See attachments Use the data set from the prior assignment with all steps from the prior instruc

See attachments

Use the data set from the prior assignment with all steps from the prior instructions completed.

PSYC 545

SPSS Assignment: Validity

Overview
Beginning with the data set from SPSS Assignment: Reliability, you will conduct further analyses to gather validity evidence for the Grit Scale (Duckworth, Peterson, Matthews, & Kelly, 2007).

First, we need to create subscale scores for the BFI subscales (Goldberg, 1992). You should have both raw item responses and reverse-scored responses for the appropriate items. Sum the item responses for the subscale items substituting the reverse-scored items for those that needed reverse-scoring. For example, let us say you named your reverse-score Extraversion items as ??E2r? that flipped the responses for ??E2?. Your total score for Extraversion should be the sum of the following items: E1, E2r, E3, E4r, E5, E6r, E7, E8r, E9, E10r.
Just sum total score,
do not divide.
To save some typing, I have included the code you will need in SPSS:

Subscale	Code
Extraversion	SUM(E1,E2r,E3,E4r,E5,E6r,E7,E8r,E9,E10r)
Neuroticism	SUM(N1,N2r,N3,N4r,N5,N6,N7,N8,N9,N10)
Agreeableness	SUM(A1r,A2,A3r,A4,A5r,A6,A7r,A8,A9,A10)
Conscientiousness	SUM(C1,C2r,C3,C4r,C5,C6r,C7,C8r,C9,C10)
Openness	SUM(O1,O2r,O3,O4r,O5,O6r,O7,O8,O9,O10)

Instructions
For this assignment, you will:
1.
Create BFI subscale totals. As described above, sum the responses to the 10 BFI items per subscale substituting the reverse-scores BFI items where appropriate. Calculate a mean and standard deviation (SD) for each subscale and create an APA-formatted table including sample size (
n), mean, and SD.

1.
Correlate the Grit Scale total with each BFI subscale total scores. Create an APA-formatted table in Word that displays the sample size (
n), correlation (r), and
p-value for each of the five correlations.

1.
Read Duckworth et al. (2007) article. Focus on the correlations they found between the Grit Scale and the BFI subscales.

1.
Write a verbal summary discussing the results of your validity analyses. This summary section will include 2 elements:

1.

Summarize

the results of your validity analysis. How do they compare to the ones found by Duckworth (2007)? Do yours look like the one from their study?

1.

Interpret

the values that you found from the analyses. Do the correlations yo

PERSONALITY PROCESSES AND INDIVIDUAL DIFFERENCES

Grit: Perseverance and Passion for Long-Term Goals

Angela L. Duckworth
University of Pennsylvania

Christopher Peterson
University of Michigan

Michael D. Matthews and Dennis R. Kelly
United States Military Academy, West Point

The importance of intellectual talent to achievement in all professional domains is well established, but less
is known about other individual differences that predict success. The authors tested the importance of 1
noncognitive trait: grit. Defined as perseverance and passion for long-term goals, grit accounted for an average
of 4% of the variance in success outcomes, including educational attainment among 2 samples of adults (N ï¿½
1,545 and N ï¿½ 690), grade point average among Ivy League undergraduates (N ï¿½ 138), retention in 2 classes
of United States Military Academy, West Point, cadets (N ï¿½ 1,218 and N ï¿½ 1,308), and ranking in the
National Spelling Bee (N ï¿½ 175). Grit did not relate positively to IQ but was highly correlated with Big Five
Conscientiousness. Grit nonetheless demonstrated incremental predictive validity of success measures over
and beyond IQ and conscientiousness. Collectively, these findings suggest that the achievement of difficult
goals entails not only talent but also the sustained and focused application of talent over time.

Keywords: achievement, success, personality, persistence, performance

Compared with what we ought to be, we are only half awake. Our
fires are damped, our drafts are checked. We are making use of only
a small part of our possible mental resources. . .men the world over
possess amounts of resource, which only exceptional individuals push
to their extremes of use. (William James, 1907, pp. 322??323)

In 1907, William James proposed ??a program of study that might
with proper care be made to cover the whole field of psychology? (p.
332). James encouraged psychologists to address two broad problems:
First, what are the types of human abilities and, second, by what
diverse means do individuals unleash these abilities?

In the century that has passed since James??s suggestion, psycho-
logical science has made impressive progress in answering the first of

these two questions. In particular, we know a great deal about intel-
ligence, or general mental ability, a construct for which formal study
was initiated by a British contemporary of James, Sir Francis Galton.
Notwithstanding vigorous debates over the dimensionality and origins
of intelligence, we know more about IQ??how to measure it reliably
and precisely and what outcomes it predicts??than any other stable
individual difference. In contrast, we know comparatively little about
why, as James put it, most individuals make use of only a small part
of their resources, whereas a few exceptional individuals push them-
selves to their limits.

In this article, we reiterate
PSYC 545