Onwuegbuzie et al. (1999) examined foreign-language anxiety as a predictor of foreign-language achievement. They performed a multiple-regression analysis and included other predictor variables, including academic achievement, perceived scholastic competence, and perceived self-worth. They found β (Beta) = −0.39 for foreign-language anxiety and 0.29 for academic achievement. Which of the following explains what this means?

a.There were some uncontrolled variables.
b.The p values are not large enough.
c.More variables should have been included in the multiple–regression analysis.
d.The temporal precedence is not established and there may be another variable that accounts for the relationship.

Question

01-05-2020
Mathematics

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Onwuegbuzie et al. (1999) examined foreign-language anxiety as a predictor of foreign-language achievement. They performed a multiple-regression analysis and included other predictor variables, including academic achievement, perceived scholastic competence, and perceived self-worth. They found β (Beta) = −0.39 for foreign-language anxiety and 0.29 for academic achievement. Which of the following explains what this means?

a.There were some uncontrolled variables.
b.The p values are not large enough.
c.More variables should have been included in the multiple–regression analysis.
d.The temporal precedence is not established and there may be another variable that accounts for the relationship.

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tutorAnne tutorAnne · Answer 1 · 2020-05-03T04:17:51+02:00

Answer:

Please the question do not correlate with the answer. i will give explanation just based on the question.

Step-by-step explanation:

Question: They found β (Beta) = −0.39 for foreign-language anxiety and 0.29 for academic achievement. what does this mean?

Answer: According to Onwuegbuzie et al 1999 in the multiple regression analysis to understand anxiety and learning foreign language This means that People who have lower levels of anxiety about learning a foreign language have higher levels of achievement in foreign language, from their results they were able to correlate this.

Question 2, though not stated but relates to the options given :The beta for the predictor variable of perceived scholastic competence was positive and statistically significant. Why couldn't you say that perceived scholastic competence improves foreign language achievement?

Answer---The temporal precedence is not established and there may be another variable that accounts for the relationship.----d

therefore, we cannot say perceived scholastic competence improves foreign knowledge because there may be other various contributing variables apart from scholastic competence that accounts for the relationship. Merely using scholastic competence to correlate foreign language achievement is still blurry.