Questions and Answers of Business Statistics Using Excel

Life will turn out better for you than it has for your parents?”
You will have good friends you can count on?
You will be respected in your community?
You will be able to live wherever you want in the country?
You will stay in good health most of the time?
You will have a happy family life?
You will have a job that you enjoy doing?
You will be able to own your own home?
You will have a job that pays well?
You will go to college?
You will graduate from high school?
Δdf, RMSEA, SRMR, CFA, and AIC, although your instructor may have different preferences.
e. Provide a table of fits of the various models. I suggest including χ2 and df, Δχ2 and
d. Add the variables Age, Parent Alcoholism, and Rebelliousness as possible explanatory variables in a conditional LGM. Does parent alcoholism affect adolescents’drinking behavior? Does adolescent
c. Interpret your final unconditional model. What do the means and variances of the Drinking intercept and Drinking slope tell you? Are these two latent variables correlated? What does that
b. You may need to constrain the error variances for Adol1 and Adol3 to zero (to avoid negative values). What happens to the fit of this model? (These constraints will not be needed for the
a. Develop an unconditional LGM to explain the developmental trajectory among these youth in drinking behavior. Start with a model in which the error variances for Adol1 through Adol3 are constrained
2. Does being the child of an alcoholic influence adolescent drinking behavior? Curran, Stice, and Chassin examined the growth in adolescents’ alcohol, along with that of their peers, over a
1. Conduct the analyses outlined in this chapter. The data are in the file labeled “math growth final.sav.” See the website (www.tzkeith.com) for initial setup for these models for Amos and Mplus.
â•›â†œi) Would you be willing to accept configural invariance (step a)? Metric invariance?Intercept invariance? Briefly explain why or why not.
h) Provide a table of fit statistics for the models listed in steps a through g. Be sure to list the corrected RMSEA.
g) Test the equivalence of the latent means for self-concept using a model constraint and fit statistics. Do boys and girls differ in their levels of self-concept? Why do you come to that conclusion?
f) Test the equivalence of the latent means for locus of control using a model constraint and fit statistics. Do boys and girls differ in their levels of locus of control?Why do you come to that
e) Based on the text output, does it appear that boys and girls differ in their overall latent mean level of self-concept? Locus of control? On what did you base this conclusion? If you concluded
d) Test intercept invariance (aka strong invariance; you do need to estimate means &intercepts at this step).
c) Test metric invariance across groups.
Table 19.9 Self-Concept and Locus of Control Items for Exercise 3. Each item’s response choices ranged from 1, strongly agree, to 4, strongly disagree. As shown, positively worded items were
b) Add a covariance between the errors of measurement for items BYS44Dr and BYS44Er.bys44ar bys44dr bys44er bys44b bys44c bys44f bys44hr Self Concept Locus of Control Figure for text Conceptual model
a) Test this initial model across groups (configural invariance). You do not need to estimate means & intercepts at this step (but I recommend that you do so).
2.xls” with a separate tab for boys and girls (there is also a tab with the full matrix).Note that the four self-concept items have been reversed so that for all items a high score represents a
3. Test the invariance of shorter self-concept and locus of control scales from NELS across sex. The proper composition of these scales is represented in Figure 19.18. A reminder of the item wording
2. Conduct the higher-order invariance tests as outlined, but not detailed, in this chapter.Make sure your degrees of freedom match those shown in Table 19.8 below for each model:Table 19.8 Degrees
3. Figure 18.26 shows a dummy variable model designed to test the effect of Sex on the change in Locus of Control from 8th to 10th grade (or 10th-grade Locus controlling for 8th-grade Locus). Analyze
Figure 18.25 Initial MG-MACS model to study levels of homework and grades and effects of homework on high school grades for boys versus girls.effect of Homework on Grades to vary across groups. Does
2. Figure 18.25 shows a starting model for a MG-MACS analysis of the effect of Homework on 12th-grade GPA. The model for boys is shown. A starting model for Amos (with variable names but without
f. Specify an alternative model in which Locus8 is allowed to affect Locus12 and Ach8 is allowed to affect Ach12. Are the effects statistically significant? Are they meaningful? How did you decide?
e. Specify an alternative model to answer the question of whether SES has any direct effects on 10th-grade locus of control and achievement. Next test for direct effects on 12th-grade Locus and
d. Specify two alternative models to determine, based on fit, whether Ach affects Locus, and whether Locus affects Ach. Why is Δχ2 not a good choice for these comparisons?What might you examine
c. Using the concepts of setting parameters to be the same from the multi-group section of the chapter, constrain the factor loadings of the Locus factor to be the same over time. That is, constrain
b. Examine the modification indexes and standardized residuals to determine if there are other model modifications you might make to improve fit. Do you have a theoretical justification for doing
a. Given the nature of the measured variables, are there any correlated errors you might add a priori to improve model fit? Consider, in particular, if some of the Locus items measure something in
3. Analyze the latent variable panel model of locus of control and achievement. The data are in the file “sc locus ach matrix n12k.xls,” and more information about the variables is shown in the
c. Compare the fit of this model with one in which Mother’s Expressivity is also allowed to have direct effects on the two child outcomes. Based on the change in fit, would you say that
2. Nancy Eisenberg and colleagues (2001) conducted research to determine the effects of mothers’ emotions on their young children’s behavior problems and social competence. One interest in the
1. If you have a full-featured SEM program, analyze the series of full homework models starting with the model shown in Figure 17.1. Make sure your results match those presented here. If you are
Estimate the model shown. Create a table of direct, indirect, and total effects on the final outcome (Attained Occupation). Which variables are the most important influences on these men’s
3. Kimmo Sorjonen and colleagues used SEM to estimate the relative effects of intelligence, family of origin SES, and emotional capacity (at the time of their conscription into the military) on
a. Draw (set up) and estimate the model. Is the structural portion of the model justidentified or overidentified? Evaluate the fit of the model and, if adequate, focus on parameter estimates.
2. Figure 16.13 shows a model to test the effects of participation in Head Start on children’s cognitive ability. This example is a classic reanalysis of a controversial quasiexperiment; I have
1. Analyze the simulated Buhs and Ladd data (“Buhs & Ladd data.sav” or Buhs & Ladd data.xls”) using a structural equation modeling program (if you are using Amos, the initial model is saved as
3. The files “DAS 5–8 simulated 6.sav” and “DAS 5–8 simulated 6.xls” include 500 cases of simulated data for the DAS-II.
2. The NELS data include a series of items (ByS44a to ByS44m) designed to assess students’ self-esteem and locus of control. Choose several or all of these items that you believe best measure
1. Conduct the analyses outlined in this chapter. If you have a student version program that only allows a certain number of variables, you may be able to estimate a portion of the models. The
2. How could you convert this research from a measured variable study into a latent variable study? Think of ways to include multiple measures of the researchers’ independent and dependent
Analyze each data set without variable X2 in the model. What happens to the magnitude of the path from X3 to Y1?Figure 13.22 Understanding common versus non-common causes, and their effects on path
Analyze these data using an SEM program. For both data sets, the model you should estimate is illustrated in Figure 13.13. Compute and examine the correlations among the variables in both data sets.
7. Exercise 6 in Chapter 4 was “designed to explore further the nature of common causes, and what happens when non-common causes are included in a multiple regression. We will begin our analysis of
6. Estimate the nonrecursive trust model from Figure 13.17. The model (trust nonrecursive model 1.amw) and the data (trust norec sim data.xls) are included on the accompanying Web site. Second,
Data consistent with those reported in the original article are in the SPSS file “Henry et al.sav” or the Excel file “Henry et al.xls.” Analyze and interpret this model. Which variable had a
5. Henry, Tolan, and Gorman-Smith (2001) investigated the effect of one’s peers on boys’later violence and delinquency. Figure 13.21 shows one model drawn from their study, their “fully
4. Focus on the equivalent models in Figure 13.14. Note the difference between these and the initial model (model A). Which rule or rules were used to produce each equivalent model? Check your
Calculate the direct, indirect, and total effects of these two variables on Social Studies Achievement. Whichever way you drew the path, now reverse the direction and re-estimate the model.
b. Did you draw a path from Self-Esteem to Locus of Control or Locus of Control to Self-Esteem?
3. In Chapter 11, you constructed and tested a path model using the variables Family Background (BYSES), 8th-grade GPA (BYGrads), 10th-grade Self-Esteem (F1Concpt2), 10th-grade Locus of Control
2. Find an article that uses path analysis or explanatory multiple regression on a research topic with which you are familiar and interested. If the authors’ model is not drawn in the article, see
c. Analyze a model like Figure 12.3, but in which a path is drawn from Ethnicity to Family Background. Now analyze a model in which the path is drawn from Family Background to Ethnicity. Which model
b. Analyze a model without Parent Involvement. Calculate direct, total, and indirect effects for each variable on GPA. Do the same for the model shown in Figure 12.3.Compare the tables of direct,
a. Make sure you understand what happens when a common cause is omitted versus a simple cause of only one of the variables of interest (Figures 12.3 through 12.4). Is Family Background a common cause
Were there meaningful indirect effects? If so, interpret them. Which variable(s) had the strongest total effect on accident consistency?
Calculate the direct effects and disturbances and put them in your model. Calculate total effects on Accident Consistency and create a table of direct, indirect, and total effects. Interpret the
â•…Estimate the model shown in the figure using multiple regression analysis. What is the identification status of the model?
â•…Mechanical Comprehension (Mechanic in the data file) was a measure of workers’ understanding of mechanical reasoning. Social Maladjustment (Maladjust) was a 50-item scale derived from the
7. Curtis Hansen tested a path model of the influences on accidents among chemical industry workers (1989). A simulated version of a portion of the data are on the website(www.tzkeith.com) under
1. Table 11.2 shows the means, standard deviations, and correlations among the variables used in this chapter’s example. Reanalyze the five-variable path model. (For users of SPSS, the file
Life will turn out better for you than it has for your parents?
You will have good friends you can count on?
You will be respected in your community?
You will be able to live wherever you want in the country?
You will stay in good health most of the time?
You will have a happy family life?
You will have a job that you enjoy doing?
You will be able to own your own home?
You will have a job that pays well?
You will go to college?
You will graduate from high school?
6. Search for an article in your area of interest with the words moderation or moderated regression in the title or abstract. Read the abstract to make sure regression was used.Read the article. Is
2. Conduct a similar analysis using the NELS data. Try using F1S45A as the measure of time spent watching TV and a mean of the 10th-grade test scores (F1TxRStd, F1TxMStd, F1TxSStd, F1TxHStd) as the
1. If you have not done so already, conduct the multiple regression testing the interaction of TV and Ability on Achievement conducted earlier in this chapter. Compare your results to mine. Make sure
Focus on the final table of coefficients from your overall regression. Which line in the output shows the intercept for the boys? Which line in the output shows the difference in intercept for girls?
Treat boys as the reference group. Conduct any needed pre-analyses and any needed follow-up analyses. What do your analyses show? Are fathers’ aspirations important? Are they important for both
7. Do fathers’ aspirations influence children? Do fathers’ aspirations have differential effects for boys versus girls? Using the NELS data and multiple regression, test whether father’s
6. Kristen Alexander and colleagues were interested in whether the impact of a traumatic event (child sexual abuse) predicts (explains) one’s subsequent memory of that event(Alexander et al.,
5. The file “ancova exercise.sav” includes simulated data for the ANCOVA example presented in the chapter (see also the Excel or plain text versions of this file). This was a pretest–posttest
2. Use the “Kranzler et al simulated data.sav” (or “Kranzler et al simulated.xls” or “Kranzler. txt”) data set found on the Web site (www.tzkeith.com). Center the CBM scores and create a
b. Analyze the experiment using effect coding. Which group did you choose as the contrast group (the group with −1s for the effect-coded variables)? Explain why.
a. Consider drill homework to be the norm. Analyze the results of this experiment using dummy coding, and comparing the other two types of homework with this norm.
3. The file “homework experiment data.sav” (or “homework experiment.xls”) includes data from a simulated experiment in which children were given different types of homework. Sixth graders
c. Create effect variables with two-parent families as the group coded –1 on all variables. Regress Substance use on these effect variables and interpret the regression results.
b. Create dummy variables contrasting students from two-parent families with those from parent–guardian families and those from single-parent families. Regress Substance Use on these dummy
c. Convert the group variable into a single criterion scaled variable and conduct the MR using it. Correct the ANOVA table from the MR for the proper degrees of freedom and compare the results with

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