Attachment style

TABLES FOR SPSS ANALYSIS
No Attachment Style Age Gender SOMP Total Relationship status
1 Insecure attachment 21 female 57.00 Single
2 Insecure attachment 23 female 51.00 Single
3 Insecure attachment 22 female 49.00 In relationship
4 Insecure attachment 38 female 43.00 Single
5 Insecure attachment 43 female 53.00 Do not wish to say
6 Insecure attachment 40 female 62.00 In relationship
7 Insecure attachment 39 female 55.00 Single
8 Insecure attachment 20 female 55.00 Single
9 Insecure attachment 28 female 54.00 In relationship
10 Insecure attachment 21 female 62.00 Single
11 Insecure attachment 30 female 65.00 In relationship
12 Insecure attachment 22 female 57.00 In relationship
13 Insecure attachment 21 female 36.00 Single
14 Insecure attachment 48 female 42.00 Single
15 Insecure attachment 22 Male 49.00 Single
16 Insecure attachment 20 female 60.00 In relationship
17 Insecure attachment 21 male 60.00 Single
18 Insecure attachment 21 female 51.00 Single
19 Insecure attachment 22 female 52.00 Single
20 Insecure attachment 20 female 55.00 In relationship
21 Insecure attachment 19 female 52.00 In relationship
22 Insecure attachment 33 female 63.00 single
23 Insecure attachment 20 female 60.00 single
24 Insecure attachment 21 female 62.00 single
25 Insecure attachment 21 male 55.00 single
26 Insecure attachment 22 female 66.00 In relationship
27 Insecure attachment 27 male 51.00 In relationship
28 Insecure attachment 21 female 64.00 In relationship
29 Insecure attachment 20 female 68.00 In relationship
30 Insecure attachment 21 male 68.00 single
31 Insecure attachment 20 female 65.00 single
32 Insecure attachment 21 female 61.00 single
33 Insecure attachment 20 female 67.00 single
34 Insecure attachment 21 male 40.00 single
35 Secure attachment 25 female 56.00 In relationship
36 secure attachment 20 female 67.00 single
37 secure attachment 19 female 43.00 single
38 secure attachment 21 female 60.00 In relationship
39 secure attachment 29 female 69.00 In relationship
40 secure attachment 18 female 60.00 In relationship

 
41 Secure attachment 20 female 48.00 In relationship
42 Secure attachment 20 male 57.00 single
43 Secure attachment 21 female 68.00 In relationship
44 Secure attachment 22 female 67.00 In relationship
45 Secure attachment 31 female 55.00 In relationship
46 Secure attachment 23 female 70.00 In relationship
47 Secure attachment 21 female 56.00 In relationship
48 Secure attachment 46 female 61.00 In relationship
49 Secure attachment 21 female 53.00 Do not wish to say
50 Secure attachment 24 female 57.00 In relationship
51 Secure attachment 22 Female 66.00 Single
52 Secure attachment 28 Female 65.00 single
53 Secure attachment 20 Female 76.00 In relationship
54 Secure attachment 28 male 72.00 In relationship
55 Secure attachment 19 Female 66.00 In relationship
56 Secure attachment 38 Female 66.00 In relationship
57 Secure attachment 31 Female 69.00 In relationship
58 Secure attachment 25 male 52.00 single
59 Secure attachment 22 Female 76.00 single
60 Secure attachment 21 Female 72.00 Do not wish to say
61 Secure attachment 19 female 72.00 single
62 Secure attachment 19 female 54.00 single
63 Secure attachment 20 female 59.00 In relationship
64 Secure attachment 23 female 53.00 In relationship
65 Secure attachment 20 male 54.00 In relationship
66 Secure attachment 20 female 62.00 single
67 Secure attachment 28 female 63.00 In relationship
68 Secure attachment 28 female 57.00 single
69 Secure attachment 45 female 72.00 single
70 Secure attachment 22 male 52.00 single
71 Secure attachment 22 female 48.00 In relationship
72 Secure attachment 21 female 65.00 single
73 Secure attachment 21 male 63.00 single
74 Secure attachment 45 male 40.00 In relationship
75 Secure attachment 23 female 56.00 In relationship
76 Secure attachment 25 female 65.00 single
77 Secure 20 female 54.00 Do not wish to say
78 Secure 20 female 62.00 In relationship
79 Secure 34 male 62.00 In relationship
80 Insecure attachment 20 female 45.00 In relationship
81 Insecure attachment 19 female 50.00 In relationship
82 Insecure attachment 27 female 57.00 Do not wish to say
83 Insecure attachment 24 male 52.00 single
84 Insecure attachment 41 female 64.00 In relationship
85 Insecure attachment 22 female 67.00 In relationship
86 Insecure attachment 44 female 56.00 In relationship
87 Insecure attachment 19 female 66.00 single
88 Insecure attachment 24 female 60.00 single
89 Insecure attachment 19 male 46.00 In relationship
90 Insecure attachment 30 male 53.00 In relationship

 

91 Insecure attachment 21 female 53.00 In relationship
92 Insecure attachment 43 female 62.00 In relationship
93 Insecure attachment 30 female 66.00 In relationship
94 Insecure attachment 30 female 67.00 single
95 Insecure attachment 22 female 59.00 In relationship
96 Insecure attachment 22 female 52.00 In relationship
97 Insecure attachment 19 female 37.00 In relationship
98 Insecure attachment 33 female 57.00 single
99 Insecure attachment 20 female 66.00 In relationship
100 Insecure attachment 21 male 37.00 Do not wish to say
101 Insecure attachment 42 female 42.00 In relationship
102 Insecure attachment 22 female 60.00 In relationship
103 Insecure attachment 19 female 40.00 single
104 Insecure attachment 21 female 53.00 single

QUESTIONNAIRE FOR THE LAB REPORT
Sources of meaning and inter-personal styles
Information and Consent
This questionnaire will ask you complete an number of items, some will ask you about how
you relate to others, some will ask you to complete basic cognitive tasks such as reading or
taking part in a word search, and some will ask how you feel about sources of meaning in
your life. The study has undergone ethical reviewed but if any of the topics are sensitive to
you do not take part. Your responses are anonymous and data will be kept securely following
the class.
Participation in this study is voluntary and you have the right to refuse completing any or all
of the items within the questionnaire however since this study is the topic of your lab report it
will be useful for you to read the questionnaire carefully so you can write up the report
accurately. If you are at all upset by any of the items please discontinue the study and inform
your tutor.
Interpersonal style
• Read each of the three self-descriptions below (A, B, and C) and then place a
checkmark next to the single alternative that best describes how you feel in romantic
relationships or is nearest to the way you feel. (Note: The terms "close" and
"intimate" refer to psychological or emotional closeness, not necessarily to sexual
intimacy.)

• ______A. I am somewhat uncomfortable being close to others; I find it difficult to
trust them completely, difficult to allow myself to depend on them. I am nervous
when anyone gets too close, and often, others want me to be more intimate than I feel
comfortable being.

• ______B. I find it relatively easy to get close to others and am comfortable depending
on them and having them depend on me. I don’t worry about being abandoned or
about someone getting too close to me.

______C. I find that others are reluctant to get as close as I would like. I often worry
that my partner doesn’t really love me or won’t want to stay with me. I want to get
very close to my partner, and this sometimes scares people away.
Reference : Cindy Hazan and Phillip Shaver (1986)romantic love conceptualized as
an attachment process . in Interpersonal relationships and group processs
(available on moodle as key reading)chment Process
Distracter tasks to serve as a delay included a word search and a short literary exert (450 wds)
Sources of meaning profile (SOMP)
Please read each of the statements below and indicate the extent to which they currently provide
meaning to your life.
Please respond by putting a number between 1 and 6 next to the statement where 1= not at all
meaningful and 6= extremely meaningful.
_____Experiencing personal growth.
_____ Feeling I have an understanding of my life.
_____Believing in something that is bigger than myself.
_____Feeling close to other people.
_____Living a fulfilling life.
_____Preserving human values and ideas.
_____ Being a reliable friend and/or family member.
_____Feeling confident in my actions and beliefs.
_____Relationships with family and/or friends.
_____ Having a clear and structured pattern of life.
_____ Being true to myself.
_____Acting according to a moral code.
Adapted from:Reker, G. T. (1996). Manual: Sources of meaning
profile – revised. Canada: Student Psychologists Press.
Age____
Gender_____
Are you currently ____Single ______in a relationship ______do not wish to say
Debrief
Thank you for taking part in this study. The purpose of it was to see if adult attachment style effects
the extent to which we see our life as meaningful and this will be the subject of lab one. Additionally
you were asked to complete two delay tasks so that the first measure (where you indicated your
attachment style) did not interfere with the sources of meaning profile.
Additionally there were two different types of word search, some of you got a neutral one and some
got one with death related words. This will not be analyzed in your report but is part of ongoing
research by Rebecca Smith and Jessica Morgan on terror management theory and the data will be
revisited when you are introduced to more complex analysis- however for the purposes of this
report you can ignore the manipulation.
Care was taken to ensure this questionnaire was conducted as ethically as possible but if you have
been upset by any part of it please to let us know so that we can stop the study.
Additionally if your participation has raised any upsetting issues for you can find support at the university counseling services.

 

PLEASE USE THE BELOW GUIDELINES FOR THE LAB REPORT
ABSTRACT
Must be 120 words maximum which must include the following
• Rationale
• Aims and research hypothesis
• Brief description of participants
• Brief description of tasks administered during research
• Summary of main findings.

THEME: Choose a theme for the investigation (topic)
INTRODUCTION
Look for textbooks, journals and articles that will look into the background literature original research conducted on children, and later researh examined on adult attachment style.
CHILDREN:
Bowlby: infant bonding crucial for health development
Ainsworth: the quality of bonding and attachment can be split into three (3) types: secure, insecure avoidant, insecure resistant.
Note: this also refers to as secure, insecure, ambivalent, and insecure anxious respectively.
ADULT
Hazan and Shaver noted that attachment style can also be applied to adult close relationships, particularly romantic/intimate relationships.
Both relationships have a number of factors in common.
Insecure when the attachment figure is absent, and secure when attachment figure is present close bodily contact.
Impact of attachment styles
Insecure attachment has been shown to be related to psychopathology including depression and anxiety.
Secure attached participants are reported as having better mental health.
Insecure attached participants higher on the neuroticism scores and lower on extraversion scores than secure participants.
NOTE: IT IS VERY IMPORTANT TO USE APA RECOMMENDED INTEXT REFERENCE FOR THE LAB RPORT PLEASE!!! (INCLUDE THIS IN THE INTODUCTION AND ALL OTHER SECTIONWHERE NECEAARY.
ALSO, COMPARE YOUR FINDINGS WITH THE THEORY OF HAZ\AN AND SHAVER TO THE WRITE UP OF THE LAB REPORT.
RATIONAL
Use this bold text for the hypothesis for the lab report
Insecure attachment seems to have a negative impact on individuals on a range of measures. Does this extend to general wellbeing?
Sources of meaning profile Reker (1997). This scale measures the extent to which we see our life as meaningful. It lists a range of possible sources of meaning and participants indicate how much each one provides their life with meaning.
Do the securely attaches see their lives as more meaningful?

 

 

METHOD
• Student indicated 1 of 3 attachment styles
• Delay tasks
• In order to prevent interference between the attachment style questions and the SOMP participants completed 2 distracter tasks as a word search and reading task.
• Sources of meaning profile
• Participants indicated the extent to which their life had meaning on a scale of 1-7 on 12 items and their score were totalled.
SPSS OUTPUT
Using SPSS to summarize methodological details
• We need to give a full account of the people in the study. What was their mean age? How many men and how many women?
• Analyze –
1. Descriptive statistics
2. Frequencies (nominal data)
3. Descriptive ( one – sample)
4. Explore (between subjects)

ASSUMPTION OF THE ANOVA
• Normality
• Homogeneity
• Independence of scores

HISTOGRAMS
• Have a look attachment distribution of scores but we need to do this for each condition, so we have to split the file.
• Data > split file> compare groups
• Move IV into groups based on box and click ok
• Then go to graphs > legacy dialogues histogram
• Move DV into variables box and click display normal curve
• Then remember to turn off the split file option for the rest of analysis.

LEVENCES TEST OF EQUAL VARIANCE
• Just like a t test, ANOVA assumes homogeneity of variance. To test this is the case before we run Anova need to run levences test.
• It is an option within box when using SPSS to run ANOVA.
• Option> “ homogeneity of variance”
• The levence test will be reported in the output before the Anova statistics
Note: we don’t want to run levence to be significant if it is then we can’t run ANOVA.

ANOVA
• One –way ANOVA tests for a difference across 3 or more levels of single IV.
• SPSS command is analyze> general linear model> univariance
• The dependent variable is where you put the IV
• In the output window the figures you need the degree of freedom ( test, and error) the value of F and p ( the significance )
• Remember, the bigger the value of F the smaller the value of p the more likely the result is significant.
• P needs to be < 0.05
RESULTS FROM ANOVA
• The results of the ANOVA tell us if there is an overall significant effect of the IV on the DV
• But it does not tell us where, now do all three groups differ significantly from one another or is the difference really just between 2 of the variances.
• We need to make comparisons between each pair of variance ( 1 and 2, 2 and 3, 3 and 1)
• Because we are making multiple comparisons we are increasing the likelihood of finding an effect by chance.
• To take care of this, use BENFERONI t (a T test for post hoc comparisons).

POST HOC COMPARISONS
• SPSS
• Analyze > compare means > independent- sampling t test
• Put DV into test variable box and IV into grouping variable box
• Select 2 at time comparing condition 1 and 2, condition 2 and 3, and condition 1 and 3.
• Adjust the significance threshold from 0.05
• Divide by the number of comparisons 3
• Threshold is now 0.0167 for a significant effect need the t test p value to be lower than this.

DESIGN
Identify the variables used, such as the IV and DV and statistical test used.

PARTICIPANTS
Identify how many participants are recruited from what population, number of gender and their age.

MATERIALS
Questionnaire, paper and pencil used and instrument used to develop reliability and validity of the lab report. Also, refer to appendix where necessary and how did we measure DV? Reference scales and explain the key detail.

PROCEDURE
This is collection of details. Include enough details for somebody to replicate the study, including the ethics by checking if the study is ethnicity acceptable and without risk. Think about the issues surrounding the IV, DV, the sample, and the context.

RESULT
Descriptive statistics: Describing the below
• summary of data set ( mean/ SD)
• Table , charts, figures
Inferential statistics
• Result of analysis used to indirectly test the null hypothesis (Anova)
NOTE: DO NOT INTERPRETE RESULT IN THIS SECTION

DISCUSSION
• State brief summary of the result
• State whether hypothesis has been supported, remember to refer to the aims and theoretical hypothesis in order to explain findings.
• Identify implication/ application and limitation of study
• Make sensible suggestion for improvement
• Suggest future directions/ new ideas

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Attachment style