SAS Lesson 1: More on Confounding Variables

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Del curso dictado por Wesleyan University

Regression Modeling in Practice

220 calificaciones

Wesleyan University

Regression Modeling in Practice

220 calificaciones

Curso 3 de 5 en SpecializationData Analysis and Interpretation

This course focuses on one of the most important tools in your data analysis arsenal: regression analysis. Using either SAS or Python, you will begin with linear regression and then learn how to adapt when two variables do not present a clear linear relationship. You will examine multiple predictors of your outcome and be able to identify confounding variables, which can tell a more compelling story about your results. You will learn the assumptions underlying regression analysis, how to interpret regression coefficients, and how to use regression diagnostic plots and other tools to evaluate the quality of your regression model. Throughout the course, you will share with others the regression models you have developed and the stories they tell you.

De la lección

Basics of Linear Regression

In this session, we discuss more about the importance of testing for confounding, and provide examples of situations in which a confounding variable can explain the association between an explanatory and response variable. In addition, now that you have statistically tested the association between an explanatory variable and your response variable, you will test and interpret this association using basic linear regression analysis for a quantitative response variable. You will also learn about how the linear regression model can be used to predict your observed response variable. Finally, we will also discuss the statistical assumptions underlying the linear regression model, and show you some best practices for coding your explanatory variables Note that if your research question does not include one quantitative response variable, you can use one from your data set just to get some practice with the tool.

SAS Lesson 1: More on Confounding Variables6:42

SAS Lesson 2: Testing a Basic Linear Regression Mode6:03

SAS Lesson 3: Categorical Explanatory Variables5:11

Conoce a los instructores

Jen Rose
Research Professor
Psychology
Lisa Dierker
Professor
Psychology

Here is another question about confounding.

I start with a simple question about an association between an explanatory and

response variable.

Is the incidence of coronary heart disease

greater among men who drink coffee than among men who don't drink coffee?

My response variable is coronary heart disease.

And my explanatory variable is a history of coffee drinking.

If I find a significant association in my data, I will also want to evaluate whether

there are other variables that might confound or explain the relationship.

It strikes me that some people who drink lots of coffee do so

while also smoking cigarettes.

So I would like to evaluate if smoking is a confounder in the relationship between

coffee drinking and coronary heart disease.

>> This relationship between coffee drinking and

coronary heart disease is the one that we're testing.

But we also want to partial out or remove smoking from that association.

We want to see if that relationship between coffee drinking and

coronary heart disease is still significant after we account for smoking.

Here's a Venn diagram that illustrates how our multivariate models will handle

this question.

Coronary heart disease is our response variable.

Our explanatory variable is coffee drinking.

Our basic question is, do we know something about the presence or absence

of coronary heart disease by knowing the level of coffee drinking in our sample?

But we may also know or believe that smoking is related to both coronary

heart disease and coffee drinking.

So we want to include smoking in our model as a possible confounder in

the relationship between coffee drinking and coronary heart disease.

Other terms used to describe potentially confounding variable in my statistical

model include control variable, covariate, third variable, or lurking variable.

When we're looking at the association between coffee drinking and coronary heart

disease, the overlap you see in the Venn diagram is what we're testing.

We're saying, is that overlap significant?

Are they significantly associated?

When we add the potential confounder of smoking, we're asking,

is coffee drinking and coronary heart disease still significantly associated

after we partial out the overlap between coffee drinking and

coronary heart disease that can be accounted for by smoking?

Because smoking is associated with coronary heart disease and coffee,

there's a part of the association between coffee drinking and coronary heart disease

that can be accounted for by smoking, the highlighted area in the Venn diagram.

What we want to do is mathematically partial that out.

When we run multivariate models, we're partialing out the portion of

the association between the explanatory and response variables

that can be accounted for by that overlap with the third variable.

>> For this course we will only be discussing two types of multivariate

models, the multiple regression, where our response variable is quantitative.

And the logistic regression, where our response variable is binary.

>> That is a two level categorical variable.

>> The question of when is a third or fourth or

fifth variable in our multivariate model a confounder is strategically important.

If the variable is a confounder when we include it in the statistical model and

the association of interest is no longer statistically significant,

then we can determine that our original variables had no real relationship.

Testing for confounding variables with multivariate models is

vital in the testing for true statistically significant associations or

real relationships between variables in our research.

>> If we had run the model with maternal age and

birth order predicting Down syndrome, birth order

would have been significantly associated with Down syndrome in that first model.

Once we added maternal age to the model as a potential confounder, the association

between birth order and Down syndrome would no longer be significant.

[MUSIC]

>> So we now know that we will use multiple regression to evaluate multiple

explanatory variables and or

potential confounders when predicting a quantitative response variable.

So how does a linear regression analysis work?

Let's start with a simple example.

>> We imposed our causal model on observational data

by selecting our explanatory and response variables denoted by X and

Y and placed on the X and Y axis of a bivariate graph.

Let's return to a graph that we made in course two

data analysis tools using the gap minder data set.

Here we visualize the association between Internet use rate in a country and

the percent of its population that lives in an urban setting in a scatter plot.

We place the explanatory variable on the x-axis and

the response variable on the y-axis.

So our research question is, is the rate of

urbanization associated with the rate of people who use the Internet?

We also ran a Pearson correlation, which is talked about in the second course,

Data Analysis Tools is used to test the association between two

quantitative variables.

And we find a pretty strong positive and significant linear association between

these two variables with a Pearson correlation coefficient of 0.61.

>> In order to test this model, our first goal is to determine the equation of that

best fit line, the line that we created in our graph that shows the best linear fit

between our two variables of interest.

As you may recall from high school algebra,

the equation of a line is usually defined as Y = mX+b,

where X and Y are the variables that are on those respective axes.

m is the slope of the line, and

b is the spot on the Y-intercept where the line crosses an axis.

In our model, we know that Internet use rate is our y or

response variable, and urban rate is our x or explanatory variable.

So we need to determine our slope and

our intercept in order to define this best-fitting line.

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