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Psychology Lab My Way or the Highway: Narcissism and Relationship Dominance
Activity Description Students complete a Narcissism scale and the Dominance subscale of the Attributional Relationship Dominance (ARD) measure, then pool paired scores from 9 classmates to calculate a Pearson r. The lab investigates whether more narcissistic individuals tend to seek control in relationships. Students explain the psychological mechanism linking narcissistic entitlement and need for admiration to dominance-seeking behavior, and evaluate a fictional claim that narcissists are act
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Retail Therapy? Shopping Addiction and Self-Esteem Correlation
Retail Therapy? Shopping Addiction and Self-Esteem Correlation Students complete the Bergen Shopping Addiction Scale (BSAS) and the Rosenberg Self-Esteem Scale, then pool data to calculate a Pearson r. The lab explores the theory that compulsive buying temporarily boosts mood and self-esteem but creates guilt and financial stress, reinforcing a cycle analyzable through operant conditioning principles. Students examine how advertising deliberately exploits the link between self-esteem and buyin
8th - 12th, Adult Education, Higher Education
Psychology, Statistics
Psychology Lab Bounce Back or Break Down? Resilience and Anxiety Measured
Bounce Back or Break Down? Resilience and Anxiety Measured Students complete the Brief Resilience Scale (BRS) and the GAD-7 Anxiety scale, then pool data to calculate a Pearson r. The lab examines how the ability to bounce back from adversity relates to anxiety symptoms, and asks students to think about how resilient cognitive processing differs from less resilient processing. Discussion explores whether high anxiety makes it harder to build resilience, creating a downward cycle, and challenge
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Body Language and Personality: Does Extraversion Predict Warmth?
Body Language and Personality: Does Extraversion Predict Warmth? Students complete the Nonverbal Immediacy Scale Self-Report (NIS) and an Introversion/Extraversion test, then pool data to calculate a Pearson r. The lab explores whether extraverts naturally use more warm, approach-oriented nonverbal communication (eye contact, smiling, open posture) and discusses the implications of NIS scores for teaching effectiveness and relationship satisfaction. Students research the definition of nonverb
8th - 12th, Adult Education, Higher Education
Psychology, Statistics
Psychology Lab Born First, Born Best? Testing the Birth Order-Conscientiousness
Born First, Born Best? Testing the Birth Order-Conscientiousness Myth Students complete the Firstborn Personality Scale and the Big Five Conscientiousness subscale, then pool data to calculate a Pearson r correlation. The lab directly tests the popular psychology claim that firstborn children are more responsible and conscientious by comparing scale scores to actual birth order. The lab emphasizes critical thinking about psychological folklore versus research findings. I have a ton more
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Helper and People-Pleaser: Enneagram Type 2 and Freudian Oral Tra
Students complete the Open Enneagram of Personality Scales (OEPS) Type 2 subscale and the Freudian Personality Test's Oral score, then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether two theoretically different personality systems converge on similar trait content: the Enneagram Type 2 (Helper — characterized by people-pleasing, dependency, and need for connection) and Freud's Oral personality (dependency, passivity, need for nurturance) share overlapping
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Want Friends, Fear People: Unmet Belonging Needs and Social Anx.
Students complete the Belonging/Love subscale of a Maslow-based needs assessment and the Liebowitz Social Anxiety Scale (LSAS), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines a clinically important paradox: people who most want social connection may simultaneously be most afraid of it. Students explain the psychological mechanism — unmet belonging needs can intensify the stakes of social evaluation, increasing fear of rejection and feeding social anxiety — a
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Tired and Grumpy: Does Sleep Quality Predict Negative Affect?
Tired and Grumpy: Does Sleep Quality Predict Negative Affect? Students complete the Groningen Sleep Quality Scale (GSQS) and the PANAS Negative Affect subscale, then pool data to calculate a Pearson r. The lab connects sleep neuroscience — specifically amygdala reactivity to sleep deprivation — to emotional experience, providing a biological mechanism for the predicted correlation. Students analyze the bidirectional cycle in which poor sleep increases negative emotion and negative emotion disr
8th - 12th, Adult Education, Higher Education
Psychology, Statistics
Psychology Lab Grit: Does Passion and Perseverance Predict Life Satisfaction?
Grit: Does Passion and Perseverance Predict Life Satisfaction? Students complete Duckworth's Short Grit Scale (GRIT-S) and the Satisfaction With Life Scale (SWLS), then pool data to calculate a Pearson r. The lab explores whether passion and perseverance for long-term goals predicts life satisfaction, and examines the two grit subscales (consistency of interest vs. perseverance of effort) to ask which matters more. Students are challenged to consider whether high life satisfaction might itself
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Stuck in Your Head: Neuroticism, Rumination, Negative Thinking
Stuck in Your Head: Neuroticism, Rumination, and Negative Thinking Students complete the Eysenck Personality Test's Neuroticism subscale and the Rumination Response Scale (RRS), then pool data to compute a Pearson r. The lab examines the neurobiological basis of neuroticism (limbic system overreactivity) and its connection to repetitive negative thinking. Students explore the causal direction problem — whether neuroticism causes rumination or rumination deepens neuroticism over time — and con
8th - 12th, Adult Education, Higher Education
Psychology, Statistics
Psychology Lab Think Hard, Think Logical? Need for Cognition and Rational Style
Activity Description Students complete the Need for Cognition Scale (NCS-6) and the Rational-Experiential Inventory (REI) Rational Thinking subscale, then pool paired scores from 9 classmates to compute a Pearson r. The lab examines whether people who enjoy thinking hard also tend to rely more on logical analysis. Students explain the psychological mechanism linking the motivation to think carefully (NFC) to the actual thinking style used (rational vs. experiential), and evaluate a fictional c
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Freud Was Onto Something? Oral Fixation and Impulsivity
Freud Was Onto Something? Oral Fixation and Impulsivity Tested Students complete a Freudian Personality Test's Oral stage subscale and the Barratt Impulsiveness Scale (BIS), then pool data to calculate a Pearson r between oral personality traits and impulsivity. The lab uses Freud's psychosexual stage theory as a context for discussing the difference between a trait being measurably real and a theoretical explanation for its cause being scientifically valid. Students are challenged to evaluat
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Do Two Scales Agree? Testing Convergent Validity in Depression
Activity Description Students complete two different validated depression scales — the Major Depression Inventory (MDI) and the Clinically Useful Depression Outcome Scale (CUDOS) — and pool paired scores from 9 classmates to calculate a Pearson r. Unlike other labs, this one is explicitly about convergent validity rather than two distinct constructs. If both scales truly measure depression, they should correlate strongly. Students explain why high convergence is expected when two instruments m
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Think Harder, Believe Less? Need for Cognition & Conspiracy
Think Harder, Believe Less? Need for Cognition and Conspiracy Beliefs Students complete the Need for Cognition Scale (NCS-6) and the Generic Conspiracist Beliefs Scale (GCBS), then pool data to calculate a Pearson r. The lab explores research showing that analytic thinking is associated with lower conspiracy belief and invites students to examine how critical thinking may serve as a buffer against conspiratorial reasoning. Discussion distinguishes healthy skepticism from conspiracist thinking
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Same Thing or Different? Locus of Control vs. Self-Efficacy
Same Thing or Different? Locus of Control vs. Self-Efficacy Students complete a Locus of Control scale (Internal score) and the Generalized Self-Efficacy Scale (GSE), then pool data to calculate a Pearson r. The lab addresses a common conceptual confusion — whether locus of control and self-efficacy are the same construct — and invites students to evaluate whether their correlation supports or refutes this claim. Students predict which variable is a stronger predictor of academic success and
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Put Down the Phone and Succeed? Internet Use vs Self-Efficacy
Put Down the Phone and Succeed? Internet Use and Academic Self-Efficacy Students complete the Internet Addiction Assessment (IAA) and the Generalized Self-Efficacy Scale (GSE), then pool data to calculate a Pearson r between problematic internet use and academic self-efficacy. The lab connects variable ratio reinforcement from social media and gaming to the difficulty of controlling internet behavior, and explores whether low academic self-efficacy might cause escape into internet use. Student
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Choleric and Aggressive? Testing Ancient Temperament
Choleric and Aggressive? Testing Ancient Temperament with Modern Data Students complete the Four Temperaments Test and record their Choleric score, then pair it with a Buss-Perry Aggression score to calculate a Pearson r. The lab uses the 2,000-year-old temperament system as a foil for teaching scientific validity — students evaluate whether an ancient typology maps onto modern empirical measures. Discussion connects the Choleric type to Big Five personality traits and challenges students to
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Is It Anxiety or Just About Health? Comparing Two Constructs
Is It Anxiety or Just About Health? Comparing Two Anxiety Constructs Students complete the Short Health Anxiety Inventory (HAI-18) and the GAD-7 General Anxiety scale, then pool data to calculate a Pearson r. The lab examines whether health anxiety is a specific form of general anxiety or a distinct clinical construct, and explores how heightened attention to bodily sensations differs from generalized worry. Discussion connects the lab to post-pandemic increases in health anxiety and challenge
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Living Your Best Life: Self-Actualization and Positive Feelings
Activity Description Students complete the Maslow Need Satisfaction Scale's Self-Actualization subscale and the Scale of Positive and Negative Experience Positive subscale (SPANE-P), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether having one's highest-order needs met is associated with more frequent positive emotional experience. Students explain the mechanism by which living authentically and growing toward one's potential generates sustained posit
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Secure or Suspicious? Attachment Style and Romantic Jealousy
Activity Description Students complete the Secure subscale of the Attachment Anxiety and Avoidance Measure (SAAM) and the Short-Form Multidimensional Jealousy Scale (SF-MJS), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether people who feel more securely attached in their relationships experience less romantic jealousy. Students explain the psychological mechanism linking secure attachment (trust, felt security, confidence in partner commitment) to lo
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Inside the Dark Triad: Does the Full Score Predict Psychopathy?
Activity Description Students complete the Short Dark Triad (SD3) scale summing all three subscales (narcissism, Machiavellianism, psychopathy) and the Hare Psychopathy Checklist (PCL-22), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether the full Dark Triad composite score predicts standalone psychopathy scores — a test of internal construct consistency. Students explain why psychopathy is embedded in the Dark Triad, distinguish between scale overlap
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Reframe It and Chill: Does Cognitive Reappraisal Predict Stress?
Reframe It and Chill: Does Cognitive Reappraisal Predict Stress? Students complete the Emotion Regulation Questionnaire (ERQ) focusing on the Cognitive Reappraisal subscale, and the Perceived Stress Scale (PSS). After pooling data and calculating a Pearson r, students examine whether people who more frequently reframe stressful situations experience lower stress overall. The lab connects cognitive-behavioral concepts to quantitative data and invites students to consider whether the relationshi
8th - 12th, Adult Education, Higher Education
Psychology, Statistics
Psychology Lab In Control or Overwhelmed? Locus of Control and Stress
Activity Description Students complete Rotter's Locus of Control scale (where higher scores indicate more external locus — less personal control) and the Perceived Stress Scale (PSS), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether people who feel less in control of their lives also feel more stressed. Students explain the psychological mechanism — including learned helplessness, appraisal theory, and coping efficacy — and evaluate a fictional claim
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Do Extraverts Run the Internet? Personality and Social Media Use
Do Extraverts Run the Internet? Personality and Social Media Use Students rate their daily social media use on a 1–10 scale and complete a Big Five Extraversion subscale, then pool data to calculate a Pearson r. The lab investigates whether extraverts use social media more than introverts, and prompts students to reason about why the relationship might exist, be absent, or even reverse. Students consider whether social media use could shape personality over time, and evaluate a fictional claim
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Showing 49-72 of 149 results
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