. The correlation for peer support and intention is highest for which group? Explain. 2.
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