please use the provided tables and hypothesis to create a similar results section to peers.
Hypothesis: Does the frequency of parental communication positively influence the development of standard living skills (cleaning one’s space, personal hygiene, overall housekeeping)?
The hypothesis is that there is a significant difference in the daily living skills of students who have a higher frequency of parent-student relationships compared to those who do not. Our null hypothesis proposes no correlation between parent/student communication frequency and student self-cleanliness behaviors.
The null hypothesis proposes no correlation between parent/student communication frequency and student self-cleanliness behaviors.
peer:
Our results for the first hypothesis revealed that there is a distinction between the topics discussed between freshmen, seniors, and their respective parents. Through T tests, we found that on average freshmen spoke about academic performance the most with their parents (M=3.05) and spoke about Alcohol Tobacco and Other Drugs (ATOD) the least (M=5.63). On the other hand, the tests showed that on average seniors spoke about academic performance the most with their parents (M=3.48) and spoke about roommate conflicts the least (M=5.60). To evaluate the presence of relationships between variables, we ran correlations between class standing and conversation topics between students and their parents. Correlations indicated a statistically significant positive relationship between class standing and the frequency of conversations regarding roommate conflicts (sig = <0.001, pearson = .469). A positive relationship hints that as students progress from freshmen to seniors, the frequency of speaking to caregivers about roommate conflicts tends to increase. However, correlation doesn’t signal causation. Similarly, there was a statistically significant positive relationship between class standing and who they speak about roommate conflicts with, either with their mother, father, other caregiver, or no one (sig=.019, pearson = .295). A positive relationship suggests that as students progress from freshmen to seniors, they potentially turn to other people aside from their parents for support, or even potentially speak to no one about roommate conflicts.
There were also interesting correlations that were present between conversation topics. Including significant relationships between conversations regarding academic performance and housekeeping duties (sig=.022, pearson = .284), social anxiety topics (sig=<.001, pearson=.551), and roommate conflicts conversations (sig=.041, pearson=.257). As well as between housekeeping duties and social anxiety conversation (sig=.008, pearson=.328), and roommate conflict conversation (sig=.006, pearson=.338). Finally, correlations between social anxiety and conversations regarding roommate conflicts (sig=.002, pearson=.378), and ATOD (sig=.003, pearson=.364). Out of all of the significances mentioned above, the positive correlation between the frequency of academic performance conversations and chats regarding social anxiety had the strongest correlation.
