Barbara Hofer and Shirley Yu (2003) assessed the impact of a Learning to Learn course on college students’ motivation and cognitive processing. Hofer and Yu wanted to find out if motivation was related to cognitive processing behavior. Students completed a questionnaire that included items related to cognitive processing behaviors as well as academic motivation. Six aspects of motivation were correlated with seven aspects of cognitive processing behaviors.

1. Which statistical test seems most appropriate for the statistical analyses?

a. t test for one sample

b. t test for two independent samples

c. t test for two related samples

d. t test for a correlation coefficient

e. One-factor F-test

f. Two-factor F-test

g. Repeated-measures F test

h. One-variable χ² test

i. Two-variable χ² test

A paragraph from the authors’ results section is shown below. Use the information presented in this paragraph to answer questions 2 to 7.

The second research question concerned the relations among the motivational and cognitive variables… Most notably at Time 1, intrinsic goal orientation was positively correlated with deep processing, r(75) = .26, p < .05; planning, r(75) = .34, p < .01; monitoring, r (75) = .37, p < .01; and metacognition, r(75) = .42, p < .05. (p. 31)

2. Pearson’s correlation (r) between intrinsic goal orientation and planning was equal to ___.

3. Pearson’s correlation (r) between intrinsic goal orientation and monitoring was equal to ___.

4. The strongest correlation of the four r’s presented in the paragraph was ___. This was the correlation between ___ and ___.

5. Degrees of freedom for each statistical test were equal to ___.

6. How many students provided test scores for the analysis?

7. With a significance level of .05 for a one-tailed test, critical t is equal to ___.