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Psychology Lab Bundle: Three-Scale Correlation 2 - 40 Comparative Pearson r
Three-Scale Correlation Psychology Lab Bundle Part 2: 40 Comparative Pearson r Activities Description Does introversion predict loneliness or shyness more strongly? Does covert or overt narcissism better predict relationship dominance? This second bundle of 40 three-scale correlation labs continues the format established in Part 1 — each lab anchors one psychological construct (X) and correlates it separately with two comparison constructs (Y and Z), requiring students to run two Pearson r value
9th - 12th, Adult Education, Higher Education
Psychology, Statistics
Psychology Lab Bundle: Three-Scale Correlation 1 - 40 Comparative Pearson r
Three-Scale Correlation Psychology Lab Bundle: 40 Comparative Pearson r Activities Description Which matters more for predicting anxiety — poor sleep or procrastination? Does self-esteem connect more strongly to optimism about the future or satisfaction with the present? This bundle of 40 labs elevates the standard correlation activity by having students run two Pearson r correlations per lab instead of one. Each lab uses three validated psychological scales: one anchor construct (X) is correlat
9th - 12th, Adult Education, Higher Education
Psychology, Statistics
Psychology Lab Optimism: Gateway to Mental Health or Resilience? A 3-Scale Lab
Students complete the LOT-R Optimism scale (X), the Mental Health Continuum Short Form MHC-SF (Y), and the Brief Resilience Scale BRS (Z), then collect all three scores from 9 classmates and run two correlations: Optimism vs. Mental Health and Optimism vs. Resilience. The lab examines whether optimism is more strongly embedded in overall mental health or in the specific capacity to bounce back from adversity. Students evaluate a fictional claim that optimism and resilience are unrelated because
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab OCD Symptoms — More Tied to Anxiety or Rumination? A Correlation
Students complete the Obsessive-Compulsive Inventory-Revised (OCI-R) as their X variable, the Taylor Manifest Anxiety Scale (TMAS) as their Y variable, and the Rumination Scale as their Z variable. After collecting scores from nine classmates, students run two Pearson r correlations — OCD Symptoms vs. Manifest Anxiety and OCD Symptoms vs. Rumination — expecting positive relationships with both. Students compare which correlation is stronger, explain the theoretical overlap between obsessive intr
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab OCD: Is It Perfectionism or Anxiety Driving the Symptoms?
Students complete the Obsessive-Compulsive Inventory–Revised OCI-R (X), the SAPS Perfectionism Discrepancy subscale (Y), and the Taylor Manifest Anxiety Scale TMAS (Z), then collect all three scores from 9 classmates and run two correlations: OCD Symptoms vs. Perfectionism and OCD Symptoms vs. Anxiety. The lab examines whether OCD symptom severity is more strongly linked to the need for control and precision (perfectionism's discrepancy component) or to underlying trait anxiety. Students evaluat
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Obsessed and Stressed: OCD Symptoms and Perceived Stress
Activity Description Students complete the Obsessive-Compulsive Inventory-Revised (OCI-R) and the DASS-21 Stress subscale, then pool paired scores from 9 classmates to calculate a Pearson r. The lab includes an explicit teacher-directed mental health note for students experiencing significant distress. It examines whether more OCD-related symptoms are associated with higher perceived stress. Students explain the mechanism — obsessions generate distress, compulsions provide only temporary relie
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Self-Esteem: Future Hope or Present Satisfaction? A 3-Scale Lab
Students complete the Rosenberg Self-Esteem Scale (X), the LOT-R Optimism scale (Y), and the Satisfaction With Life Scale (Z), then collect all three scores from 9 classmates and run two Pearson r correlations: Self-Esteem vs. Optimism and Self-Esteem vs. Life Satisfaction. The lab asks whether self-esteem is more tightly linked to future-oriented positive expectations or to present-moment satisfaction with life. Students predict which correlation will be stronger before running the analysis, ex
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab What Does Depression Erase More: Hope or Gratitude?
Students complete the Zung Self-Rating Depression Scale (X), the LOT-R Optimism scale (Y), and the Gratitude Questionnaire GQ-6 (Z), then collect all three scores from 9 classmates and run two correlations: Depression vs. Optimism and Depression vs. Gratitude. Both should be negative correlations — more depression predicts less optimism and less gratitude. The lab examines whether depression is more tightly linked to the absence of hopeful future expectations (optimism) or to the absence of appr
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Positive Mindset: Is It the Same as Optimism or Bouncing Back?
Students complete the Positive Mindset Index PMI (X), the Brief Resilience Scale BRS (Y), and the LOT-R Optimism scale (Z), then collect all three scores from 9 classmates and run two correlations: Positive Mindset vs. Resilience and Positive Mindset vs. Optimism. The lab investigates whether a current positive mental state is more closely tied to the capacity to bounce back from adversity or to a future-oriented optimistic outlook. Students evaluate a fictional claim that positive mindset and o
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab High on Yourself, High on Life? Self-Esteem and Optimism
Activity Description In this peer data collection lab, students complete the Rosenberg Self-Esteem Scale and the Life Orientation Test–Revised (LOT-R) Optimism scale, then pool paired scores from 9 classmates to calculate a Pearson r correlation. The lab investigates whether people who feel better about themselves also tend to expect better outcomes from the future. Students interpret the strength and direction of their r-value in everyday language, explain the psychological mechanism linking
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Bounce Back and Thrive: Resilience and Psychological Flourishing
Activity Description Students complete the Brief Resilience Scale (BRS) and Diener's Flourishing Scale, then pool paired scores from 9 classmates to compute a Pearson r. The lab examines whether the ability to bounce back from adversity predicts a fuller, more engaged and purposeful life. Students explain the psychological mechanism linking resilience to flourishing — including adaptive coping, maintenance of relationships through adversity, and maintained sense of purpose — and evaluate a fic
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Grit vs. the Couch: Does Perseverance Predict Less Proc.
Students complete the Short Grit Scale (GRIT-S) and the General Procrastination Scale, then pool paired scores from 9 classmates to compute a Pearson r. The lab asks whether perseverance for long-term goals predicts less avoidance of tasks. Students interpret their correlation, explain the motivational mechanism connecting grit to procrastination, and critically evaluate a fictional claim that the two are positively correlated — directly contradicting what psychological theory would predict. Thi
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Feel It to Navigate It: Empathy and Social Intelligence
Students complete the Empathy Quotient (EQ) and the Tromsø Social Intelligence Scale (TSIS), then pool paired scores from 9 classmates to compute a Pearson r. The lab investigates whether understanding others' emotions predicts broader social skill. Students explain the psychological mechanism connecting emotional perspective-taking to social intelligence, and evaluate a fictional claim that the two are unrelated because social skill can exist without emotional concern. The lab reinforces the id
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Wired Differently or Just Introverted? ASD Traits and Introversio
Activity Description Students complete the Autism Spectrum Quotient (AQ) and an Introversion scale (MIES), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether people higher in autism-spectrum-like tendencies also tend to score higher in introversion. Students explain the overlapping mechanisms — social processing differences in ASD traits and energy-drain from social interaction in introversion both produce preference for limited social engagement — whi
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Go Outside: Nature Connectedness and Positive Mindset
Activity Description Students complete the Connectedness to Nature Scale and the Positive Mindset Index (PMI), then pool paired scores from 9 classmates to calculate a Pearson r. The lab explores whether feeling in tune with the natural world relates to a more positive mental outlook. Students explain the psychological mechanism — including attention restoration, stress reduction, and awe — that connects nature connectedness to positive mindset, and evaluate a dismissive fictional claim that n
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Lost in Your Head and Lonely: Rumination and Social Disconnection
Activity Description Students complete the Rumination Response Scale and the Three-Item Loneliness Scale (TILS), then pool paired scores from 9 classmates to compute a Pearson r. The lab examines whether dwelling on negative thoughts relates to feeling socially disconnected. Students explain the psychological mechanism linking ruminative thinking to loneliness — including how inward-focused negative thought may interfere with social engagement — and evaluate a fictional claim that rumination r
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Cope Better, Worry Less: Resilient Coping and Anxiety Symptoms
Students complete the Brief Resilient Coping Scale (BRCS) and the Zung Self-Rating Anxiety Scale, then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether people who actively use resilient coping strategies — finding meaning in difficulties, seeking creative solutions, and persisting through adversity — tend to experience fewer anxiety symptoms. Students explain the psychological mechanism by which effective active coping reduces threat appraisal and builds a
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Tough Minded and Aggressive? Eysenck's P Dimension and Aggression
Activity Description Students complete the Buss-Perry Aggression Questionnaire (BPAQ) and the Eysenck Psychoticism subscale, then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether more aggressive people tend to score higher on Eysenck's Psychoticism dimension — which measures tough-mindedness, non-conformity, and low empathy rather than clinical psychosis. Students explain the biological personality mechanism linking high-P scorers (low socialization, high
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Trust No One? Conspiracy Beliefs and Interpersonal Trust
Activity Description Students complete the Generic Conspiracist Beliefs Scale (GCBS) and the Interpersonal Trust scale, then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether believing in conspiracies tends to go along with trusting others less. Students explain the psychological mechanism — including paranoid ideation, epistemic vigilance, and social cynicism — linking conspiracy belief to low interpersonal trust, and evaluate a fictional claim that consp
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Shy or Scared? Unpacking Social Anxiety and Shyness
Activity Description Students complete the Social Phobia Inventory (SPIN) and the McCroskey Shyness Scale (MCSS), then pool paired scores from 9 classmates to calculate a Pearson r. The lab carefully distinguishes social anxiety (fear and avoidance of evaluation) from shyness (discomfort in social situations) and tests whether the two track together. Students explain the psychological overlap while maintaining the conceptual distinction, and evaluate a fictional claim that the two are complete
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Dark Moods and Dark Mirrors: Depression and Body Esteem
Activity Description Students complete the PHQ-9 Depression scale and the Body Esteem Scale (BES), then pool paired scores from 9 classmates to calculate a Pearson r. The lab explores whether experiencing more depressive symptoms is associated with feeling worse about one's body. Students explain the bidirectional psychological mechanism — depression can distort body perception, and poor body esteem can maintain and deepen depression — and evaluate a fictional claim that depression and body es
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Anxiety Worry Correlation
Students complete both the GAD-7 General Anxiety scale and the Penn State Worry Questionnaire (PSWQ), then collect paired scores from classmates to calculate a Pearson r correlation. I was grinding these out and discovered I had made one before,...so I dropped them in the same document... I have a ton more Psychology stuff in my store, check it out! You have managed to find the source of the best Psychology and AP Psychology activities on TPT, go check out my store for other awesome re
8th - 12th, Adult Education, Higher Education
Psychology, Statistics
Psychology Lab Current Self-Esteem — Tied to Good Feelings or Low Anxiety?
Positive Affect subscale as their Y variable, and the GAD-7 Anxiety scale as their Z variable. After collecting scores from nine classmates, students run two Pearson r correlations — State Self-Esteem vs. Positive Affect and State Self-Esteem vs. Anxiety — expecting a positive relationship with positive affect and a negative relationship with anxiety. Students compare the strength of both correlations and evaluate a claim by Dr. Cornelius Dumpling about whether state self-esteem is simply a meas
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Spacing Out and Stressed Out: Dissociation and Manifest Anxiety
Activity Description Students complete the Dissociative Experiences Scale (DES) and the Taylor Manifest Anxiety Scale (TMAS), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether people who more frequently feel detached from reality also experience more trait anxiety. Students explain the psychological mechanism — dissociation often co-occurs with anxiety as a protective response to overwhelming stress, and chronic anxiety can precipitate dissociative st
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
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