Steps to Use G*Power for Correlation Analysis

1. Open G*Power:
o Start G*Power on your computer.
2. Select Test Family:
o Choose "Exact" under the "Test family" dropdown menu.
3. Select Statistical Test:
o For correlation analysis, choose "Correlation: Bivariate normal model" under
the "Statistical test" dropdown menu.
4. Define the Parameters:
o Tail(s): Typically, a two-tailed test is used unless you have a specific
hypothesis about the direction of the correlation.
o Effect Size (ρ): Enter the expected effect size for the correlation. Cohen’s
conventions for effect sizes are:
 Small: 0.1
 Medium: 0.3
 Large: 0.5
o Alpha Level (α): The common significance level is 0.05.
o Power (1-β): The desired power level, commonly set to 0.80 or 0.90.
5. Run the Analysis:
o Click "Calculate" to determine the required sample size for your correlation
study.

Example

Let’s say you expect a medium effect size (0.3), want an alpha level of 0.05, and desire a
power of 0.80.

1. Input Parameters:
o Tail(s): Two
o Effect size (ρ): 0.3
o Alpha (α): 0.05
o Power (1-β): 0.80
2. Calculate:
o Click "Calculate" to get the sample size needed.

G*Power will then provide you with the minimum sample size required to detect the
expected correlation with the specified power and significance level.
### Data Analysis Report: Pearson Correlation of Students' Perspectives on Teacher Emotional
Support and Academic Achievement in English

#### Introduction
This report analyzes the Pearson correlation coefficients between various dimensions of teacher
emotional support and students' academic achievement in English. The dimensions considered include
Positive Climate, Teacher Sensitivity, Regards for Adolescent, and English Academic Achievement
(EAR). The data includes responses from 275 students.

#### Correlation Matrix Overview

The correlation matrix provides insights into the relationships between the following variables:
- Positive Climate
- Teacher Sensitivity
- Regards for Adolescent
- English Academic Achievement (EAR)

The table below summarizes the Pearson correlation coefficients and their significance levels.

| | Positive Climate | Teacher Sensitivity | Regards for Adolescent | EAR |

|---------------------------|------------------|---------------------|------------------------|--------|
| Positive Climate |1 | .714** | .634** | .229** |
| Teacher Sensitivity | .714** |1 | .716** | .097 |
| Regards for Adolescent | .634** | .716** |1 | .185** |
| EAR | .229** | .097 | .185** |1 |
| **Significance (2-tailed)**| <.001 | <.001 | <.001 | <.001 |

**Note**: ** Correlation is significant at the 0.01 level (2-tailed).

#### Key Findings

1. **Positive Climate and Teacher Sensitivity**:

- A strong positive correlation (\( r = .714, p < .001 \)) indicates that higher perceptions of a positive
classroom climate are strongly associated with higher perceptions of teacher sensitivity.
2. **Positive Climate and Regards for Adolescent**:
- A significant positive correlation (\( r = .634, p < .001 \)) suggests that students who perceive a
positive climate are also likely to perceive that teachers have high regard for adolescents.

3. **Teacher Sensitivity and Regards for Adolescent**:

- A strong positive correlation (\( r = .716, p < .001 \)) highlights a close relationship between
teacher sensitivity and their regard for adolescents, implying these two dimensions are closely linked
in the students' perspectives.

4. **Positive Climate and EAR**:

- A moderate positive correlation (\( r = .229, p < .001 \)) indicates that a positive classroom climate
is moderately associated with higher academic achievement in English.

5. **Teacher Sensitivity and EAR**:

- There is a weak positive correlation (\( r = .097, p = .109 \)), suggesting a slight association
between teacher sensitivity and academic achievement in English, although this relationship is not
statistically significant.

6. **Regards for Adolescent and EAR**:

- A weak to moderate positive correlation (\( r = .185, p = .002 \)) signifies that higher regard for
adolescents is associated with better academic achievement in English.

#### Discussion
The analysis reveals that the dimensions of teacher emotional support are interrelated. Specifically,
Positive Climate, Teacher Sensitivity, and Regards for Adolescent are strongly correlated with each
other, reflecting a cohesive perception of emotional support among students.

The findings also indicate that while Positive Climate and Regards for Adolescent have a significant
association with academic achievement in English, Teacher Sensitivity does not show a significant
direct correlation with EAR. This suggests that while overall emotional support is crucial, different
aspects of this support may vary in their impact on academic outcomes.