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I am interested in measuring collegiate student-athletes’ motivation between athletics and academics. Some student-athletes put more emphasis of their motivation and focus on their athletic career rather than a balanced-approach to both athletics and academics. In these cases, where the student-athlete focuses more on athletics than academics, some student-athletes might show a low academic achievement due to athletics being their main priority and less effort and motivation is given to their academics. Being able to measure and predict student-athletes’ academic performance could be crucial to the future success or failure of the individual.  I believe that a survey scale with relevant statements is a good fit for such purpose, with additional qualitative questions that each respondent would answer for additional information. Respondents would review each statement and select an agreement level.

Please rate the agreement levels for the following items (Strongly Agree, Agree, Neither Agree or Disagree, Disagree, Strongly Disagree):

1. The most important reason why I am in school is to play my sport.

2. Achieving a high level of performance in my sport is an important goal for me this year.

3. The amount of work required in my courses interferes with my athletic goals.

4. During the years I compete in my sport, completing a college degree is not a goal for me.

5. I get more satisfaction from winning a game in my sport than from getting an “A” in a course toward my major.

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I want to measure student attitudes about writing and particularly their assessment of their own abilities. I am interested in this area because I have taught many students that were strong readers and demonstrated the phonological skills for writing, however were reluctant to get started with writing during daily writing workshop times and some even vocalize that they weren’t good at it. I would like to be able to measure student perceptions to ascertain to what degree self confidence in this curricular area is a factor for each child when working with kids that demonstrate this reluctance. Students might not be as willing to vocalize how they feel about their abilities and so I would use a survey scale in which students would rate their agreement level with statements ranging from strongly agree, to strongly disagree.

Example:
Please rate the agreement levels for the following items (Strongly Agree, Agree, Neither Agree or Disagree, Disagree, Strongly Disagree).

I am a good writer.

I feel confident spelling words I’ve never written before.

I feel prepared to get started at the beginning of writing workshop.

I don’t know how to start writing a story.

I know how to go back and edit my work.

I like sharing my stories with my peers.

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I am interested in understanding how recent mental health concerns in children are affecting them in school. This current generation of children have gone through a pandemic which none of us experienced as children. According to the World Health Organization, “a great number of people have reported psychological distress and symptoms of depression, anxiety or post-traumatic stress” due to the global crisis, COVID-19. I am currently a teacher and the school I work in went from having 1 part time psychologist to having 3 onsite school psychologists. I see the change in mental health each day and this has encouraged me to want to further understand how it is affecting students. It is important to get an understanding of student emotions, behavior, and work ethic prior to COVID-19, therefore, a measure for parents seems fitting. Thus, a parent survey scale will be administered, questions will be rated with the following choices: (Strongly Agree, Agree, Neither Agree or Disagree, Disagree, Strongly Disagree).

Over the past 3 years:

1. My child enjoys engaging with others.

2. My child has a desire to play and engage in extracurricular activities.

3. My child behaves well overall.

4. My child performs well academically.

5. My child is mostly happy.

6. My child’s overall performance has changed significantly.

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Brandon Machin

I am interested in understanding self-esteem levels of my students. I will develop and use a survey scale to evaluate self-esteem levels my students at the beginning of the course. This will enable me to both identify student needs and support relationship building. During the descriptive methods section of the course (early), I will walk students though the process so that they can develop their own instruments and collect data from their peers (outside the class) for an assignment. The survey scale I use at the beginning of the course will be a model and lead students to reflect on their own scores. Taken together, this will allow students to get a feel for the (1) usefulness of descriptive scales in everyday life, (2) introduce quantitative and qualitative research and data analysis, (3) learn about validity and reliability of instruments (some of this will be theoretical), and (4) engage students in inquiry-based instruction.

In addition, self-esteem survey scales will relate to numerous other topics in my class including motivation, psychopathology, attributional style, etc. Therefore, this survey scale will improve student engagement, processing of topics in psychology, and grow student skill sets.

Please rate the agreement levels for the following items (Strongly Agree, Agree, Neither Agree or Disagree, Disagree, Strongly Disagree).

·       My opinions are valuable.

·       I am the class clown.

·       If I put my mind to it, I can accomplish anything.

·       I have a lot of good ideas.

·       Other people value my input.

·       I am a useful person.

·       The party cannot go on without me.

·       I wish I had more friends.

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I am interested in creating a measure for teachers to assess internalizing behaviors in students with ASD. Many treatments to autism pose a behavioral approach and seek to identify and target externalizing behaviors. I think that measuring internalizing behaviors is equally important, due to students with autism having an increased risk for depression and anxiety. Although previous measures exist for internalizing behaviors, I have not found a measure specifically for students with ASD to assess internalizing behaviors. This measure will help teachers identify the  internal disposition of students, which might present differently in students with ASD. This measure will also help teachers to implement appropriate interventions and improve quality of life for these students. Teachers play an important role in identifying internalizing behaviors, especially for students with ASD and significant language delays.

Use the following scale to rate each item for your student: 0 = Never, 1 = Occasionally, 2 = Sometimes, 3 = Frequently. When answering each item, think of how your student has been feeling over the past 2 weeks.

1. Student is talking or interacting with others less.

2. Student is more irritable than usual.

3. Student has low energy or is more tired than usual.

4. Student complains about feeling sick or hurt.

5. Student avoids people or activities they would usually enjoy.

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I am interested in measuring the effect that anxiety has on a student’s willingness to seek help when needed. I am interested in measuring this construct because the level of support students can impact their academic achievement. Understanding the impact of anxiety on help-seeking provides insight into one element that can lead to diminished achievement. Such measurements are important because they better our understanding of the impact anxiety has on a student’s behavior. This would enable future work to explore the implications of the findings.

Carefully read the following questions and select the option below that best describes yourself. Answer the questions as they relate to your anxiety symptoms and be honest.

1 – Strongly Disagree     2 – Disagree       3 – Agree            4 – Strongly Agree

Item 1.                Anxiety has prevented me from seeking help on coursework.

Item 2.                I am comfortable asking my classmates for help in understanding unclear concepts.

Item 3.                I am comfortable asking my teachers for help in understanding concepts.

Item 4.                I do NOT feel comfortable seeking help on difficult assignments.

Item 5.                I am comfortable asking for clarification when I do not understand an assignment.

Item 6.                I am NOT comfortable asking for help when I need it.

Item 7.                I worry that others will think less of me if I ask for help.

Item 8.                My teachers are willing to help me when I ask for help.

Item 9.                I will NOT benefit from asking my teachers for help.

Item 10.              It is too uncomfortable to ask my teachers for help.

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I am interested in measuring undergraduate students’ emotion regulation levels between two groups: out-of-state/international students and residential (hometown) students. The transition to college can be a frightening or exciting experience to students, and being away from regular social support (i.e., parents and hometown friends) could induce a sense of loneliness, which could lead to lower levels of emotion regulation. It is vital to study the differences among these groups to see what kind of interventions can be done to assist students throughout this transition. Emotion regulation levels can be measured using a survey scale (5-point; from “strongly agree” to “strongly disagree”), while additional questions would be added to investigate their residential status and demographic information.

Please rate the following items using these agreement levels: Strongly Agree, Agree, Neither Agree or Disagree, Disagree, Strongly Disagree.

1.     When I get upset, it is hard for me to cheer up.

2.     I get frustrated easily when things don’t go my way.

3.     I’m typically in a good mood, nothing can bring me down.

4.     I can easily distract myself when I’m feeling down.

5.     I’m unaware of how I feel.

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I am interested in measuring the effectiveness of teaching methods for students with autism spectrum disorder (ASD). Research has proven that students with ASD can learn better when instructors implement inclusive practices, so it is helpful to understand what methods are currently being implemented in order to improve them. Research has also shown that teachers’ perceptions of students with ASD also has an effect on the teaching methods that are implemented. It would be most appropriate to have teachers complete a survey scale with statements that discuss common perceptions and teaching practices associated for students with autism.

Example:

Please rate your level of agreement for the following statements (Strongly Agree, Agree, Neither Agree nor Disagree, Disagree, Strongly Disagree).

1.     I feel as though I am not able to effectively explain difficult concepts to my students with ASD.

2.     I can easily recognize when a student is struggling to learn.

3.     I try my best to make all my students feel included.

4.     Assigning special tasks to students with ASD improves their motivation for school.

5.     I think that students with ASD are not as capable as other students.

6.     I do my best to allow choices for students (ex. Use pencil, pen, or marker. Take notes using pictures or words. Read quietly by themselves or with a classmate).

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I want to measure ethical sensitivity levels in academic integrity due to the increasing number of academic integrity violations at the university level and the negative impacts of these behaviors. The goal of this research is to gain a better understanding of students' current ethical sensitivity levels and then develop an intervention to increase their levels. I am using a Likert scale to measure students' ethical sensitivity levels with the following response options: extremely dishonest, very dishonest, moderately dishonest, slightly dishonest, and not dishonest.

Examine each statement and determine the degree of dishonesty.
1. Asking peers for prior tests and/or assignments to use in a currently enrolled course
2. Asking for help on an online or take-home test
3. Utilizing the writing center to receive support on an assignment that states no outside sources are allowed
4. Receiving assistance from someone who has already taken the same test
5. Improperly collaborating with others on an individual take-home test (e.g., checking answers together)