SPSS Help 1

Help Sheet for Reading SPSS Printouts

Heather Walen-Frederick, Ph.D.
This document will give ou annotated SPSS output !or the !ollowing statistics"
1. #orrelation
$. %egression
&. Paired Samples t-test
'. (ndependent Samples t-test
). *+,-*
.. #hi S/uare
+ote that the version o! SPSS used !or this handout was 13.0 01asic2. There!ore, i! ou have advanced
add-ons, or a more recent version there ma 3e some slight di!!erences, 3ut the 3ulk should 3e the same.
,ne possi3le di!!erence would 3e !or later versions or advanced packages to give the option o! things like
e!!ect si4e, etc. (n addition, the data used !or these printouts were 3ased on data availa3le in the te5t"
Statistics for the Behavioral Sciences, 4
th
Edition (Jaccard & Becker, 00!.
This guide is meant to 3e a help6 it should not replace reading the te5t, our class notes, the *P* manual
or simpl using our head. (! ou have trou3le with data entr, or other items not addressed in this guide,
please tr using the SPSS help that comes with the program 0when in SPSS, go under the 7help8 ta3 and
click on 7topics86 ou ma 3e surprised at how 7user !riendl8 SPSS help reall is2. *t the end o! this
document is a guide to assist ou in picking the most appropriate statistical test !or our data.
Note: +o test should 3e conducted without F(%ST doing e5plorator data analsis and con!irming that the
statistical analsis would ield valid results. That is, check that the assumptions !or each test are met, or
that the test is ro3ust against violation0s2. Please do thorough e5plorator data analsis, to check !or
outliers, missing data, coding errors, etc. %emem3er" 9ar3age in, gar3age out:
" note a#out statistical significance ($hat it %eans&does not %ean!.
;ost everone appreciates a 7re!resher8 on this topic.
Statistical Significance' *n o3served e!!ect that is large enough we do not think we got it on accident
0that is, we do not think that the result we got was due to chance alone2.
Ho$ do $e decide if so%ething is statisticall( significant)
(! H< is true, the p-value 0pro3a3ilit value2 is the pro3a3ilit that the o3served outcome 0or a value more
e5treme than what we o3serve2 would happen. The p-value is a value we o3tain a!ter calculating a test
statistic. The smaller the p-value, the stronger the evidence against the H<. (! we set alpha at .<), then the
p-value must 3e smaller than this to 3e considered statisticall signi!icant6 i! we set alpha at .<1, then it
must 3e smaller than .<1 to 3e considered statisticall signi!icant. %emem3er, the p-value tells us the
probability we would e5pect our result 0or one more e5treme2 9(-=+ the null is true. *f our p+,alue is
less than alpha, $e R-J-./ /H- 0122 and sa there appears to 3e a di!!erence 3etween groups>a
relationship 3etween varia3les, etc.
.on,entional alpha (! le,els
p ? .<) and p ? .<1
What do these mean@
p ? .<) A this result would happen no more than )B o! the time 0so 1 time in $< samples2, if the null were
true.
p ? .<1 A this result would happen no more than 1B o! the time 0so 1 time in 1<< samples2, if the null
were true.
SPSS Help $
Because these are lo$ pro#a#ilities (e,ents not likel( to happen if the null were true!, $e re3ect the
null $hen our calculated p+,alue falls #elo$ these alpha le,els.
4hat if (our p+,alue is close to alpha, #ut slightl( o,er it (like .056!) Cou cannot reDect the null.
However, ou can state that it is 7marginall8 signi!icant. Cou will want to look at our e!!ect si4e to
determine the strength o! the relationship and also our sample si4e. ,!ten, a moderate to large e!!ect will
not 3e statisticall signi!icant i! the sample si4e is low 0low power2. (n this case, it suggests !urther
research with a larger sample.
Please remem3er that statistical signi!icance does not e/ual importance. Cou will alwas want to
calculate a measure o! e!!ect si4e to determine the strength o! the relationship. *nother thing to keep in
mind is that the e!!ect si4e, and how important it is, is somewhat su3Dective and can var depending on
the stud at hand.
1. .orrelation
* correlation tells ou how and to what e5tent two varia3les are linearl related. Ese this techni/ue when
ou have two varia3les 0measured on the same person2 that are /uantitative in nature and measured on a
level that at least appro5imates interval characteristics. When conducting a correlation, 3e sure to look at
our data, including scatterplots, to make sure assumptions are met 0!or correlation, outliers can 3e a
concern2.
This e5ample is !rom #hapter 1' 0pro3lem F'G2. The /uestion was whether there was a relationship
3etween the amount o! time it took to complete a test and the test score. Do people who take longer get
3etter scores, ma3e due to re-checking /uestions and taking their time 0positive correlation2, or do
people who !inish sooner do 3etter possi3l 3ecause the are more prepared 0negative correlation2@
This is the de!ault output.
This 3o5 gives the results.
.orrelations
1 .<H&
.I')
1H 1H
.<H& 1
.I')
1H 1H
Pearson #orrelation
Sig. 0$-tailed2
+
Pearson #orrelation
Sig. 0$-tailed2
+
score
time
score time
Cou see the correlation in the last column, !irst row" .<H&. #learl, this is a small correlation 0remem3er
the range !rom <-1 and this is almost <2. The p-value 0in the row 3elow this2 is .I'). This is consistent
with the correlation. This is nowhere near either alpha 0.<) or .<126 in other words, 3ecause the p-value
=J#==DS alpha, it is not statisticall signi!icant. Thus we !ail to reDect the null, and conclude that the time
someone takes to complete a test is not related to the score the will receive.
The write up would look like this" r01H2 A .<H, p K .<) 0i! ou were using an alpha o! .<1, it would read"
r01H2 A .<H, p K .<1. *lternativel, ou could write" r01H2 A .<H, p A .I) 0the di!!erence is that in the last
e5ample, ou are reporting the actual p-value, rather than Dust stating that the p-value was greater than
alpha2.
#orrelation
p-value
SPSS Help &
. Regression
* regression is tpicall used to predict a D- with an (- 0or multiple (-s2. (t is a procedure that is closel
related to correlation 0as such, look at our data 3e!ore per!orming a regression, paing particular
attention to outliers2.
This regression is 3ased on pro3lem F)<, #hapter 1'. The researchers were interested in whether a
personLs 9%= score was related to 9P* in graduate school 0a!ter the !irst two ears2. Whether or not
there is a relationship could 3e answered 3 a correlation. However, the researchers would like to 3e a3le
to predict 9P* !or in-coming graduate students using their 9%= scores. *lso, remem3er that tpicall
researchers per!orm multiple regressions. These are regression with multiple predictor varia3les used to
predict the D-6 this is much more comple5 than a simple regression and /uestions answered 3 such a
techni/ue could not 3e answered 3 a correlation.
The output 3elow is the de!ault !or this analsis.
This box is telling you that GRE was entered to predict GPA (this box is meaningless for this example, but
would be important if you were using multiple predictor (X !ariables and using a method of entering these
into the e"uation that was not the default#
7aria#les -ntered&Re%o,ed
#
9%=
a
. =nter
;odel
1
-aria3les
=ntered
-aria3les
%emoved ;ethod
*ll re/uested varia3les entered.
a.
Dependent -aria3le" 9P*
3.
This box gi!es you summary statistics#
8odel Su%%ar(
.I)1
a
.).' .)<G .$)<I<
;odel
1
% % S/uare
*dDusted
% S/uare
Std. =rror o!
the =stimate
Predictors" 0#onstant2, 9%=
a.
Reading across, the second box tells you the correlation (#$% & a strong, positi!e, linear relationship# The
next box gi!es you a measure of effect R
'
( %)* of the !ariance in GPA is accounted for by GRE scores
(this is a strong effect+# Ad,usted R
'
ad,usts for the fact that you are using a sample to ma-e inferences
about a population. some people report R
'
and some report the ad,usted R
'
# /ou then see the standard
error of the estimate (thin- of this as the standard de!iation around the regression line#
This box gi!es you the results of the regression# The 0 is significant at #1%, but not #12#
"097"
#
..)< 1 ..)< 1<.&'& .<1$
a
.)<& H .<.&
1.1)& G
%egression
%esidual
Total
;odel
1
Sum o!
S/uares d! ;ean S/uare F Sig.
Predictors" 0#onstant2, 9%=
a.
Dependent -aria3le" 9P*
3.
SPSS Help '
A write up would loo- li-e( A regression analysis, predicting GPA scores from GRE scores, was
statistically significant, F(2,3 4 21#56, p 7 #1% (or( F(2,3 4 21#56, p 4 #12'# /ou would want to report your
R
'
, explain it and if the analysis was performed to be used for actual prediction, you would want to add
the regression e"uation (see below and something li-e( 0or e!ery one unit increase in GRE score, there
is a corresponding increase in GPA of #11%#
This box gi!es you the coefficients related to a regression#
.oefficients
a
.'11 .G<I .')& ...$
.<<) .<<$ .I)1 &.$1. .<1$
0#onstant2
9%=
;odel
1
1 Std. =rror
Enstandardi4ed
#oe!!icients
1eta
Standardi4ed
#oe!!icients
t Sig.
Dependent -aria3le" 9P*
a.
/ou can see that the t !alues associated with GRE is significant at the same le!el the F statistics was
(this will happen if you ha!e only 2 X !ariable# The regression e"uation is( 4 #622 8 #11%X#
3. Paired Sa%ples t+test
* paired-samples, or matched-pairs, t-test is appropriate when ou have two means to compare. (t is
di!!erent !rom an independent samples t-test in that the scores are related in some wa 0like !rom the
same person, a couple, a !amil, etc.2. Do not !orget to check that assumptions !or a valid test are met
3e!ore per!orming this analsis.
The output shown here is the de!ault.
This e5ample 3ased on an e5ample !rom #hapter 11 0pro3lem FH2. (n this stud, ) participants were
e5posed to 3oth a nois and a /uiet condition 0this is the (-2 and given a learning test 0this is the D-2. The
/uestion is whether learning di!!ers in the two conditions6 is there a statisticall signi!icant di!!erence in the
means !or the nois and /uiet condition@
The !irst 3o5 gives ou means, standard deviations, and the N.
Paired Sa%ples Statistics
1$..<<< ) ..'$.)1 $.HI'<$
H.'<<< ) '.GIGG. $.$$I11
/uiet
nois
Pair
1
;ean + Std. Deviation
Std. =rror
;ean
This 3o5 ne5t gives ou the correlation 3etween /uiet and nois.
Paired Sa%ples .orrelations
) .G$H .<$& /uiet M nois Pair 1
+ #orrelation Sig.
Tpicall, i! ou are conducting a t-test, ou will not report these results. +evertheless, 3ecause the are
here, ( will interpret them !or ou. There is a signi!icant correlation 0relationship2 3etween the /uiet and
nois conditions 0the null is reDected2. That is, i! ou scored high on one condition, ou scored high on the
other 0this makes sense 3ecause it is the same person in 3oth conditions2. (t is statisticall signi!icant at
an alpha o! .<), 3ecause when ou look at the last 3o5 la3eled 7Sig.8 the num3er there is .<$& 0this is the
SPSS Help )
p-value2. This is 3elow 0less than2 an alpha o! .<) 0i! ou happened to 3e using a more conservative alpha
such as .<1, this result would not 3e statisticall signi!icant and ou would retain the null2.
The write up would 3e" r0)2 A .G&, p ? .<). 0or" r0)2 A .GI, p A .<$&2. Esing an alpha o! .<) ou would
conclude there is a relationship 3etween the conditions, which we would e5pect 3ecause it is the same
people in each condition 0again, this is not tpicall reported, 3ecause the /uestion we want the answer
to" are there di!!erences in the conditions@ This is not answered 3 this output2.
This ne5t 3o5 gives ou the results o! our t-test.
Paired Sa%ples /est
'.$<<<< $.)HH'' 1.1)I)H .GH.<& I.'1&GI &..$H ' .<$$ /uiet - nois Pair 1
;ean Std. Deviation
Std. =rror
;ean Nower Epper
G)B #on!idence
(nterval o! the
Di!!erence
Paired Di!!erences
t d! Sig. 0$-tailed2
(t is statisticall signi!icant i! ou are using an alpha o! .<), 3ecause the p-value in the last 3o5 is .<$$
0which is less than .<)2. *gain, this is a great e5ample, 3ecause i! ou were using an alpha o! .<1, it would
+,T 1= statisticall signi!icant 03ecause .<$ is greater than .<12. Net us assume we are using an alpha
o! .<). We would declare the result statisticall signi!icant and reDect the null.
* write up o! this would look something like" t0'2 A &.II, p ? .<). *gain, ou could write" t0'2 A &.II, p A .
<$. Cou would want to go on to report the means and standard deviations as well as a measure o! e!!ect
0eta
$
2, which ou would have to calculate 3 hand 0+,T=" there is a wa to get this on SPSS. Cou would
need to run the test as a repeated measures *+,-* and click on e!!ect si4e in the option 3o5.
(ntroducing this analsis is 3eond the scope o! this guide, however, !eel !ree to use SPSS help and
e5periment with this !or oursel!2. =ta
$
A t
$
>0t
$
O DF2 P!or this e5ample" &..$H
$
>0&..$H
$
O '2 A .IIQ. This
means IIB o! the varia3ilit in the D- 0test scores2 is due to the (- 0condition26 this is a large e!!ect: Cou
could also report the G)B con!idence interval 0.GG R I.'12. This interval is giving ou a range o! test score
di!!erences6 we know there is a di!!erence in the test scores 3ased on condition. How 3ig is the di!!erence
3etween the mean scores@ ,ur 3est guess is somewhere 3etween a3out 1 point 0.GG2 and I S

points
0I.'12.
:. *ndependent Sa%ples t+test
*n independent samples t-test is like a paired samples t-test, in that there are two means to compare. (t is
di!!erent in that the means are not related 0!or e5ample, means !rom a treatment and control group2. Do
not !orget to check that assumptions !or a valid test are met 3e!ore per!orming this analsis.
This e5ample is 3ased on pro3lem F)I in #hapter 1<. 1rie!l, the stud was interested in whether choice
in!luenced creativit in a task. The researchers randoml assigned children 0$ R . ears o! age2 to one o!
two groups" choice or no choice. The then had the children make collages and had the collages rated !or
creativit. (n the 7choice8 condition, children got to choose ) 3o5es 0out o! 1<2 containing collage
materials. (n the 7no choice8 condition, the e5perimenters chose the ) 3o5es !or the children. #reativit
ratings 0given 3 H trained artists2 could range !rom < R &$<.
The output 3elow is the de!ault output.
This !irst 3o5 shows ou the +, the mean, standard deviation, and standard error o! the mean !or each
condition.
SPSS Help .
;roup Statistics
1' 1HH.IH)I 1..&$''G '.&.$G<
1. 1'$.<.$) 1&.HGI<G &.'I'$I
condition
choice
no choice
creative
+ ;ean Std. Deviation
Std. =rror
;ean
This ne5t 3o5 gives ou the results o! our t-test. The !irst column that ou come to is la3eled 7NeveneLs
Test !or =/ualit o! -ariances.8 This tests the assumption that the variances !or the two groups are e/ual.
Cou want this to 3e non signi!icant 03ecause ou want there to 3e no di!!erence in the variances 3etween
the groups R this is an assumption !or an independent samples t-test2. To determine i! it is signi!icant, ou
look in the column la3eled 7Sig.8 (n this e5ample, the p-value is .1.) 0this is not less than either alpha, so
it is non signi!icant2. This means we can use the row o! data la3eled 7=/ual variances assumed8 and we
can ignore the second row 07=/ual variances not assumed82. (! NeveneLs test W*S signi!icant, then we
would use the second row 07=/ual -ariances not *ssumed82, and ignore the !irst row. The p-value is in
the 3o5 la3eled 7Sig. 0$-tailed28 and is .<<<6 thus we reDect the null 0this is less than either alpha2.
The write up would 3e" t0$H2 A H.'I, p ? .<) 0or" t0$H2 A H.'I, p ? .<<1 - round the p-value, 3ecause ou
would never report a p A .<<<2. There is a di!!erence in the creativit 3etween the groups. Cou would want
to report the means and standard deviations !or 3oth groups and a measure o! e!!ect si4e 0calculate this
like a3ove in the paired-samples e5ample2. The rest o! the in!ormation in the 3o5 gives ou the mean
di!!erence 0the groups di!!ered on creativit scores 3 a3out 'I points2, and also the G)B #( 0which ou
ma also want to report2.
*ndependent Sa%ples /est
$.<&$ .1.) H.'I< $H .<<< '..I$&$1 ).)1.<H &).'$'<' )H.<$$&G
H.&II $).I'& .<<< '..I$&$1 ).)II$& &).$)&'G )H.1G$G'
=/ual variances
assumed
=/ual variances
not assumed
creative
F Sig.
NeveneTs Test !or
=/ualit o! -ariances
t d! Sig. 0$-tailed2
;ean
Di!!erence
Std. =rror
Di!!erence Nower Epper
G)B #on!idence
(nterval o! the
Di!!erence
t-test !or =/ualit o! ;eans
5. 9ne+$a( "nal(sis of 7ariance ("097"!
*n *+,-* is the analsis to use when ou have more than two means to compare 0it is like the
independent samples t-test, 3ut when ou have more than two groups2. Do not !orget to check that
assumptions !or a valid test are met 3e!ore per!orming this analsis.
This analsis is 3ased on the e5ample in #hapter 1$ 0pro3lem F)&2. 1rie!l, the stud was designed to
e5amine whether a participant would give more shocks to a more 7aggressive8 learner. There were !our
conditions 0' levels o! the (-2" non-insulting, mildl insulting, moderatel insulting and highl insulting. *n
*+,-* is appropriate 3ecause there are more than two means 3eing compared 0in this case, there are
!our2. =ach participant was in one condition onl 0thus, the design is 3etween-su3Dects6 had the same
person 3een in all conditions, ou would have a within-su3Dects design and need to per!orm a repeated
measures *+,-* R this is not covered in Stats. (2.
The output 3elow is what ou get when asking SPSS !or a one-wa *+,-* under the 7compare means8
heading. Cou will get something di!!erent i! ou do an *+,-* using the univariate command under the
heading 79eneral Ninear ;odel.8 0+,T=" using the univariate command will give ou the option o!
SPSS Help I
selecting e!!ect si4e, however, the printout is more complicated and 3eond the scope o! this guide.
*gain, !eel !ree to e5periment with this.2.
The output 3elow is not the default. (n order to get this output, when ou are setting up the *+,-* 0under
compare means, one-wa *+,-*2 ou need to click on 7Post Hoc8 and select S-+-U 0ou are !ree to use
whatever post hoc test ou would like2, and ou need to click on 7,ptions8 and select" Descriptives,
Homogeneit o! variance test, and plot means.
This !irst 3o5 gives ou descriptive in!ormation.
<escripti,es
Shocks
1< G.&<<< $.G<IH' .G1G)' I.$1GG 11.&H<1 ..<< 1..<<
1< 1$..<<< &.'&H&) 1.<HI&< 1<.1'<' 1).<)G. H.<< 1I.<<
1< 1I.I<<< $.G<IH' .G1G)' 1)..1GG 1G.IH<1 1'.<< $&.<<
1< $'.'<<< ).<)G.' 1..<<<< $<.IH<) $H.<1G) 1..<< &$.<<
'< 1..<<<< ..II<GH 1.<I<)G 1&.H&') 1H.1.)) ..<< &$.<<
+on
;ildl
;oderatel
Highl
Total
+ ;ean Std. Deviation Std. =rror Nower 1ound Epper 1ound
G)B #on!idence (nterval !or
;ean
;inimum ;a5imum
(t tells ou there were 1< participants in each group 0+2. (t gives ou the means and standard deviations
!or each group 0ou can see the mean num3er o! shocks increased with each condition, and the varia3ilit
in the '
th
condition was the greatest2. (t also lists the standard error, G)B #( !or the mean !or each group,
and the range o! scores !or each group.
This ne5t 3o5 gives ou the results o! a homogeneit o! variance test.
/est of Ho%ogeneit( of 7ariances
Shocks
1.H$I & &. .1.<
Nevene
Statistic d!1 d!$ Sig.
%emem3er, this is an assumption !or a valid *+,-* 0that the variances o! each group>condition are the
same2. We want this test to not reach statistical signi!icance. When it is not significant, that is saing the
groupsL variances are not signi!icantl di!!erent !rom each other 0this is an assumption !or a valid *+,-*2.
(n this case, our assumption is met 0p A .1.<2. The p-value does not e5ceed alpha 0either .<) or .<12. This
is what we want6 it allows us to move on to the ne5t 3o5. (! ou did get a signi!icant value here, ou need
to read up on the assumptions and see i! ou 3elieve our test is ro3ust against this violation.
This ne5t 3o5 gives us our results.
"097"
Shocks
1$GG.<<< & '&&.<<< &1.HII .<<<
'HG.<<< &. 1&.)H&
1IHH.<<< &G
1etween 9roups
Within 9roups
Total
Sum o!
S/uares d! ;ean S/uare F Sig.

SPSS Help H
*ccording to the last 3o5, the p-value is ? .<<1 0SPSS rounds, so when ou see 7.<<<8 in this 3o5, alwas
report it as p ? .<<1, or as less than the alpha ou are using2. Thus, at either alpha 0.<) or .<12, we can
reDect the null6 the groups are di!!erent.
The write-up would 3e" F0&, &.2 A &1.HH, p ? .<) 0or" F0&, &.2 A &1.HH, p ? .<<12. %emem3er, with *+,-*,
at this point that is all we can sa. We need to do post hoc tests to see where the di!!erences are. We will
get to that 3o5 ne5t. To get our measure o! e!!ect, calculate 3 hand 0or use univariate method e5plained
a3ove2. =ta
$
A SS 1etween>Ss Total P!or this e5ample" 1$GG>1IHH A .I&6 a large e!!ectQ.
This ne5t 3o5 gives the results o! the post hoc tests.
Shocks
Student-+ewman-Ueuls
a
1< G.&<<<
1< 1$..<<<
1< 1I.I<<<
1< $'.'<<<
.<)& 1.<<< 1.<<<
9roup
+on
;ildl
;oderatel
Highl
Sig.
+ 1 $ &
Su3set !or alpha A .<)
;eans !or groups in homogeneous su3sets are displaed.
Eses Harmonic ;ean Sample Si4e A 1<.<<<.
a.
The means that di!!er !rom each other are in separate 3o5es 0other post hoc tests show di!!erences
3etween groups in di!!erent was, sometimes 3 an V2. Thus, the !irst two groups do not di!!er !rom each
other, 3ut all the other means do di!!er !rom each other. That is, the non and mildl insulting groups had
signi!icantl lower means than 3oth the moderatel and highl insulting groups. Further, the moderatel
insulting group had a signi!icantl lower mean than the highl insulting group. The means in the non and
mildl insulting groups did not di!!er !rom each other.
This last portion o! the output gives ou a nice visual displa o! the group means. Cou can see the steep
increase in shocks given 3etween the non>mildl insulting groups and the moderatel>highl insulting
groups.
SPSS Help G
Highl ;oderatel ;ildl +on
;roup
$).<<
$<.<<
1).<<
1<.<<
8
e
a
n

o
f

S
h
o
c
k
s
6. .hi+S=uare
* chi-s/uare 0pronounced 7k8 s/uare2 test is used with ou have varia3les that are categorical rather
than continuous. =5amples when this test would 3e use!ul include the !ollowing" (s there a relationship
3etween gender and political a!!iliation@ (s there a relationship 3etween ethnic group and religious group@
(s there a di!!erence 3etween private and pu3lic school in dropout rates@ Do not !orget to check that
assumptions !or a valid test are met 3e!ore per!orming this analsis.
The e5ample here is 3ased on #hapter 1) 0pro3lem F'.2. The research was e5amining T- and how it
in!luences gender stereotping. For this stud, commercials were classi!ied in terms o! whether the main
character was male or !emale and whether he or she was portraed as an authorit 0an e5pert on the
product2, or simpl a user o! the product. Thus, the (- is gender 0male>!emale2 and the D- is role
0authorit>user2. +otice that these are categorical, or discrete varia3les.
The output 3elow is not the default output. (n order to get these ta3les ou must do the !ollowing"
*nal4e Descriptive Statistics #rossta3s. Put one varia3le in the row 3o5 and one in the column. For
this e5ample, ( put 7gender8 in the row 3o5 , and 7role8 in the column 3o5. #lick on 7Statistics8 and choose
7#hi S/uare8 and 7Phi M #ramerLs -.8 +e5t, click on 7#ells8 and choose 7#ounts, ,3served8 and
7Percentages, %ow, #olumn and Total.8
This !irst 3o5 is a summar, detailing the total + and num3er and B o! missing cases. Cou can see there
are 1'. participants, with no missing cases.
.ase Processing Su%%ar(
1'. 1<<.<B < .<B 1'. 1<<.<B gender V role
+ Percent + Percent + Percent
-alid ;issing Total
#ases
This box gi!es you descripti!e information that you will use if your test is significant (to explain the
results#
SPSS Help 1<
gender > role .rossta#ulation
I) '< 11)
.).$B &'.HB 1<<.<B
HH.$B .)..B IH.HB
)1.'B $I.'B IH.HB
1< $1 &1
&$.&B .I.IB 1<<.<B
11.HB &'.'B $1.$B
..HB 1'.'B $1.$B
H) .1 1'.
)H.$B '1.HB 1<<.<B
1<<.<B 1<<.<B 1<<.<B
)H.$B '1.HB 1<<.<B
#ount
B within gender
B within role
B o! Total
#ount
B within gender
B within role
B o! Total
#ount
B within gender
B within role
B o! Total
male
!emale
gender
Total
authorit user
role
Total
This 3o5 gives the results o! our
2
test.
.hi+S=uare /ests
1<.G<)
3
1 .<<1
G.)G$ 1 .<<$
1<.H'G 1 .<<1
.<<$ .<<1
1<.H&< 1 .<<1
1'.
Pearson #hi-S/uare
#ontinuit #orrection
a
Nikelihood %atio
FisherTs =5act Test
Ninear-3-Ninear
*ssociation
+ o! -alid #ases
-alue d!
*smp. Sig.
0$-sided2
=5act Sig.
0$-sided2
=5act Sig.
01-sided2
#omputed onl !or a $5$ ta3le
a.
< cells 0.<B2 have e5pected count less than ). The minimum e5pected count is 1$.
G).
3.
Cou read the !irst row 0!irst line2. Cour p-value appears in the !orth column 03o5 titled 7*smp. Sig. 0$-
sided22. For this e5ample, the p A .<<1. *t either alpha this is statisticall signi!icant and we would reDect
the null and conclude there is a relationship 3etween gender and role portraal.
* write up ma look like this"
2
01, + A 1'.2 A 1<.G1, p A .<) 0or"
2
01, + A 1'.2 A 1<.G1, p A .<<12. Thus,
there is a relationship 3etween gender and role portraal in commercials. When our result is signi!icant,
ou will want to go on to report percents and e!!ect si4e. For percents, go 3ack to the previous 3o5. (n this
case, ou ma sa something like" When an authorit role was portraed, it was a male HHB o! the time,
while it was a !emale onl 1$B o! the time.
This box gives your measure of effect.
SPSS Help 11
S(%%etric 8easures
.$I& .<<1
.$I& .<<1
1'.
Phi
#ramerTs -
+ominal 3
+ominal
+ o! -alid #ases
-alue *ppro5. Sig.
+ot assuming the null hpothesis.
a.
Esing the asmptotic standard error assuming the null
hpothesis.
3.
It is in the first line (first row) and is called Cramers V (!ronounced Cramers "hi). In this case# the effect
si$e is .%&'# a small to moderate effect.
* note a3out this sm3ol"
2
Cou get this, in Word, 3 choosing the 7(nsert8 ta3, and then 7sm3ol.8 (t is a
9reek letter. Cou ma have to change our !ont to get it to show up like it is supposed to 0Times +ew
%oman alwas works2. ,nce ou get the , ou need to add the superscript 7$8.
Bonus: Books you may find helpful (in addition to Jaccard & Becker)
The Basic Practice of Statistics 2
nd
Edition.
(y) *avid +. ,oore - "ublished by) .reeman.
I+(/)01&23&1'3%&13. 4This is an undergraduate level text boo5 that would serve as a nice refresher for
basic to!ics. It is easy to read and understand.6
Statistical Methods for Psychology 5
th
Edition.
(y) *avid C. 7owell - "ublished by) *uxbury
I+(/) 018'91'&&&01:. 4This is a graduate level text boo5 and is very detailed# however# the author too5
great !ains to ma5e it readable.6
Reading and Understanding Multivariate Statistics.
;dited by) <aurence =. =rimm > "aul ?. @rnold - "ublished by) @"@.
I+(/) 2188&AB1%&'1% 4This is an ;:C;<<;/T boo5 for multivariate statistics. .or each analysis# an
exam!le is given# com!lete with how to read !rintouts and how to re!ort @"@ style. I would go so far as to
say this is a Cmust haveC for a graduate student in the social sciences.6
SPSS Help 1$
Which test do I use?
Note: there are any other statistical tests availa!le" !ut this outline should #rovide you" at the very least"
$ith a starting #oint in hel#ing you deterine the ty#e of test you $ill need to #erfor.
Dependent or Response Variale
Continuous
Or
Quantitative
Discrete
Or
Categorical
Independen
t
!r
"#planatory
Variale
Continuous
Or
Quantitativ
e
Correlation-?egression <ogistic ?egression (not
covered in +tatistics 2)
Discrete
Or
Categorical
t 1test or @/DV@ (see
below for more details)
Chi1+Euare (%)
To use this table# first determine your IV and whether it is measured on a continuous (e.g. age in years) or
discrete scale (e.g. gender). This will determine which ?DF you use. /ext# determine if the *V is
continuous (e.g. ha!!iness on a 201!oint scale) or discrete (e.g. !olitical affiliation). This will determine the
CD<G,/ you will use. Fith both !ieces of information# you will end u! in one box. If you land on the t1test
or @/DV@ box see the illustration below to hel! you further narrow it down.
Note: /o test should be conducted without .I?+T doing ex!loratory data analysis and confirming that the
statistical analysis would yield valid results. That is# chec5 that the assum!tions are met# or that the test is
robust against violation(s).
7ow many
grou!s
do I haveH
1
2
>2
Dne sam!le t1test
,atched "airs
D?
Two sam!le t1test
@/DV@