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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 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 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 Do Quiet People Feel More? Introversion and Empathy
Students complete the Introversion subscale of an Introversion/Extraversion test and the Toronto Empathy Questionnaire (TEQ), then pool paired scores from 9 classmates to calculate a Pearson r. The lab explores an open and genuinely uncertain empirical question: are introverts more or less empathic than extraverts, or is there no relationship? Students make a directional prediction before seeing the data, explain possible psychological mechanisms (introverts' tendency toward inner reflection may
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
Psychology Lab Mirror, Mirror: Appearance Anxiety and How You Feel Right Now
Activity Description Students complete the Appearance Anxiety Inventory (AAI) and the State Self-Esteem Scale (SSES), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether people more anxious about how they look tend to feel worse about themselves in the moment. Students explain the mechanism by which preoccupation with appearance flaws reduces current self-worth — including self-objectification, social comparison, and negative body evaluation — and evalu
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Count Your Blessings: Does Gratitude Predict Life Satisfaction?
Activity Description Students complete the Gratitude Questionnaire (GQ-6) and the Satisfaction With Life Scale (SWLS), then pool paired scores from 9 classmates to compute a Pearson r. The lab examines whether people who feel more grateful also feel more satisfied with their lives. Students explain the psychological mechanism linking gratitude to life satisfaction — including attention to positive experiences and social bonding — and evaluate a fictional claim that being thankful doesn't chang
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Close Up or Shut Down? Attachment Avoidance and Cognitive Flex
Students complete the Avoidant subscale of an Attachment Style Personality Test and the Cognitive Flexibility Scale (CFS), then pool paired scores from 9 classmates to calculate a Pearson r. The lab explores whether people uncomfortable with emotional closeness tend to be more or less mentally flexible in their thinking. This is a genuinely open empirical question — avoidant individuals suppress emotional processing and rely on rigid self-reliance, suggesting reduced flexibility, while an altern
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Embrace the Nerd: Does Nerdiness Predict Vocabulary?
Activity Description Students complete the Nerdy Personality Attributes Scale (NPAS) and an online Vocabulary IQ Test (VIQT), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether people with nerdier personality attributes tend to have a larger vocabulary. Students explain the mechanism — including intellectual curiosity, extensive reading habits, and intrinsic motivation for knowledge accumulation — linking nerdiness to verbal knowledge. They also evalua
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Know It to Control It: Emotional Intelligence and Reappraisal
Activity Description Students complete the Emotional Intelligence scale and the Emotion Regulation Questionnaire (ERQ) Cognitive Reappraisal subscale, then pool paired scores from 9 classmates to compute a Pearson r. The lab examines whether people who are better at understanding emotions also tend to regulate them more effectively through reappraisal. Students explain the mechanism linking emotional knowledge to effective cognitive regulation, and evaluate a fictional claim that knowing about
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Hard Work Pays Off? Work Ethic and Belief in Yourself
Activity Description Students complete the Protestant Work Ethic (PWE) scale and the Generalized Self-Efficacy Scale (GSE), then pool paired scores from 9 classmates to compute a Pearson r. The lab examines whether valuing hard work is associated with stronger belief in one's ability to succeed. Students explain the psychological mechanism — including mastery experiences and behavioral confirmation of capability — and evaluate a fictional claim that work ethic and self-efficacy are negatively
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Anxious and Awake: Does Anxiety Predict Poor Sleep Quality?
Activity Description Students complete the GAD-7 General Anxiety scale and the Groningen Sleep Quality Scale (GSQS), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether feeling more anxious predicts poorer sleep quality. Students explain the mechanism by which anxiety (hyperarousal, worry, racing thoughts) disrupts sleep onset and quality, and evaluate a fictional claim that the brain simply shuts off when you close your eyes. The lab connects clinical
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Thrill Seekers and Risk Takers: Sensation Seeking and Impulsivity
Activity Description Students complete the Arnett Inventory of Sensation Seeking (AISS) and the Barratt Impulsiveness Scale (BIS), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether craving novel stimulation and acting without thinking are linked traits. Students explain the neurological and personality basis connecting sensation seeking to impulsivity — both rooted in low inhibition and reward sensitivity — and evaluate a fictional claim that the two
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Psychopath or Misunderstood? Psychopathy Traits and Impulsivity
Psychopath or Misunderstood? Psychopathy Traits and Impulsivity Students complete the Hare Psychopathy Checklist (PCL-22) and the Barratt Impulsiveness Scale (BIS), then pool data to calculate a Pearson r. The lab carefully notes that the PCL-22 is a clinical tool and that most students will score very low. Discussion distinguishes between Hare's two psychopathy factors (interpersonal-affective vs. antisocial lifestyle) and asks which predicts impulsivity more strongly. Students correct the c
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Reaching Your Potential: Self-Actualization Predicts Flourishing
Reaching Your Potential: Does Self-Actualization Predict Flourishing? Students complete a Maslow Personality Test's Self-Actualization subscale and Diener's Flourishing Scale, then pool data to compute a Pearson r. The lab directly compares a classical humanistic construct (self-actualization based on clinical observation) with a modern psychometrically developed measure (flourishing), asking students to evaluate which is more scientifically reliable. Students also examine Maslow's claim that
8th - 12th, Adult Education, Higher Education
Psychology, Statistics
Psychology Lab Stuck on Repeat: Does Rumination Predict Depression Scores? Stud
Stuck on Repeat: Does Rumination Predict Depression Scores? Students complete the Rumination Response Scale (RRS) and the PHQ-9 Depression scale, then pool data to calculate a Pearson r. The lab directly tests Nolen-Hoeksema's response styles theory, which proposes that ruminative thinking amplifies and prolongs depression. Students distinguish between healthy reflective thinking and clinical rumination, and evaluate a claim that all problem-focused thinking is harmful. An important note draws
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Game Over? Exploring Impulsivity and Excessive Gaming
Game Over? Exploring Impulsivity and Excessive Gaming Students complete the Excessive Gaming Screening Tool (EGST) and the Barratt Impulsiveness Scale (BIS), then pool data to calculate a Pearson r. The lab connects variable ratio reinforcement to gaming mechanics and examines whether impulsive tendencies predict problematic gaming. Students explore the WHO's 2018 addition of gaming disorder to the ICD-11 and are challenged to distinguish between enthusiastic gaming and clinically significant
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab All In: Does Impulsivity Predict Problematic Gambling Tendencies?
All In: Does Impulsivity Predict Problematic Gambling Tendencies? Students complete the NODS-CLiP Gambling Screen and the Barratt Impulsiveness Scale (BIS), then pool data to calculate a Pearson r. The lab addresses a potential floor effect (many students scoring 0 on gambling) as a teachable methodological moment. Discussion connects impulsivity to the psychology of risk-taking and addictive behavior, and challenges students to evaluate whether impulsivity is the only psychological explanatio
8th - 12th, Adult Education, Higher Education
Psychology, Statistics
Psychology Lab Extraverts Are Happier — But Why? Personality and Positive Affect
Extraverts Are Happier — But Why? Personality and Positive Affect Students complete an Introversion/Extraversion test and the PANAS Positive Affect subscale, then pool data to calculate a Pearson r. The lab explores the well-established extraversion-happiness link in personality psychology and invites students to consider two competing explanations: extraverts have more positive experiences, or extraverts are temperamentally more reactive to positive stimuli. Discussion questions push students
8th - 12th, Adult Education, Higher Education
Psychology, Statistics
Psychology Lab Brooding and Blue: Melancholic Temperament and Depression
Students complete the Melancholic subscale of the Four Temperaments Test (O4TS) and the Zung Self-Rating Depression Scale, then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether the ancient Melancholic type — characterized by analytical thinking, sensitivity, and proneness to negative emotion — predicts more depressive symptoms on a validated clinical scale. Students explain the psychological mechanism linking melancholic traits (rumination tendency, pessimi
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Worry About Everything, Including Your Health: Trait Worry and HA
Activity Description Students complete the Penn State Worry Questionnaire (PSWQ) and the Short Health Anxiety Inventory (HAI-18), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether chronic worriers tend to also worry more about having a serious illness. Students explain how trait worry — a generalized cognitive style of apprehensive rumination — extends naturally into health-focused domains, producing elevated health anxiety. They evaluate a fictional
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Feel Good, Be Well: Positive Affect and Mental Health
Activity Description Students complete the PANAS Positive Affect subscale and the Mental Health Continuum Short Form (MHC-SF), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether experiencing more positive emotions is associated with better overall mental health across emotional, psychological, and social well-being dimensions. Students explain the broaden-and-build mechanism linking positive affect to mental health, and evaluate a fictional claim that
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab The Best Medicine? Affiliative Humor and Loneliness
Activity Description Students complete the Humor Styles Questionnaire (HSQ) Affiliative Humor subscale and the UCLA Loneliness Scale (UPLAS), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether using humor to connect with others predicts feeling less lonely. Students explain the social bonding mechanism linking affiliative humor to reduced loneliness, and evaluate a fictional claim that funny people are always lonelier because they use jokes to hide the
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
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