1. Quantitative Research Methods Project 3 Group 4A Valerie Bryan Emily Leak Lori Moore UWG Fall 2011

2. Research Questions & Hypotheses 0 What relationship exists between surveyed students’ self- reported rating for self-confidence and the students’ GPA?  There is no significant correlation between surveyed students’ self-reported rating for self-confidence and the students’ GPA. 0 What relationship exists between surveyed students’ self reported rating for an understanding of others and the students’ GPA?  There is no significant correlation between surveyed students’ self reported rating for an understanding of others and the students’ GPA. 0 What relationship exists between surveyed students’ self reported rating for cooperativeness and the students’ GPA?  There is no significant correlation between surveyed students’ self reported rating for cooperativeness and the students’ GPA.

3. Descriptive Statistics Under- graduate GPA Self Rating: Cooperativeness Self Rating: Understanding of others Self Rating: Overall Self- Confidence N Valid40186396303959839573 Missing3909469781003 Mean4.473.933.947.4526 Median5.004.00 8.0000 Mode5448.00 Std. Deviation1.011.738 1.50216 Skewness-.459-.284-.266-.177 Std. Error of Skewness.012 Kurtosis-.008-.088-.134-.070 Std. Error of Kurtosis.024.025 Range5448.00 Minimum1112.00 Maximum65510.00

4. Inferential Statistics Coefficients a Model Unstandardized Coefficients Standardized Coefficients tSig. BStd. ErrorBeta 1(Constant)4.148.036 114.74 6.000 Self Rating: Overall Self- Confidence.058.004.08716.236.000 Self Rating: Understanding of others -.017.008-.012-2.195.028 Self Rating: Cooperativeness-.011.008-.008-1.479.139 a. Dependent Variable: Undergraduate GPA Regression Analysis ANOVA

5. Results 0 Multiple linear regression analysis was computed for students’ undergraduate GPAs based on self-ratings for self-confidence, understanding of others and cooperativeness. This analysis did not produce a significant regression equation (R 2 < 0.01). However, it revealed a statistically significant variance explained by self- confidence levels (B = 0.09), with no significant variances explained by understanding of others or cooperativeness. 0 The data was further analyzed by computing a one-way ANOVA comparing college students’ undergraduate GPA by self-rated reports of self-confidence levels. A significant difference was found for different levels of self-confidence ratings (F(8, 39379) = 67.54, p < 0.01). Tukey’s HSD was used to determine the nature of the differences for students’ reporting different levels of self- confidence. The analysis revealed that students reporting the highest level of self-confidence had significantly higher GPAs (M = 4.49, SD =.97) than students reporting the lowest level of self- confidence (M = 3.79, SD = 1.40).

6. Findings Based on the results of statistical analysis… 0 we accept the following hypotheses:  There is no significant correlation between surveyed students’ self reported rating for an understanding of others and the students’ GPA.  There is no significant correlation between surveyed students’ self reported rating for cooperativeness and the students’ GPA. 0 we reject the following null hypotheses:  There is no significant correlation between surveyed students’ self-reported rating for self-confidence and the students’ GPA. 0 and for this case we accept the alternative hypothesis:  There is a significant correlation between surveyed students’ self-reported rating for self-confidence and the students’ GPA.

7. Implications and Recommendations 0 These results suggest that colleges should accept applicants exhibiting higher levels of self-confidence if it is the school’s goal to enroll students that are likely to be strong academic performers. 0 Further research may be conducted to explore the effect on students’ GPAs resulting from introducing self-confidence boosting programs.