Last Name: Click or tap here to enter text.First Name
Click or tap here to enter text.
Multiple Regression Statement:
WARNING: Do Not Extend this Text Box Beyond the First Page!
PASTE YOUR TABLES ON THE PAGE IN THE ORDER AS STATED IN THE DIRECTIONS.
C 13_Directions_MR
Multiple Regression: Survey Data Set
Directions: Constructing & Analyzing a MR Model
A. Selecting Your Variables*
• Y-variable: Use the red colored variable as the Y-variable (See Excel Survey Questions\Survey Dataset)
• X1: must be nominal data (See video, “Generating Dummy Variables” in Additional Materials)
• X2: must be either nominal, interval, or ratio data
• X3: must be interval or ratio data
Upfront Planning on Selection of Variables
• Have an overarching idea\theme\theory\hypothesis for your model.
● Support your idea\theme\theory\hypothesis with the X-variables you select.
• Not doing the above will leave you with a statement that is a sterile, grocery-style list of statistical terms,
because you will have no personal and specific context through which to interpret your results.
• See the Survey Questions sheet in the Class Survey Data File for an explanation of the data variables.
B. Running Multiple Regression in Excel
• Copy & Paste your variables (with column headings) from the Survey Data Set onto a new sheet. Place
the X-variables in adjacent columns with the Y-variable in a column before or after.
● Click on the Data Tab from the ribbon bar, Click on Data Analysis, Select Regression, complete the
Popup Box:
○ Input Y Range: the range of cells containing the data of your Y-variable
○ Input X Range: the range of cells containing the data all of your X-variables
○ Click on Labels (so Excel will recognize your column headings as labels)
○ Output Range: input any cell that is not already occupied or click on New Worksheet Ply
○ Note: Excel auto-sets alpha at .05 (95% confidence level). You can use this setting or change it.
C. Creating a Collinearity Matrix
1. Return to your X-variables. Click on the Data Tab from the ribbon bar, Select Data Analysis, Select
Correlation, complete the Popup Box:
○ Input Range: Highlight (Select) the cell range for all the X-variables: data and column headings
○ Grouped By: Columns (Default Setting)
○ Click on Labels in First Row
○ Click on Output Range and input a cell outside the range of your data. Click OK
2. Copy and Paste the correlation matrix below your multiple regression output tables.
D. Formatting Output Tables
• Set cells to 3 – 4 decimals (except whole numbers) and clean up tables, including but not limited to
specifically identifying your output, widening/shortening column widths and/or merging cells so all
words are fully legible, etc.
• Delete the second set of upper and lower 95% boundaries (the last 2 columns) in the Anova table.
©KShaul
C 13_Directions_MR
E. Complete Assignment Submission Form:
Interpreting Your Results: I am not looking for one “correct” model, significant model, or useful model.
If you get a “good” model, great. If not, great. The data is unique to your class, and as such, the output is
unknown until the data is run. So, there is no reason to run multiple models.
What is important is your demonstration of creating a model, the articulation of your reasoning for your
model, your statement of how the results support and/or do not support your thinking, and any specific
explanation and conclusion regarding your particular outcome. Your writing should display critical
thinking, creativity, insight, and a synthesis of your understanding of multiple regression within the context
you created by the selection of your X-variables.
1 Possible Structure:
○ Intro: What is the idea\theme\theory\hypothesis underlying your model, and specifically how
does your X-variables support the aforementioned.
○ Body: Analyze the data within the context of you created.
○ Conclusion: Summary\Possible Changes\Possible Next Step\Issues to Explore\Etc.
Tips:
○ Let the reader know your dummy variable code, either in the statement or tables.
○ See, FCB Written Rubrics by clicking on Core Course Documents on the homepage
○ See, Written Statements for Assignments in the Chapter 9 module
○ See, MR Assignment Guidance Video in this week’s module
○ Paragraphs show organization of thought. Use them (or write as well as Jose Saramago).
• You are not getting a degree in data entry or Excel, so whether a score moves upwards or downwards
is determined to the degree to which the statement is a well-executed, blended expression of subject
matter context and statistics.
• For the written portion (a) use 11pt/12pt font, (b) do not exceed 1 page, and (c) do not widen margins.
F. Submitting Your Work:
• By submitting the work you agree that the work is solely and wholly your work and in your words.
● Do NOT turn in the raw data. ● Do NOT turn in any residuals. ● Do NOT turn in any graphs.
• IMPORTANT: Submission Forms must be kept as a Word document (.doc or .docx) or PDF (.pdf) or if
needed try as an image (jpeg, jpg, or png). Other formats do not open on my end.
● Upload and Submit your Assignment Submission Form via the appropriate link.
Submission Form: Order of Materials
• Page 1: Written Statement
● Page 2: Multiple Regression Output (in this order):
○ Summary Output Table
○ Anova Table
○ Coefficient Table
○ Collinearity Matrix
Nota Bene: For working to follow all the directions throughout the semester, Thank You!
©KShaul
Question Data Column
A
1
2
B
3
C
4
D
5
E
6
F
7
G
8
H
9
I
10
J
11
K
12
L
13
M
14
N
15
O
16
P
17
Q
18
R
19
S
20
T
21
U
22
V
23
W
24
X
25
Y
26
Z
27
AA
28
AB
29
AC
30
AD
31
AE
32
AF
33
AG
34
AH
35
AI
36
AJ
37
AK
Survey Question
How many units are you taking this semester?
To the nearest value listed what is your GPA?
I regularly schedule “me” time each week (for a hobby, exercise, movie, etc.).
While in college years I have often worried about my finances.
I would NOT\do NOT feel safe walking alone after sunset on campus.
Capitalism is incompatible with a healthy planet.
I am highly confident I can handle upper-division college classes?
SDSU offers classes that are relevant to my career plans.
Faculty and staff reflect the diversity of students and the communities SDSU serves.
When involved in group projects I prefer NOT to take a leadership role.
SDSU student resources (educational, health, career) are easily accessible.
Often times my motivation is strongly influence by those around me.
Students on campus are supportive of each other.
I regularly write down my goals.
Many time my grades often times do NOT accurately reflect my efforts.
Being an SDSU Aztec is an important part of my identity.
The colleges I have attended\attend provides the resources I need to be successful.
It is hard for me to make friends.
I am very good at schedule management.
I am NOT sure what I want to do upon graduation.
With in-person classes, I often learn a lot from fellow students.
Motivation is more important than natural ability to success.
I strongly feel SDSU is the right fit for me.
I routinely seek out others who can help me with my future plans.
I do NOT have strong study skills.
SDSU values and accepts all students.
College group projects are prone to NEGATIVE personality-based\gender-based dynamics.
Earning a college degree is more of “following a recipe” than “painting your own picture.”
I am empowered to be successful in college.
What is your major?
Given a choice, I would rather take a class….
Gender: how do you identify?
Which best describes your job situation?
Which best describes your college experience?
I have ________________ researched the field\career I plan to enter upon graduation.
I am a member of a racial\ethnic minority group?
Which best describes my college education?
#33 Response Choices: No Job; Paid Job that interferes with schoolwork: Paid Job that does
NOT interfere with schoolwork
#34 Response Choices: Teachers do NOT understand the difficulties students face; Teachers do
understand the difficulties students face
#27 Response Choices: I put the most pressure on myself to get good grades; My family puts the
most pressure on me to get good grades; I am not pressured into getting good grades.
Response Choices\Scale
1 = Strongly Disagree, 7 = Strongly Agree
1 = Strongly Disagree, 7 = Strongly Agree
1 = Strongly Disagree, 7 = Strongly Agree
1 = Strongly Disagree, 7 = Strongly Agree
1 = Strongly Disagree, 7 = Strongly Agree
1 = Strongly Disagree, 7 = Strongly Agree
1 = Strongly Disagree, 7 = Strongly Agree
1 = Strongly Disagree, 7 = Strongly Agree
1 = Strongly Disagree, 7 = Strongly Agree
1 = Strongly Disagree, 7 = Strongly Agree
1 = Strongly Disagree, 7 = Strongly Agree
1 = Strongly Disagree, 7 = Strongly Agree
1 = Strongly Disagree, 7 = Strongly Agree
1 = Strongly Disagree, 7 = Strongly Agree
1 = Strongly Disagree, 7 = Strongly Agree
1 = Strongly Disagree, 7 = Strongly Agree
1 = Strongly Disagree, 7 = Strongly Agree
1 = Strongly Disagree, 7 = Strongly Agree
1 = Strongly Disagree, 7 = Strongly Agree
1 = Strongly Disagree, 7 = Strongly Agree
1 = Strongly Disagree, 7 = Strongly Agree
1 = Strongly Disagree, 7 = Strongly Agree
1 = Strongly Disagree, 7 = Strongly Agree
1 = Strongly Disagree, 7 = Strongly Agree
1 = Strongly Disagree, 7 = Strongly Agree
1 = Strongly Disagree, 7 = Strongly Agree
1 = Strongly Disagree, 7 = Strongly Agree
Choices: Acct; Gen Bis\Mgt; Mkt; Other
F2F; Online
Non-binary; Female; Male; Other
*See Answer Choices Below
*See Answer Choices Below
minimally; moderately; extensively
yes; no
*See Answer Choices Below
Units
13
12
19
18
17
15
18
12
13
16
16
8
16
12
14
13
17
15
15
16
15
18
15
12
16
15
12
10
13
14
12
13
18
21
17
16
GPA
3.00
2.75
3.50
2.75
3.00
3.50
3.75
3.50
3.00
3.25
2.75
3.25
3.25
3.75
3.75
3.50
3.50
3.00
2.25
3.00
3.00
3.50
3.25
3.00
3.50
3.75
2.00
3.25
3.50
3.00
3.00
3.50
3.75
3.00
3.75
3.00
“Me” Time Finances
3
4
7
2
5
7
2
5
7
6
6
4
6
2
6
4
3
3
6
5
7
6
2
7
7
5
7
7
3
4
5
7
6
7
4
6
5
6
4
5
6
7
6
7
7
7
4
3
7
6
6
5
4
5
2
7
6
6
6
6
5
3
6
6
6
2
3
3
5
6
5
4
Safety
2
5
7
6
4
5
2
1
1
3
2
7
5
5
1
5
2
1
7
1
2
2
4
2
7
2
5
7
2
2
2
4
2
1
6
2
Capitalism Conf->College
4
3
7
6
3
7
3
5
6
4
5
5
7
7
4
5
3
5
2
4
4
6
4
5
6
5
1
7
4
7
5
4
4
5
1
7
4
3
7
5
1
5
6
6
6
6
6
6
4
7
2
6
3
2
5
5
4
6
5
7
5
6
4
7
7
7
3
4
4
6
3
5
Relevant C
3
5
5
5
5
5
6
6
6
6
7
5
5
7
7
5
4
7
7
5
5
5
6
7
5
5
4
7
3
6
6
5
6
1
6
4
F&C Diversity G Leader ↓ Access->R Inf->Mot S Support
2
4
3
5
3
4
4
4
3
1
4
1
4
6
5
4
4
5
5
3
3
4
4
4
5
5
6
5
5
4
6
2
4
5
3
6
4
6
6
4
5
2
7
6
4
4
5
3
2
4
7
1
7
5
7
5
3
2
7
4
4
1
3
4
4
7
2
5
5
3
4
3
6
4
6
2
2
4
6
4
3
3
5
3
4
6
3
2
1
3
6
4
3
2
7
7
2
6
4
6
6
1
6
5
3
5
5
4
2
5
7
5
5
3
6
6
5
5
1
4
5
2
7
2
5
6
3
3
5
4
5
7
3
6
4
7
5
7
7
6
7
3
5
6
4
5
6
6
1
6
7
4
7
7
5
6
3
5
3
2
6
2
4
5
2
5
4
5
2
7
6
2
5
5
5
4
4
4
6
4
Goals
2
6
5
2
2
2
7
3
3
3
7
1
7
6
4
1
3
2
7
3
3
3
3
5
2
2
2
7
2
2
2
6
7
5
5
4
Grades\Effort Aztec ID
4
3
4
1
6
2
5
4
6
5
3
3
2
6
2
4
7
4
6
4
4
7
5
3
7
4
6
4
1
4
5
4
4
2
1
5
4
7
5
5
5
3
6
3
1
3
7
5
2
7
2
2
2
1
2
7
3
3
1
1
5
3
2
2
2
6
7
4
2
4
5
3
Resources
3
4
4
6
5
4
6
6
5
3
7
3
3
5
6
4
5
6
6
6
6
5
6
7
7
5
4
7
5
6
7
5
6
5
6
4
Friends
5
6
4
3
3
4
2
4
6
2
1
5
4
3
2
1
3
1
7
2
2
6
7
3
5
5
5
6
6
1
2
4
3
2
2
4
Sched Mgt Post-Grad
2
4
7
7
6
1
2
7
1
6
4
6
7
2
4
2
6
2
4
6
7
2
4
5
5
4
7
2
7
5
5
6
5
4
5
1
3
4
4
5
5
6
3
6
6
1
2
1
5
2
2
4
6
2
4
4
5
5
4
7
7
3
3
3
7
2
5
1
7
5
4
3
LearnStudents
1
2
3
4
3
4
6
4
5
5
7
3
7
3
5
5
6
5
4
5
5
4
7
2
5
4
4
5
3
7
6
1
5
3
4
4
Mot > Ability
5
4
4
6
2
4
5
5
2
5
7
5
6
4
7
5
6
4
5
4
6
6
6
5
7
3
6
4
6
7
6
5
5
1
6
3
Fit
5
2
2
5
5
4
5
6
6
6
7
5
6
6
5
6
4
7
6
6
4
4
4
6
6
4
4
7
3
5
6
2
5
5
5
4
Seek->Future
2
4
1
3
4
3
5
4
6
3
7
3
6
4
4
6
5
2
4
6
4
3
6
7
3
5
2
5
5
5
5
5
5
6
4
6
Study ↓
6
4
3
6
5
5
3
4
1
7
1
4
4
2
4
6
5
1
7
3
4
5
1
3
4
6
6
1
6
6
4
4
2
4
2
3
Values
5
1
2
5
3
5
6
6
7
5
7
6
4
7
5
5
5
7
7
7
7
5
6
3
7
6
5
7
6
6
7
7
6
6
6
5
Group ↓
4
4
5
5
5
4
6
3
1
3
4
4
2
6
3
3
4
1
4
2
1
4
2
6
2
2
4
4
6
1
1
3
5
3
4
4
Degree
7
7
6
6
5
6
1
4
3
6
5
7
6
6
7
7
5
3
2
4
7
6
2
4
6
7
6
4
5
6
5
5
1
7
5
5
Empowered
4
5
6
4
4
4
7
7
4
3
7
7
5
7
6
5
4
7
7
6
5
5
6
5
7
4
5
7
5
7
6
6
7
5
5
5
Major
Management\General Business
Marketing
Marketing
Management\General Business
Marketing
Other
Accounting
Accounting
Marketing
Marketing
Management\General Business
Management\General Business
Marketing
Marketing
Marketing
Accounting
Marketing
Accounting
Accounting
Management\General Business
Other
Marketing
Management\General Business
Other
Marketing
Management\General Business
Accounting
Other
Other
Marketing
Accounting
Other
Accounting
Other
Management\General Business
Marketing
Class Mode
F2F (In Person)
Online
Online
F2F (In Person)
F2F (In Person)
F2F (In Person)
F2F (In Person)
F2F (In Person)
Online
Online
F2F (In Person)
F2F (In Person)
F2F (In Person)
Online
Online
Online
F2F (In Person)
F2F (In Person)
Online
F2F (In Person)
F2F (In Person)
Online
F2F (In Person)
Online
F2F (In Person)
F2F (In Person)
Online
F2F (In Person)
Online
Online
Online
Online
F2F (In Person)
Online
Online
Online
Gender
Male
Female
Female
Male
Male
Female
Male
Male
Male
Male
Female
Female
Female
Female
Male
Male
Male
Male
Female
Male
Male
Male
Female
Male
Female
Male
Male
Female
Female
Male
Male
Male
Male
Male
Female
Male
Job Status
Paid job that does NOT interfere with my schoolwork
Paid job that does NOT interfere with my schoolwork
No paid job
Paid job that interferes with my schoolwork
Paid job that does NOT interfere with my schoolwork
Paid job that does NOT interfere with my schoolwork
Paid job that interferes with my schoolwork
Paid job that does NOT interfere with my schoolwork
Paid job that does NOT interfere with my schoolwork
Paid job that interferes with my schoolwork
Paid job that does NOT interfere with my schoolwork
Paid job that does NOT interfere with my schoolwork
Paid job that interferes with my schoolwork
No paid job
Paid job that interferes with my schoolwork
Paid job that interferes with my schoolwork
Paid job that interferes with my schoolwork
Paid job that does NOT interfere with my schoolwork
Paid job that interferes with my schoolwork
Paid job that interferes with my schoolwork
Paid job that interferes with my schoolwork
Paid job that does NOT interfere with my schoolwork
Paid job that interferes with my schoolwork
Paid job that interferes with my schoolwork
Paid job that interferes with my schoolwork
No paid job
Paid job that interferes with my schoolwork
Paid job that does NOT interfere with my schoolwork
No paid job
Paid job that does NOT interfere with my schoolwork
Paid job that interferes with my schoolwork
No paid job
Paid job that interferes with my schoolwork
Paid job that does NOT interfere with my schoolwork
Paid job that interferes with my schoolwork
Paid job that interferes with my schoolwork
Teachers
Teachers do NOT understand the difficulties students face.
Teachers DO understand the difficulties students face.
Teachers do NOT understand the difficulties students face.
Teachers DO understand the difficulties students face.
Teachers DO understand the difficulties students face.
Teachers do NOT understand the difficulties students face.
Teachers DO understand the difficulties students face.
Teachers DO understand the difficulties students face.
Teachers DO understand the difficulties students face.
Teachers DO understand the difficulties students face.
Teachers DO understand the difficulties students face.
Teachers do NOT understand the difficulties students face.
Teachers do NOT understand the difficulties students face.
Teachers DO understand the difficulties students face.
Teachers do NOT understand the difficulties students face.
Teachers do NOT understand the difficulties students face.
Teachers do NOT understand the difficulties students face.
Teachers do NOT understand the difficulties students face.
Teachers do NOT understand the difficulties students face.
Teachers DO understand the difficulties students face.
Teachers do NOT understand the difficulties students face.
Teachers DO understand the difficulties students face.
Teachers DO understand the difficulties students face.
Teachers DO understand the difficulties students face.
Teachers DO understand the difficulties students face.
Teachers DO understand the difficulties students face.
Teachers do NOT understand the difficulties students face.
Teachers DO understand the difficulties students face.
Teachers DO understand the difficulties students face.
Teachers DO understand the difficulties students face.
Teachers DO understand the difficulties students face.
Teachers DO understand the difficulties students face.
Teachers DO understand the difficulties students face.
Teachers DO understand the difficulties students face.
Teachers DO understand the difficulties students face.
Teachers do NOT understand the difficulties students face.
Research Racial\Ethnic Group
moderately
No
minimally
No
extensively
No
minimally
No
moderately
No
moderately
Yes
extensively
No
extensively
Yes
minimally
Yes
minimally
No
extensively
No
moderately
Yes
moderately
Yes
extensively
No
moderately
Yes
extensively
Yes
moderately
Yes
extensively
Yes
moderately
No
moderately
Yes
minimally
No
moderately
Yes
moderately
Yes
extensively
Yes
extensively
Yes
minimally
No
moderately
Yes
extensively
Yes
extensively
No
minimally
Yes
minimally
No
extensively
Yes
extensively
Yes
moderately
Yes
moderately
Yes
extensively
Yes
Grade Pressure
I put the most pressure on myself to get good grades.
I am not pressured into getting good grades.
I put the most pressure on myself to get good grades.
My family puts the most pressure on me to get good grades.
I put the most pressure on myself to get good grades.
My family puts the most pressure on me to get good grades.
I am not pressured into getting good grades.
I put the most pressure on myself to get good grades.
I am not pressured into getting good grades.
My family puts the most pressure on me to get good grades.
I put the most pressure on myself to get good grades.
I put the most pressure on myself to get good grades.
I put the most pressure on myself to get good grades.
I put the most pressure on myself to get good grades.
I put the most pressure on myself to get good grades.
I put the most pressure on myself to get good grades.
I put the most pressure on myself to get good grades.
I put the most pressure on myself to get good grades.
I put the most pressure on myself to get good grades.
I put the most pressure on myself to get good grades.
My family puts the most pressure on me to get good grades.
My family puts the most pressure on me to get good grades.
I put the most pressure on myself to get good grades.
I put the most pressure on myself to get good grades.
I put the most pressure on myself to get good grades.
I am not pressured into getting good grades.
I put the most pressure on myself to get good grades.
I put the most pressure on myself to get good grades.
I put the most pressure on myself to get good grades.
My family puts the most pressure on me to get good grades.
I put the most pressure on myself to get good grades.
I put the most pressure on myself to get good grades.
I am not pressured into getting good grades.
I put the most pressure on myself to get good grades.
I put the most pressure on myself to get good grades.
I put the most pressure on myself to get good grades.
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