Indicate whether the following statements indicate a positive or negative relationship.
a. Duncan, Hoekstra, and Wilcox (2012) found that college students who used their cell phones more during introductory science classes were likely to receive a lower course grade than students who used their cell phones less.

b. Fisher, Schneider, Pegler, and Napolitano (1991) found that female high school students who were more concerned about their weight had lower self-esteem.

c. Bas, Asci, Karabuka, and Kiziltan (2004) reported that Turkish adolescents who received higher scores on an abnormal eating behavior measure experienced higher levels of trait anxiety.

d. Amy Strage (1997) investigated achievement motivation among college students. She found that students who were more self-confident were more likely to have clearer professional goals.

e. Amy Strage (1997) also found that students who were less self-confident were more likely to feel lower levels of happiness.

f. Boulton, Chau, Whitehand, Amataya, and Murray (2009) carried out a study on the association between victimization and recess liking among elementary school children in England. They found that the more children experienced peer victimization (e.g., malicious teasing, deliberate social exclusion) the less they liked school.

g. Selcuk Sirin (2005) conducted a comprehensive review of research on the relationship between socioeconomic status and academic achievement. His results indicated a moderate to strong relationship between these two variables where higher socioeconomic status was associated with higher levels of academic achievement.

h. Sheets and Mohr (2009) examined the relationship between perceived social support and psychosocial functioning in bisexual young adult college students. They found that higher levels of perceived social support were associated with lower levels of depression.

i. Thompson and Austin (2003) reported that the relationship between television viewing and academic achievement is moderated by the type of programming. 

(1) Students who viewed more programs with little informational content (e.g., cartoons and music videos) were more likely to have lower scores on academic achievement measures, and

(2) Students who viewed more programs with a lot of information content (e.g., news programs and documentaries) were more likely to have higher scores on academic achievement measures.