Python Coding Rubric
9 results
Filters
Grade
Subject
Format
Resource type
Programs & methods
Psychology Lab Investigative Career Interests: Do Juniors or Seniors Score Highe
Students complete the IIP RIASEC Markers Holland Code assessment at openpsychometrics.org and record only their Investigative (I) score, which reflects interest in science, research, and analytical thinking. Students pool Investigative scores with classmates, separating results by grade level. Junior and senior scores are entered into an independent samples t-test to evaluate whether career interest differences are statistically significant. Students analyze group averages, interpret statistical
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Investigative Career Interests — More Tied to Vocabulary or Ratio
Students complete the RIASEC Investigative Interests subscale as their X variable, the Vocabulary IQ Test (VIQT) as their Y variable, and the Rational-Experiential Inventory (REI) Rational Thinking subscale as their Z variable. After collecting scores from nine classmates, students run two Pearson r correlations — Investigative Interests vs. Vocabulary and Investigative Interests vs. Rational Thinking — expecting positive relationships with both. Students compare which correlation is stronger, e
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Does Vocabulary Predict Curiosity or Intellect? A 3-Scale
Students complete three validated scales: the Vocabulary IQ Test (VIQT) as their X variable, the RIASEC Investigative Interests scale as their Y variable, and the Need for Cognition Scale (NCS-6) as their Z variable. After collecting scores from nine classmates, students run two Pearson r correlations — Vocabulary vs. Investigative Interests and Vocabulary vs. Need for Cognition — using socscistatistics.com. Students compare the strength and direction of both correlations, explain the psychologi
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Coping Well: Is It Grit or Self-Belief That Matters More?
Students complete the Brief Resilient Coping Scale BRCS (X), the Short Grit Scale GRIT-S (Y), and the Generalized Self-Efficacy Scale GSE (Z), then collect all three scores from 9 classmates and run two correlations: Resilient Coping vs. Grit and Resilient Coping vs. Self-Efficacy. The lab asks whether active coping is more strongly predicted by perseverance and passion for goals or by belief in one's ability to succeed. Students evaluate a fictional claim that grit and self-efficacy correlate i
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 Juniors vs. Seniors: Who Copes More Resiliently? A BRCS Lab
Students complete the Brief Resilient Coping Scale (BRCS, scored 4–20), which measures active, meaning-focused coping with difficulties, then collect scores from junior and senior classmates to run an independent samples t-test. The lab examines whether active resilient coping strategies develop measurably between junior and senior year. Seniors, having faced more high-stakes challenges and having spent more time developing coping repertoires, might score higher. Alternatively, junior years inte
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 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 Reappraisal: Does It Come From Confidence or Resilience?
Students complete the ERQ Cognitive Reappraisal subscale (X), the Generalized Self-Efficacy Scale GSE (Y), and the Brief Resilience Scale BRS (Z), then collect all three scores from 9 classmates and run two correlations: Emotion Regulation vs. Self-Efficacy and Emotion Regulation vs. Resilience. The lab examines whether the ability to cognitively reframe stressful situations is more closely tied to confidence in one's competence (self-efficacy) or to the capacity to recover from adversity (resil
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Showing 1-9 of 9 results
TPT is the largest marketplace for PreK-12 resources, powered by a community of educators.
IXL family of brands