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This textbook offers a refreshingly clear and digestible introduction to statistical analysis for psychology using the user-friendly jamovi software. The authors provide a concise, practical guide that takes students from...
This textbook offers a refreshingly clear and digestible introduction to statistical analysis for psychology using the user-friendly jamovi software. The authors provide a concise, practical guide that takes students from the early stages of research design, with a jargon-free explanation of terminology, and walks them through key analyses such as the t-test, ANOVA, correlation, chi-square, and linear regression. The book features written interpretations to help learners identify relevant statistics along the way. With fascinating examples from psychological research, as well as screenshots and activities from jamovi, this text is sure to encourage even the most reluctant statistics student. The comprehensive companion website provides an extra helping hand, with practice datasets and a full suite of tutorial videos to help consolidate understanding.
This is essential reading for psychology students using jamovi for their courses in Research Methods and Statistics or Data Analysis.
A practical guide to jamovi, a user-friendly statistical analysis programme
Packed with engaging examples from psychological research throughout
Concise, step-by-step and straightforward, with a layered approach which steadily builds confidence and knowledge
Boasts a range of supporting online materials to consolidate understanding, including screencasts and downloadable practice data
1. Research Design 2. Data Preparation, Common Assumptions, and Descriptive Statistics 3. P-Values, Effect Sizes and 95% confidence intervals 4. Statistical Power 5. Reliability and Validity 6. Correlations 7. Chi Square 8. Independent T-Tests 9. Paired T-Tests 10. Comparing multiple means for Between-subjects designs (One-way ANOVA & Kruskal-Wallis) 11. Comparing multiple means for Repeated measures designs (one-way ANOVA and Friedman’s ANOVA) 12. Factorial ANOVA (assessing effects of multiple independent variables) 13. Simple, Multiple, and Hierarchical Linear Regression.
Paul Richardson is a Principal Lecturer and the Deputy Head of Psychology at Sheffield Hallam University. His background is in neuropsychology and neuroimaging, but his particular interests are in the realm of atypical behaviours i.e. outside the usual normative range. Currently this centres on those who have been involved in accidents and may be malingering on tests of cognitive performance in order to appear more impaired (“faking bad”). Prior to lecturing, he was a post-doctoral researcher investigating neural correlates of impulsivity, reward processing and empathy in those with antisocial personality syndrome. Before that, he earned his MSc and PhD researching specific memory difficulties in boys with...
Paul Richardson is a Principal Lecturer and the Deputy Head of Psychology at Sheffield Hallam University. His background is in neuropsychology and neuroimaging, but his particular interests are in the realm of atypical behaviours i.e. outside the usual normative range. Currently this centres on those who have been involved in accidents and may be malingering on tests of cognitive performance in order to appear more impaired (“faking bad”). Prior to lecturing, he was a post-doctoral researcher investigating neural correlates of impulsivity, reward processing and empathy in those with antisocial personality syndrome. Before that, he earned his MSc and PhD researching specific memory difficulties in boys with Klinefelter’s Syndrome and developmental amnesia.
Laura Machan is an Associate Lecturer at Sheffield Hallam University and currently working towards a PhD in Developmental and Social Psychology – specifically, attachment theory in relation to adults and adolescents. Her other research interests include neuropsychology, dark triad/tetrad personalities, atypical development and SEND, and education. Prior to her work in higher education she worked in secondary education for 8 years alongside students with SEND. She also has 6 years’ experience working in applied research involving children and adolescents with SEND and life-limiting conditions.
