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Identify limitations/factors to consider when evaluating the generalization of the results.

Researchers want to determine if student intelligence is related to self-esteem. They collect a sample of 300 freshmen from a local university’s participant pool and ask each of them to take an IQ test. The results show IQ scores ranging from 95 to 145.
Researchers also ask students to complete a 20-item assessment of their self-esteem. Each item on the survey is scored on a 1 to 5 scale with higher scores meaning higher self-rating of self-esteem. The researchers average the student responses on the 20 items to get a self-esteem composite score.
The researchers conduct statistical analyses to see if it is probable that the sample accurately describes the relationship between the population’s intelligence (as measured with the IQ test) and self-esteem (as measured with the self-assessment questionnaire).
Based on the scenario and this week’s resources, submit by Day 7 responses to the following:
Identify the sample and what population it represents.
Identify factors to consider when determining what population the sample represents.
Categorize the variables of self-esteem and IQ based on scales of measurement in the scenario (ordinal, nominal, etc.).
Identify limitations/factors to consider when evaluating the generalizability of the results.
State whether this study design is experimental or correlational. Explain your answer.
Suppose self-esteem was manipulated by telling some students that they were well liked by their classmates, and other students that they were not well liked, before they took an IQ test. If this were the case, identify the independent variable and the dependent variable. Explain how you would know which is which.


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