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Psychology Lab Do You Feel Respected? Maslow's Esteem Needs and Satisfaction
Do You Feel Respected? Maslow's Esteem Needs and Life Satisfaction Students complete the Maslow Need Satisfaction Scale focusing on the Esteem Needs subscale, and the Satisfaction With Life Scale (SWLS), then pool data to compute a Pearson r. The lab tests Maslow's hierarchical theory by examining whether esteem need satisfaction predicts life satisfaction. Students evaluate why esteem needs (respect from others, self-respect) are theorized to be especially important for well-being and critic
8th - 12th, Adult Education, Higher Education
Psychology, Statistics
Psychology Lab Laugh Your Way to Happiness? Humor Styles and Life Satisfaction
Laugh Your Way to Happiness? Humor Styles and Life Satisfaction Students complete the Humor Styles Questionnaire (HSQ) focusing on the Affiliative Humor subscale, and the Satisfaction With Life Scale (SWLS), then pool data to compute a Pearson r. The lab introduces Martin's four humor styles (affiliative, self-enhancing, aggressive, self-defeating) and asks students to predict how each style differently relates to well-being. Students consider whether happy people use more humor or whether hu
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Always Missing Out? Testing FoMO Against Life Satisfaction
Always Missing Out? Testing FoMO Against Life Satisfaction Students self-rate their Fear of Missing Out (FoMO) on a 1–10 scale and complete the Satisfaction With Life Scale (SWLS), then pool data to calculate a Pearson r. The lab connects social comparison theory and social media use to life satisfaction, and prompts students to analyze the psychological cycle FoMO may create. Students explore how social media highlight reels affect satisfaction and evaluate a fictional claim that deleting so
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Interpersonal Trust — Tied to Agreeableness or Inversely
Students complete the Interpersonal Trust Scale as their X variable, the Global 5 Accommodation subscale as their Y variable, and the UPLAS Loneliness Scale as their Z variable. After collecting scores from nine classmates, students run two Pearson r correlations — Trust vs. Accommodation and Trust vs. Loneliness — expecting a positive relationship with agreeableness and a negative relationship with loneliness. Students compare correlation strengths and evaluate a claim by Dr. Wellington Prattle
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Body Language Speaks Personality: Warmth and Agreeableness
Activity Description Students complete the Nonverbal Immediacy Scale Self-Report (NIS) and the Accommodation subscale of the Global 5 personality test (which measures the agreeableness/accommodation dimension), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether people who use warmer body language tend to also be more accommodating and cooperative. Students explain the mechanism — agreeable individuals are motivated to promote positive relationships, wh
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Never Good Enough: Does Perfectionism Predict Math Anxiety?
Activity Description Students complete the Short Almost Perfect Scale (SAPS) Discrepancy subscale measuring the gap between standards and perceived performance, and the Abbreviated Math Anxiety Scale (AMAS), then pool paired scores from 9 classmates to calculate a Pearson r. The lab explores whether setting impossibly high standards predicts more fear and anxiety around mathematics. Students explain the mechanism by which discrepancy-based perfectionism (never feeling good enough) fuels math a
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Agreeableness — More Tied to Empathy or Interpersonal Trust?
Students complete the Global 5 Accommodation subscale as their X variable, the Toronto Empathy Questionnaire (TEQ) as their Y variable, and the Interpersonal Trust Scale as their Z variable. After collecting scores from nine classmates, students run two Pearson r correlations — Accommodation vs. Empathy and Accommodation vs. Trust — expecting positive relationships with both. Students compare which correlation is stronger, explain the psychological distinction between feeling others' emotions (e
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Loneliness — More Linked to Overthinking or Shyness?
Students complete the UCLA-Revised Loneliness Scale (UPLAS) as their X variable, the Rumination Scale as their Y variable, and the McCroskey Shyness Scale (MCSS) as their Z variable. After collecting scores from nine classmates, students run two Pearson r correlations — Loneliness vs. Rumination and Loneliness vs. Shyness — expecting positive relationships with both. Students compare correlation strengths, explain the psychological difference between dwelling on social rejection and avoiding soc
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Work Ethic — More Like Grit or Low Impulsivity? A Correlation Lab
Students complete the Protestant Work Ethic scale (PWE) as their X variable, the Grit Short Scale as their Y variable, and the Barratt Impulsiveness Scale as their Z variable. After collecting scores from nine classmates, students run two Pearson r correlations — Work Ethic vs. Grit and Work Ethic vs. Impulsivity — at socscistatistics.com, expecting a positive correlation with grit and a negative correlation with impulsivity. Students compare correlation strengths, explain the psychological diff
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab The Sensitive Narcissist: Covert Narcissism and Paranoid Thinking
Activity Description Students complete the Hypersensitive Narcissism Scale (HSNS) measuring covert narcissism and the Ideas of Social Reference subscale of the Green et al. Paranoid Thoughts Scale (GPTS), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether people who are hypersensitive about their self-image tend to be more suspicious of others' motives. Students explain the mechanism — covert narcissists' fragile self-esteem makes them hypervigilant fo
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Narcissists, Selfies, and the Dark Triad: A Personality Lab
Narcissists, Selfies, and the Dark Triad: A Personality Lab Students complete the Short Dark Triad (SD3) scale measuring narcissism, Machiavellianism, and psychopathy, and pair their total score with their weekly selfie-posting frequency. After collaborating and calculating a Pearson r, students analyze which of the three Dark Triad traits most likely drives any correlation with selfie behavior and explore how narcissistic social media use might be mutually reinforcing. The lab is highly engag
8th - 12th, Adult Education, Higher Education
Psychology, Statistics
Psychology Lab Loneliness — More Connected to Depression or Social Anxiety?
Students complete the Three-Item Loneliness Scale (TILS) as their X variable, the Major Depression Inventory as their Y variable, and the Social Phobia Inventory (SPIN) as their Z variable. After collecting scores from nine classmates, students run two Pearson r correlations — Loneliness vs. Depression and Loneliness vs. Social Anxiety — expecting positive relationships with both. Students compare which correlation is stronger and explain the psychological distinction between loneliness as a fea
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Autism Spectrum Traits — Linked to Introversion or Low Empathy
Students complete the Autism Spectrum Quotient (AQ) as their X variable, the Introversion/Extraversion Test Introversion subscale as their Y variable, and the Empathy Quotient (EQ) as their Z variable. After collecting scores from nine classmates, students run two Pearson r correlations — Autism Spectrum Traits vs. Introversion and Autism Spectrum Traits vs. Empathy — expecting a positive relationship with introversion and a negative relationship with empathy. Students compare which correlation
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Work Ethic — Predicts Grit or Physical Activity Drive More?
Students complete the Protestant Work Ethic Scale (PWE) as their X variable, the Grit Short Scale as their Y variable, and the ZKPQ Activity Level subscale as their Z variable. After collecting scores from nine classmates, students run two Pearson r correlations — Work Ethic vs. Grit and Work Ethic vs. Activity Level — expecting positive relationships with both. Students compare which correlation is stronger, explain the psychological distinction between sustained passion and perseverance (grit)
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Self-Esteem — Tied More to Body Image or Social Fear?
Students complete the Rosenberg Self-Esteem Scale as their X variable, the Body Esteem Scale (BES) as their Y variable, and the Social Phobia Inventory (SPIN) as their Z variable. After collecting scores from nine classmates, students run two Pearson r correlations — Self-Esteem vs. Body Esteem and Self-Esteem vs. Social Anxiety — expecting both a positive and a negative relationship respectively. Students compare the strength of the two correlations, explain the psychological distinction betwee
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Creative Minds Think Alike? Openness and Artistic Career Interest
Creative Minds Think Alike? Openness and Artistic Career Interest Students measure their Artistic career interest score using Holland's Career Personality Test and their Big Five Openness to Experience score, then collaborate and pool data with classmates to compute a Pearson r correlation. The lab explores whether the creative and curious personality dimension of Openness predicts interest in artistic careers. A fictional expert claim challenges students to apply their data critically. Keyw
8th - 12th, Adult Education, Higher Education
Psychology, Statistics, Visual Arts
Psychology Lab Current Calmness — More Opposite to Anxiety or Rumination?
Students complete the Visual Analogue Mood Scales (VAMS) Calm subscale as their X variable, the GAD-7 Anxiety Scale as their Y variable, and the Rumination Scale as their Z variable. After collecting scores from nine classmates, students run two Pearson r correlations — Current Calmness vs. Anxiety and Current Calmness vs. Rumination — expecting negative relationships with both. Students compare which negative correlation is stronger, explain the psychological distinction between anxious physiol
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Nerdiness — More Tied to Word Knowledge or Scientific Curiosity?
Students complete the Nerdy Personality Attributes Scale (NPAS) as their X variable, the Vocabulary IQ Test (VIQT) as their Y variable, and the RIASEC Investigative Interests subscale as their Z variable. After collecting scores from nine classmates, students run two Pearson r correlations — Nerdiness vs. Vocabulary and Nerdiness vs. Investigative Interests — expecting positive relationships with both. Students compare which correlation is stronger, explain the psychological distinction between
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Cognitive Flexibility — More Like Resilience or Self-Efficacy?
Students complete the Cognitive Flexibility Scale (CFS) as their X variable, the Brief Resilience Scale (BRS) as their Y variable, and the General Self-Efficacy Scale (GSE) as their Z variable. After collecting scores from nine classmates, students run two Pearson r correlations — Cognitive Flexibility vs. Resilience and Cognitive Flexibility vs. Self-Efficacy — expecting positive relationships with both. Students compare which correlation is stronger, explain the psychological distinction betwe
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Neuroticism — More Tied to Anxiety or Rumination? A Correlation
Students complete the Eysenck Neuroticism Scale at similarminds.com as their X variable, the Zung Self-Rating Anxiety Scale as their Y variable, and the Rumination Scale as their Z variable. After collecting scores from nine classmates, students run two Pearson r correlations — Neuroticism vs. Anxiety and Neuroticism vs. Rumination — expecting positive relationships with both. Students compare which correlation is stronger, explain the psychological relationship between emotional instability, an
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Sensation Seeking — More Like Impulsivity or Aggression?
Students complete the Arnett Inventory of Sensation Seeking (AISS) as their X variable, the Barratt Impulsiveness Scale as their Y variable, and the Buss-Perry Aggression Questionnaire as their Z variable. After collecting scores from nine classmates, students run two Pearson r correlations — Sensation Seeking vs. Impulsivity and Sensation Seeking vs. Aggression — expecting positive relationships with both. Students compare which correlation is stronger, explain the psychological distinction bet
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Shyness — More Closely Related to Loneliness or Social Anxiety?
Students complete the McCroskey Shyness Scale (MCSS) as their X variable, the Three-Item Loneliness Scale (TILS) as their Y variable, and the Social Phobia Inventory (SPIN) as their Z variable. After collecting scores from nine classmates, students run two Pearson r correlations — Shyness vs. Loneliness and Shyness vs. Social Anxiety — expecting positive relationships with both. Students compare which correlation is stronger, explain the psychological distinction between shyness as a trait and s
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Body Esteem — Linked More to Appearance Worry or Depression?
Students complete the Body Esteem Scale (BES) as their X variable, the Appearance Anxiety Inventory (AAI) as their Y variable, and the Zung Self-Rating Depression Scale as their Z variable. After collecting scores from nine classmates, students run two Pearson r correlations — Body Esteem vs. Appearance Anxiety and Body Esteem vs. Depression — expecting negative correlations with both outcomes. Students compare which relationship is stronger, explain the psychological distinction between body-fo
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Do You Know How Happy You Are? Self-Report vs. SWLS Validity
Do You Know How Happy You Are? Self-Report vs. SWLS Validity Lab Students rate their own happiness on a simple 1–10 scale and then complete the validated Satisfaction With Life Scale (SWLS), pairing both measures to calculate a Pearson r. The lab directly tests whether people's intuitive self-assessments of happiness match a validated psychometric instrument. Students consider what factors might cause someone to over- or underestimate their own happiness and explore the implications of the cor
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
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