Two Approach Question: Split plot ANOVA

several modifications for the purpose of this assignment. This project investigates the effects of programming provided by a youth club on the development of social-emotional skills. Youth Development and Leadership Programs (YDLPs) aim to improve these skills by allowing youth the opportunity to engage in supportive adult relationships, to be in a safe environment, to give back to the community, and skill building (Catalano, Berglund, Ryan, Lonczak & Hawkins, 2004). More information is available on Moodle for download.

The present study used two of the five scales from the Behavioral and Emotional Rating Scale (Epstein, 1999) to measure parent ratings of successful school functioning and the child’s self-perceived affective strengths. Ratings were made at two time points, the beginning of the program before any of the children had participated in the club and after one year of full participation. Children either were already in the program (in-program group) or on the waitlist to enter the program (control group). In addition, data concerning family living was collected, the number of siblings and whether the participants came from one-parent or two-parent families.

Approach 1: Four Two-way ANOVAs

(for the Output Only Assignment, to be completed in-class on October 10)

The specific research questions for the assignment are:

Is there an effect of parent group (one-parent vs two-parent families), program status (in-program vs waitlist control), or an interaction between them on (a) successful school functioning at time 1, (b) school functioning at time 2, (c) affective strength at time 1, or (d) affective strength at time 2?

• · For all four ANOVAs note the effect size with each F-test.
• · Also, conduct an appropriate post hoc analysis of means, if necessary, clearly identifying the test of simple main effects that you are conducting.

Approach 2: Three-way, Split Plot ANOVA

The specific research question for the written assignment is:

Is there an effect of parent group (one-parent vs two-parent families), program status (in-program vs waitlist control), Time, or any interactions among them on successful school functioning or affective strength?

• · Conduct a post hoc analysis of means testing the simple main effect of time.
• · Graph the means AND provide a table showing the post hoc tests for differences among means.

Follow the guidelines for writing the report for this assignment posted in Moodle.

ID Family Group SF1 SF2 AS1 AS2

1 1 1 80 85 40 65

2 2 1 84 86 45 60

3 1 1 81 89 41 66

4 2 1 85 90 46 62

5 1 1 79 84 42 67

6 2 1 88 92 47 62

7 1 1 80 85 39 64

8 2 1 80 85 44 59

9 1 1 80 85 35 60

10 2 1 84 89 40 53

11 1 0 78 79 41 39

12 2 0 87 87 45 46

13 1 0 81 81 42 40

14 2 0 83 84 46 44

15 1 0 80 79 43 41

16 2 0 78 77 47 46

17 1 0 80 79 40 37

18 2 0 83 84 45 44

19 1 0 71 72 40 38

20 2 0 85 86 45 45

Codes:

Family: 1 = one parent; 2 = two parent

Group, 1 = in program, 0 = waitlist control

SF1: School Functioning Time 1

SF2: School Functioning Time 2

AS1: Affective Strength Time 1

AS2: Affective Strength Time 2