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C12. We revisit Katherine Purswell, Ani Yazedjian, and Michelle Toews's (2008) researeh regarding the relationship between academic intentions (intention to perform spoi behaviors related to learning engagement and positive academic behaviors), parenta support, and peer support and self-reported academic behaviors (e.g., speaking in clace 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 on a strongly disagree to strongly agree scale. responses coded Intercorrelations Between Variables Based on Parental Education Groups 3 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. •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 Wnich group is the relationship the strongest? c. The correlation for peer support and intention is highest for which group? Explam

C12. We revisit Katherine Purswell, Ani Yazedjian, and Michelle Toews's (2008) researeh regarding the relationship between academic intentions (intention to perform spoi behaviors related to learning engagement and positive academic behaviors), parenta support, and peer support and self-reported academic behaviors (e.g., speaking in clace 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 on a strongly disagree to strongly agree scale. responses coded Intercorrelations Between Variables Based on Parental Education Groups 3 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. •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 Wnich group is the relationship the strongest? c. The correlation for peer support and intention is highest for which group? Explam

MATLAB: An Introduction with Applications
MATLAB: An Introduction with Applications
6th Edition
ISBN:9781119256830
Author:Amos Gilat
Publisher:Amos Gilat
Chapter1: Starting With Matlab
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b. Interpret the correlation for intention and behavior for the three groups. For which c. The correlation for peer support and intention is highest for which group? Explain. C12. We revisit Katherine Purswell, Ani Yazedjian, and Michelle Toews's (2008)° reseonal 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 (Groun 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. support, and Intercorrelations Between Variables Based on Parental Education Groups 3 1 First Generation Students (n= 44) .34* .11 .48* 1. Intention - .24 .15 2. Parental support - 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 anu 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 group is the relationship the strongest? c. The correlation for peer support
Transcribed Image Text:b. Interpret the correlation for intention and behavior for the three groups. For which c. The correlation for peer support and intention is highest for which group? Explain. C12. We revisit Katherine Purswell, Ani Yazedjian, and Michelle Toews's (2008)° reseonal 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 (Groun 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. support, and Intercorrelations Between Variables Based on Parental Education Groups 3 1 First Generation Students (n= 44) .34* .11 .48* 1. Intention - .24 .15 2. Parental support - 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 anu 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 group is the relationship the strongest? c. The correlation for peer support
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