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1.2 Research Methods in Psychology

4 min read • january 5, 2023

Sadiyya Holsey

Jillian Holbrook

Overview of Research Methods

There are various types of research methods in psychology with different purposes, strengths, and weaknesses.

Whenever researchers want to prove or find causation, they would run an experiment.

An experiment you'll learn about in Unit 9 that was run by Solomon Asch investigated the extent to which one would conform to a group's ideas.

Image Courtesy of Wikipedia .

Each person in the room would have to look at these lines above and state which one they thought was of similar length to the original line. The answer was, of course, obvious, but Asch wanted to see if the "real participant" would conform to the views of the rest of the group.

Asch gathered together what we could call "fake participants" and told them not to say line C. The "real participant" would then hear wrong answers, but they did not want to be the odd one out, so they conformed with the rest of the group and represented the majority view.

In this experiment, the "real participant" was the control group , and about 75% of them, over 12 trials, conformed at least once.

Correlational Study

There could be a correlational study between anything. Say you wanted to see if there was an association between the number of hours a teenager sleeps and their grades in high school. If there was a correlation, we cannot say that sleeping a greater number of hours causes higher grades. However, we can determine that they are related to each other. 💤

Remember in psychology that a correlation does not prove causation!

Survey Research

Surveys are used all the time, especially in advertising and marketing. They are often distributed to a large number of people, and the results are returned back to researchers.

Naturalistic Observation

If a student wanted to observe how many people fully stop at a stop sign, they could watch the cars from a distance and record their data. This is a naturalistic observation since the student is in no way influencing the results.

A notable psychological case study is the study of Phineas Gage :

Image Courtesy of Vermont Journal

Phineas Gage was a railroad construction foreman who survived a severe brain injury in 1848. The accident occurred when an iron rod was accidentally driven through Gage's skull, damaging his frontal lobes . Despite the severity of the injury, Gage was able to walk and talk immediately after the accident and appeared to be relatively uninjured.

However, Gage's personality underwent a dramatic change following the injury. He became impulsive, irresponsible, and prone to outbursts of anger, which were completely out of character for him before the accident. Gage's case is famous in the history of psychology because it was one of the first to suggest that damage to the frontal lobes of the brain can have significant effects on personality and behavior.

Key Terms to Review ( 27 )

Association

Case Studies

Cause and Effect

Control Group

Correlational Studies

Cross-Sectional Studies

Cross-Sectional Study

Ethical Issues

Experiments

Frontal Lobes

Generalize Results

Hawthorne Effect

Human Development Stages

Independent Variables

Longitudinal Studies

Naturalistic Observations

Personality Change

Phineas Gage

Research Methods

Response Rates

School Grades

Solomon Asch

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Experimental Research

27 Key Takeaways and Exercises

Key takeaways.

• An experiment is a type of empirical study that features the manipulation of an independent variable, the measurement of a dependent variable, and control of extraneous variables.
• An extraneous variable is any variable other than the independent and dependent variables. A confound is an extraneous variable that varies systematically with the independent variable.
• Experimental research on the effectiveness of a treatment requires both a treatment condition and a control condition, which can be a no-treatment control condition, a placebo control condition, or a wait-list control condition. Experimental treatments can also be compared with the best available alternative.
• Experiments can be conducted using either between-subjects or within-subjects designs. Deciding which to use in a particular situation requires careful consideration of the pros and cons of each approach.
• Random assignment to conditions in between-subjects experiments or counterbalancing of orders of conditions in within-subjects experiments is a fundamental element of experimental research. The purpose of these techniques is to control extraneous variables so that they do not become confounding variables.
• Studies are high in internal validity to the extent that the way they are conducted supports the conclusion that the independent variable caused any observed differences in the dependent variable. Experiments are generally high in internal validity because of the manipulation of the independent variable and control of extraneous variables.
• Studies are high in external validity to the extent that the result can be generalized to people and situations beyond those actually studied. Although experiments can seem “artificial”—and low in external validity—it is important to consider whether the psychological processes under study are likely to operate in other people and situations.
• There are several effective methods you can use to recruit research participants for your experiment, including through formal subject pools, advertisements, and personal appeals. Field experiments require well-defined participant selection procedures.
• It is important to standardize experimental procedures to minimize extraneous variables, including experimenter expectancy effects.
• It is important to conduct one or more small-scale pilot tests of an experiment to be sure that the procedure works as planned.
• Practice: List five variables that can be manipulated by the researcher in an experiment. List five variables that cannot be manipulated by the researcher in an experiment.
• Effect of parietal lobe damage on people’s ability to do basic arithmetic.
• Effect of being clinically depressed on the number of close friendships people have.
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• Discussion: Imagine that an experiment shows that participants who receive psychodynamic therapy for a dog phobia improve more than participants in a no-treatment control group. Explain a fundamental problem with this research design and at least two ways that it might be corrected.
• You want to test the relative effectiveness of two training programs for running a marathon.
• Using photographs of people as stimuli, you want to see if smiling people are perceived as more intelligent than people who are not smiling.
• In a field experiment, you want to see if the way a panhandler is dressed (neatly vs. sloppily) affects whether or not passersby give him any money.
• You want to see if concrete nouns (e.g., dog) are recalled better than abstract nouns (e.g., truth).
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• Discussion: Imagine a study in which you will visually present participants with a list of 20 words, one at a time, wait for a short time, and then ask them to recall as many of the words as they can. In the stressed condition, they are told that they might also be chosen to give a short speech in front of a small audience. In the unstressed condition, they are not told that they might have to give a speech. What are several specific things that you could do to standardize the procedure?

Research Methods in Psychology Copyright © 2019 by Rajiv S. Jhangiani, I-Chant A. Chiang, Carrie Cuttler, & Dana C. Leighton is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Lesson idea: Understanding research methods (with worksheet)

Travis Dixon May 2, 2018 Research Methodology

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Research methodology is best understood when it’s made concrete and practical. Talking about concepts in the abstract will make it hard for students to comprehend. So this lesson idea is a simple way of getting students to think about research methods in a practical way. It will only work towards the end of a research methods unit when they already know the methods – the activity helps to consolidate and deepen their understanding.

This activity would work well for a review activity for IB Psychology’s Paper 3.

This lesson is a good “hangover helper” – it takes no prep time, minimal explanation, maximum student on-task time and you can sit and sip a coffee, nurse a headache, while still causing learning.

Step One: Choose A Topic

Working in groups, students need to decide on a general topic of study that is interesting to them. This could be provided by the teacher and/or they come up with the topics themselves. If you want to provide the list for students, think of topics that students might be genuinely interested in.

• Neuroplasticity
• Cultural differences in … (insert behaviour)
• Immigration

Step Two: Devise a research question

From a chosen topic, students figure out a specific  research question that they would like to answer about that topic.

E.g. Does the amount of time on social media affect grades?

Tip : Basically,  any  topic will be fine, but if you have an unmotivated class you might want to give them a more specific topic or even the question. e.g. does single parenting affects achievement in school? Does Facebook cause anxiety? etc.

Step Three: How would you gather data to answer your question?

Still working in groups, students discuss which method they would use to answer their question. They could begin by choosing whether to apply quantitative methodology or qualitative methodology. After this, they can be more specific.

Tip : If they’re struggling, get them to see if they’re studying the relationship between variables, or something more general about behaviour. If the former, they’re best to use a quantitative method and if the latter, a qualitative one.

Step Four: Evaluate

Students make a list of strengths and limitations of applying their chosen method to answer the question.

Step Five: The Alternative

Students should now alter their research question so that it would make more since to apply a different methodology. For example, if they chose a quantitative method the first time, how would they alter their research question so that a qualitative method would make more sense. They then discuss which method they would go with and why.

Fasts Finishers? An extension could be to do the same individually and choose their own topic.

Step Six: Collate

Collate the answers from the groups on the whiteboard. I use a data projector and type in a word doc’ table with qualitative down one side and quantitative down the other. We’re collating the research questions and the methods used for each.

Step Seven: Compare and Contrast – Written Summary (Check-in)

In order to see if students learned anything about methodology, I get them to write a summary of what they notice about the similarities with those that chose a quantitative method and those that chose qualitative methods.

Hopefully,  they’ll identify the fact that quant’ methods focus on questions about relationships between variables and qual’ methods generally focus on more general questions about understanding people’s experiences of behaviour. I also explain this difference in the follow-up lesson.

I’m not going to lie – this lesson won’t get you any teacher-of-the-year award nominations, but it gets the job done.

Download the worksheets here:

(download pdf worksheet here), (download word worksheet here).

Travis Dixon is an IB Psychology teacher, author, workshop leader, examiner and IA moderator.

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Activity: Ethics in Psychological Research

This in-class activity (created by Dr. Jamie S. Hughes ) may be used with upper level undergraduates or new graduate students in research methods courses. It is designed for use with small collaborative groups and requires about 50 minutes of class time. Students will apply their knowledge about Belmont principles, APA ethical guidelines, and IRB review. Given information about a study, students will determine which category of IRB review is most appropriate, identify applicable Belmont principles and decide whether or not the study conforms to the principles, perform a risk and benefit analysis, and finally redesign studies to minimize risks.

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16 Self-Concept Questionnaires, Activities and Tests (+PDF)

How do you answer such a complex question? It’s tough and one that psychologists have consistently sought to help us with.

‘Self-concept’ might not be a term you’re generally familiar with, but it’s one that’s well worth knowing about. It essentially refers to the way we think about ourselves, evaluate our appearance, thoughts, and behaviors, and perceive ourselves both as individuals and in comparison to others. It’s also linked to concepts of self-awareness, self-esteem, and self-image.

The term self-concept has grown in popularity owing to the way it encompasses a more robust idea of self, rather than individual terms.

Before you read on, we thought you might like to download our three Self-Compassion Exercises for free . These detailed, science-based exercises will not only help you increase the compassion and kindness you show yourself but will also give you the tools to help your clients, students or employees show more compassion to themselves.

This Article Contains:

Popular psychology definitions of self-concept, the personal self-concept questionnaire (psq), the self-concept questionnaire (scq), 3 more ways to map beliefs about the self, 3 self-concept activities & exercises, best online self-concept test, 3 more tests and assessments, handy pdf worksheets, a take-home message.

A popular definition is provided by Baumeister (1999):

The individual’s belief about himself or herself, including the person’s attributes and who and what the self is.

Rogers (1959) suggested that self-concept has three core aspects:

• Self-Image – The view you have of yourself
• Self-Worth – How much value you have in yourself
• Ideal-Self – Who you really wish you were

Lewis (1990) also theorized that the development of individual self-concept has two key components:

• The Existential Self – The realization that you exist as separate to others.
• The Categorical Self – The realization that you exist as an individual object in the world, with distinct properties, such as your age, hair color, and gender. As we grow older, this component also begins to include psychological traits.

The Personal Self-Concept Questionnaire (PSQ) was developed by Goñi, Madariaga, Axpe & Goñi (2011) in response to the plethora of self-concept tools available. The researchers wanted to create a shorter measurement that provided an accurate representation of self-concept overall.

The questionnaire is made up of 22 statements, divided into four subcategories:

• Self-fulfillment
• Emotional self-concept

Example statements from the questionnaire include:

• To do anything, I first need other people’s approval. (Autonomy)
• I consider myself to be a very uptight and highly strung person. (Emotional Self-Concept)
• I have yet to achieve anything I consider to be important in my life. (Self-Fulfilment)
• I am a man/woman of my word. (Honesty)

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Initially developed by Saraswat (1984), the Self Concept Questionnaire is one of the more popular questionnaires when it comes to measuring self-concept.

The questionnaire itself contains 48 statements that aim to measure self-concept across six different aspects:

• Temperamental
• Educational
• Intellectual

Example statements include:

• I feel different from most people and wish I was more like them. (Social)
• I only partially believe in myself. (Temperamental)
• I feel I am a person of worth. (Moral)
• I have trouble taking criticism from other people. (Temperamental)

Participants rate their answers to the statements on a scale from 1 to 5, with one being ‘very unlike me’ and five being ‘very true of me.’ A higher score indicates a high sense of self-concept, with a lower score indicating a lower sense of self-concept.

Although the PSQ and SCQ are the two most commonly used questionnaires to measure and map self-concept, there are several other questionnaires and tools that aim to explore self-belief too.

Below are three I’ve come across in my research that might be of interest to you:

1. Academic Self-Concept Scale for Adolescents (ASCS)

The Academic Self-Concept Scale for Adolescents (Minchekar, 2019) was developed in response to the idea that many self-concept questionnaires and measures are quite broad. The researchers wanted to narrow this down and focused only on measuring self-concept concerning academic skills and performance.

The scale is broken down into eight distinct sub-categories that it measures:

• Self-Concept of Academic Ability
• Self-Concept of Academic Interests
• Self-Concept of Study
• Self-Concept of Examination
• Self-Concept of Academic Interactions
• Self-Concept of Academic Efforts
• Self-Concept of Curriculum
• Self-Concept of Academic Future

The scale contains 57 statements that ask participants to rate themselves from one to five, with one being ‘Never’ and five being ‘Always.’ Higher scores indicate a higher level of Academic Self-Concept, and participants with a higher score were found to be more confident in their academic capabilities.

The ASCS is still a relatively new tool, and you can read more about its development .

2. Harrill Self-Esteem Inventory

The Harrill Self-Esteem Inventory was developed by Counselor, Susan Harrill, as a measurement for self-esteem within self-concept. It is made up of 25 statements that participants are required to respond to.

Example statements from the inventory include:

• I feel of equal value to other people, regardless of my performance, looks, IQ, achievements, or possessions (or lack of them).
• I take responsibility for my feelings, emotions, thoughts, and actions. I do not give others credit or blame for how I feel, think, or what I do.
• I learn and grow from my mistakes rather than deny them or use them to confirm my unworthiness.
• I nurture myself with kind, supportive self-talk.

Participants respond with a score between zero and four as follows:

0 = I never think, feel, or behave this way. 1 = I do less than half the time. 2 = I do 50% of the time. 3 = I do more than half the time. 4 = I always think, feel, or behave this way.

After responding to all statements, participants tally their total score, with a higher score indicating a higher level of self-esteem .

3. The Twenty Statements Test

The Twenty Statements Test (Kuhn & McPartland, 1954) was developed to specifically measure self-image as a part of self-concept, although it covers other areas of self-concept too.

The twenty questions probe participants to respond to the question ‘Who am I’ with ‘I am …’ answers. The questions are broken down into five subcategories:

• Social groups and classifications
• Ideological beliefs
• Self-evaluations

Kuhn (1960) states that the majority of responses to the questions could be divided into three groups:

• Social Roles – Responses related to external aspects of the self, for example, ‘I am a mother/daughter/teacher/doctor.’
• Personality Traits – Responses related to internal aspects of the self, for example, ‘I am funny/patient/short-tempered/kind.’
• Physical Descriptions – Responses related to image aspects of the self, for example, ‘I am tall/short/fat/thin.’

Related: 21 Self-Image Examples and Activities to Use the Theory Today

Exploring self-concept can be a great learning and growth experience for individuals of all ages. Below are three easy to do activities for individuals or groups of any age to help learn more about self-concept.

1. ‘Who Am I?’ Exercise

This is a wonderful introductory exercise that can be used with individuals or groups. The premise is straightforward to replicate, and participants can take as long as they need to complete the initial statements, with plenty of encouragement for discussion.

You will need:

To encourage participants to think more deeply about the ideas and labels they have about themselves.

Provide each participant with a list of statements – suggested amount 15-20 – that ask them to think about who they are. Some example statements include:

• My favorite food is …
• My favorite music is …
• An important person in my life is …
• Something I dislike …
• An idea for my future I have is …

Encourage participants to answer all statements. Ask them to reflect on the answers they choose and why these are important to them. Remind them there are no wrong or right answers, just the opportunity to engage with their sense of self-concept.

2. ‘My Strengths’ Exercise

This exercise is great to encourage participants to start thinking about their self-concept of their strengths in critical areas of life. Again, it is very easy to set up and will enable some great conversations with individuals or groups.

To encourage participants to reflect on their strengths in different key areas.

Provide participants with pen and paper and ask them to divide their paper into four sections with the following headings:

• Interests/Sports
• School/Work

Next, read out some statements that could relate to each of the sections and ask participants to write down the ones they feel most relate to them. Aim for 5-6 statements for each of the four categories. Example statements include:

• I always try my best at school/work.
• I am a caring friend.
• I help out around the house.
• I like to be creative.
• I enjoy team sports.

Once participants get the idea, encourage them to reflect further on the four areas, and write down some of their unique strengths.

3. ‘Three Compliments Journal’ Exercise

This exercise is great for any individual who struggles with self-concept, and who has low self-esteem or low self-image in particular. Similar to many journal exercises; it is easy to implement and consistency is key to its success.

• Journal/notebook

To increase ideas of self-concept – in particular, self-esteem and self-image .

Participants are required to spend 5-10 minutes a day reflecting on three compliments they would give themselves about how they behaved, interacted, engaged, or looked during the day. The compliments can focus on anything they like. The idea is to reflect on the positives about themselves they might otherwise dismiss.

Example compliments could include things like:

• I liked my outfit today, and the compliments I received because of it.
• Today I was kind to the lady in the store and offered to help her with her bags.
• I’m proud of my school/work presentation. My teacher/boss said I did a great job.

Ask participants to repeat this exercise daily, for as long as they need to. Remind them it’s okay if they forget some days and it might be challenging to think of three things at first, but it will get easier over time.

How to build your self image – Proctor Gallagher Institute

There are many online self-concept tests you can take – some are paid, and some are free – and it’s important to know that these tests are only snapshots. Sampling a few different tests will give you a more robust sense of your self-concept.

One of the most popular online tests is the Self-Esteem Test from Psychology Today. This test contains a variety of statements that you will need to respond to. It should take no more than 15 mins to complete.

It is free to take, and you’ll receive a ‘snapshot’ of your results at the end. You can invest in a more in-depth result by paying a small fee.

Besides the previously mentioned assessments, we share three more tests below.

1. Robson Self-Concept Questionnaire

The Robson Self-Concept Questionnaire follows a similar pattern to the previous questionnaires explored in this article. It consists of 30 statements relating to different areas of self-concept. Example statements include:

• I’m glad I am who I am.
• I am reliable.
• It would be boring if I talked about myself.
• I have a pleasant personality.

Participants rate their responses to the statements on a scale of zero to seven with zero being ‘Completely Disagree,’ and seven being ‘Completely Agree.’ A higher score means a higher sense of self-concept.

2. Self Description Questionnaire (SDQ)

The Self-Description Questionnaire was developed by Marsh (1990), and has two formats:

• The SDQI, designed for use with primary school students.
• The SDQII, designed for use with secondary school students.

The SDQ contains 43 statements that participants are required to respond to on a scale of one to five, with one being ‘False’ and five being ‘True.’

• I worry about a lot of things.
• Overall I am a failure.
• I am honest.
• I get along well with my parents.

3. Social Style Questionnaire

This questionnaire follow a slightly different format in how to assess self-concept. Instead of singular statements that ask participants to rate their response, these questionnaire provide two statements and asks participants to select the one they feel is most like them.

The Social Style Questionnaire aims to measure how participants feel they interact with others daily.

Examples of a pair of statements from this questionnaire include:

A. I tend to tell people what is on my mind. B. I tend to keep things to myself.

A. I see myself as playful and fun-loving. B. I see myself as serious and thoughtful.

17 Exercises To Foster Self-Acceptance and Compassion

Help your clients develop a kinder, more accepting relationship with themselves using these 17 Self-Compassion Exercises [PDF] that promote self-care and self-compassion.

Created by Experts. 100% Science-based.

In researching this article, I came across a wealth of PDF worksheets and exercises to help you on your way to further exploring self-concept.

Below I’ve shared some of my favorite ones:

1. Therapist Aid – About Me Sentence Completion Worksheet

This is a great introductory worksheet to encourage initial thinking around self-concept. The Sentence Completion Worksheet contains a set of statements that asks participants to reflect and explore different scenarios that made them feel a certain way.

2. Therapist Aid – Strength Exploration Worksheet

This Strength Exploration Worksheet is slightly similar to the ‘My Strengths’ exercise so that it could be used as a great accompaniment. It asks participants to reflect on their strengths in three key areas of life: relationships, profession, and personal fulfillment. Additionally, it includes a more in-depth exploration of strengths under each of the specific headings.

3. Thought Diary for Negative Self-Evaluations Worksheet

The Thought Diary Worksheet can be used as a journal/diary insert and asks participants to reflect on negative self-evaluations they may have about themselves. The worksheet is comprehensive and laid out well to encourage a step by step process through evaluating the idea of self-concept being explored.

Additional reading material includes a selection of 27 books on self-esteem .

Self-concept is such a broad area of psychology, and yet it’s a fascinating one. It really hones in one of the deeper parts of answering that question ‘Who am I?’.

Some of the questionnaires and exercises we’ve visited in this article are more general, so I hope you’ll see these as a great starting point for further exploration and personal growth around your ideas of self-concept.

Have you tried any of these exercises, or know of others that you’ve found particularly beneficial? I’d love to hear about them! Please leave a comment below.

We hope you enjoyed reading this article. Don’t forget to download our three Self Compassion Exercises for free .

• Baumeister, R. F. (1990). The nature and structure of the self: An overview. In R. Baumeister (Ed.), The self in social psychology (pp. 1-20). Philadelphia, PA, US: Psychology Press (Taylor & Francis).
• Goñi, E., Madariaga, J. M., Axpe, I., & Goñi, A. (2011). Structure of the Personal Self-Concept (PSC) Questionnaire. Retrieved from: http://www.redalyc.org/pdf/337/33719289006.pdf
• Kuhn, M. H. & McPartland, T. S. (1954). An Empirical Investigation of Self-Attitudes.
• Kuhn, M. H. (1960). Self-attitudes by age, sex and professional training. Sociological Quarterly, 1 , 39-56.
• Lewis, M. (1990). Self-knowledge and social development in early life. In L. A. Pervin (Ed.), Handbook of personality (pp. 277-300). New York: Guilford.
• Marsh, H. W. (1990). Causal ordering of academic self-concept and academic achievement: A multi-wave, longitudinal panel analysis. Journal of Educational Psychology, 82 , 646-656.
• Minchekar, V. S. (2019). Academic Self Concept Scale for Adolescents: Development, Reliability, and Validity of ASCS. Retrieved from: https://www.researchgate.net/publication/331873419_Academic_Self_Concept_Scale_for_Adolescents_Development_Reliability_and_Validity_of_ASCS
• Rogers, C. (1959). A theory of therapy, personality, and interpersonal relationships as developed in the client-centered framework. In (ed.) S. Koch, Psychology: A study of science. Vol. 3: Formulations of the person and the social context. New York: McGraw Hill.
• Saraswat, R. K. (1984). Manual for Self-Concept Questionnaire. Agra, India: National Psychological Corporation.

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Hi! May I know what database is used for the automatic scoring system of Robson’s Self-concept Questionnaire? I was having a hard time understanding the manual one. Thank you!

you can use this automatic scoring system .

I hope it helps 🙂

Warm regards, Julia | Community Manager

Thank you so much for your response!

This is me again.

May I know what specifc scores the respondents should have in order to know that they have low or high self-concept?

Norms from different studies are provided for comparison. For example, a control group from Robson (1989) had a mean total score of 137.0 (SD = 20.2), while a group of patients with DSM-III Generalized Anxiety Disorder (GAD) had a mean score of 108.0 (SD = 24.8). This information can be used to interpret individual scores in relation to these norms.

I hope this helps 🙂

Hai, how are you? I would like to have some suggestions on the questions which may help my leaners to realize their characters, their weaknesses and help them to formulate their studies. can i put those questins in MS forms in which the students will be answering themself find their Strengths and Weaknesses?

I recommend the VIA Survey of Character Strengths to assess strengths and weaknesses. It is available for free on the VIA Institute on Character website .

Hope this helps! Kind regards, Julia | Community Manager

Hi Nicole. Im Aishah.. Could u plz to advise me Self Concept Questionnaire focus on Activity Physical and Nutrition for Adolescent Student? And which website that I can get for more info? TQ so much

Thanks for your question. Unfortunately I was not able to find a Self-concept questionnaire which includes all the constructs you are looking for. However, this article dives into some of the most relevant self-concept and self-esteem questionnaires.

Additionally, this article explores some of the constructs you mentioned and their relations (self-concept, dietary patterns, and nutrition in adolescents).

I hope this helps!

Kind regards, -Caroline | Community Manager

Hi Nicole, the scales on broad positive psychology themes are very impressive. I would be happy if you could specify or share with me any self-concept scale specifically for teachers. This scale will help me to adapt or to bring out a similar scale on this topic.

Hi Baldwin,

Glad this was helpful for you! Definitely take a look at the Teacher Self-Concept Evaluation Scale by Villa and Calvete (2001): https://doi.org/10.1016/S0191-491X(01)00028-1

You can download the paper with the items for free here: https://www.academia.edu/659520/Development_of_the_Teacher_Self_Concept_Evaluation_Scale_and_Its_Relation_to_Burnout

Hope this helps!

– Nicole | Community Manager

Hi Nicole Can you help me how to get permission for Robson self concept questionnaire. I am using this questionnaire for my research. I need permission. Kindly guide me

Thanks for your question. You can find the Robson Self-Concept Questionnaire here . As long as you properly reference the scale, you can use it for your research.

I hope this helps.

– Caroline | Community Manager

Do you have any on line courses which would help in building my self?

We offer a complete Masterclass series that covers themes like self-acceptance and strength development which may be of interest to you. These courses include a workbook, hours of video, and everything else you need to better understand yourself and also teach the material to others. You can find more information about these courses on our store page:

https://pro.positivepsychology.com/product/the-science-of-self-acceptance/ https://pro.positivepsychology.com/product/maximizing-strengths-masterclass/

Let me know if I can answer any questions.

Hello! Would you know if I could be given permission to use Academic Self-Concept Scale for Adolescents (ASCS)? Is there a scale intended for younger population? Can you please help me get in touch with the person/people concerned?

The ASCS can be used freely without permission from the author for research purposes.

If you’re looking for an alternative you can use with a younger crowd, Reynold’s (1988) scale has been used with youth 10 years and older: https://youthrex.com/wp-content/uploads/2019/10/Academic-Self-concept-Scale-1.pdf

Where can I get the range for Robson Self concept questionnaire? to know if one falls in high or low self concept? thank you

Hi Cristine,

You’ll find some population norms for the scale here: https://scales.arabpsychology.com/s/robson-self-concept-questionnaire/

I’m not aware of any published information stating cut-offs for high and low levels on this measure, but this website indicates that an average score on this measure (within a non-clinical population) is 140. Hopefully that helps a little.

Thank you so much for your reply! Do you know a way where I can contact Robson or people who arebaccountable for the scale?

You’ll find Robson’s contact here: https://www.psych.ox.ac.uk/team/phil-robson 🙂

Hii, Can I get the professional self concept scale? will be helpful..

Hi Christina,

Professional self-concept scales tend to be specific to the role type (e.g., nurse, teacher). So can you please let me know the sort of sample you will be administering it to? Then I’ll be happy to advise 🙂

Hii I am looking for theAcademic Self-Concept Scale for Adolescents (ASCS). May you help to needful?

I cannot seem to find this scale online, but you can contact the author of this scale (Vikas Minchekar) via ResearchGate to get a copy of the questionnaire items.

I hope this helps a little!

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A-LEVEL PSYCHOLOGY: Statistical tests

Subject: Psychology

Age range: 16+

Resource type: Worksheet/Activity

Last updated

19 May 2024

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This worksheet provides students with essential practice in one of the most challenging exam topics: selecting the appropriate statistical tests. Each straightforward scenario guides students in identifying experimental design, distinguishing between tests of difference and association, and recognising data types.

Includes: Worksheet with 9 practice scenarios (3 pages) Answers

Featuring 9 unique scenarios, this worksheet helps students build confidence and proficiency in choosing the correct statistical tests. Complete answers are included.

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Associate Professor Rhemtulla Selected as Chancellor's Fellow

• December 13, 2021

Associate Professor of Psychology Mijke Rhemtulla was selected to be a 2021-2022 Chancellor’s Fellow, and will receive an award of $25,000 to be used in support of her research, teaching, and service activities. The Chancellor’s Fellows Program was established in 2000 to honor the achievements of outstanding faculty members early in their careers. Dr. Rhemtulla received this award in recognition of the outstanding quality and significance of her research and teaching.

Dr. Rhemtulla directs the Psychological Models and Measurement Lab in the Psychology Department. Her lab develops and studies statistical models for representing psychological constructs and the relations among them. In particular, Dr. Rhemtulla is well known for her expertise in methods and models within the structural equation modeling (SEM) framework, focusing on practical issues such as how to fit models to ordinal and incomplete data, how to optimize planned missing data designs for SEM models, and how to use item parcels to minimize bias. She also studies theoretical problems, such as how to interpret latent variable representations of psychological constructs, and what theoretical implications arise from competing (e.g., network) models of psychological constructs. Her innovative work is internationally recognized.