PSYC2010 - Psychological Research Methodology II - Psychology Assignment Help

Assignment Task

During the lockdown in 2020, UQ asked the School of Psychology what might be done to support the mental health of our international students who were living alone in Australia. Not surprisingly, there are different theoretical orientations and approaches that could be adopted. When consensus could not be reached, the School used this as an opportunity to test the efficacy of three different approaches to improve the mental health of international students living alone during the lockdown. It’s the Battle of the Treatments! An environmental psychologist, who does research on the restorative effects of nature, believes the remedy for improved mental health is spending time outdoors. A social psychologist, who studies the importance of social connections and belonging, focuses on social interactions to improve mental health. A clinical psychologist, with expertise in human-animal interactions, believes international students living alone should be given a pet from the RSPCA to improve their mental health. An experimental psychologist notes that a control condition (where participants only complete the mental health measure) should be included to help evaluate the efficacy of these various intervention approaches.
With the help of UQ, the School of Psychology recruits 60 international students living alone to participate. Students were randomly assigned to one of the four conditions, with n = 15 in each group. In one condition, students were instructed to take a 30 minute walk each day in nature (NATURE CONDITION). In another condition, students
were instructed to spend 30 minutes a day talking (via zoom or on the phone) to a friend or family member (INTERACTION CONDITION). In a third condition, the RSPCA gave students a dog (PET CONDITION). Finally, in the last condition, participants continued with their regular routine (CONTROL CONDITION). After two weeks, the
participants completed a measure of their mental health, resulting in a score out of 30 (with higher numbers indicating better mental health).

1. Specify the statistical and conceptual hypotheses for the omnibus analysis of variance. Include both the null and alternative (i.e., H0 and H1) versions.
2. State the researcher’s three experimental hypotheses statistically and non-directionally (null and alternative) and form an appropriate set of contrast coefficients.
3. Describe and justify whether these contrasts are orthogonal, showing the results (including your calculations) of all tests of orthogonality and your interpretation of the results of each test (6 marks). You do not need to use a tree diagram for this.
4. In PSYC2010 format, write up the results of these analyses as they would appear in the results section of a journal article. You should report the omnibus results, including the experimental effect size (omega squared). The results of all planned contrasts are to be included. Be sure to use Bonferroni corrected t-tests and state whether the hypotheses were supported. An appropriate summary table should also be presented. Do not include hand calculations.
5. First, explain why the researcher used the Bonferroni correction, with reference to error rates. Second, explain how ALL the results and conclusions may or may not change if the same contrasts were performed without correction. Provide justification for your answer with critical values. Remember that the Bonferroni correction is not the same as just using linear comparisons.

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