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Codebook v2.2
Mary Tucker edited this page Jul 19, 2021
·
18 revisions
- Complete redesign of pre-, mid-, and post-course surveys
- Addition of "pulse checks" at the beginning of each chapter
| chapter | page | lrn_activity_reference |
|---|---|---|
| Getting Started (Don't Skip This Part) | Student Survey (REQUIRED) | Pre_Survey_0121 |
item_id |
lrn_question_reference |
construct |
variable name | prompt |
response options | source/citation |
|---|---|---|---|---|---|---|
| Pre_Expectancy | 6db9ff7b-1c4b-4063-801d-796cb5836604 | course expectancy | exp1_1 | I am confident I can learn the material in this course | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Pre_Values1 | 8451c508-d277-4970-bede-4b84f696a244 | general utility | uv1_1 | What I'm going to learn in this class will be useful. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Pre_Values1 | fbfdea7d-abfa-4213-aa54-7f253e04c0a3 | utility for the future | uv1_f1_1 | What I'm going to learn in this class will be useful in the future. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Pre_Values1 | b18ed219-3289-401b-9573-86513c03d112 | utility for job | uv1_j1_1 | Good grades in this class will improve my job and career chances. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Gaspard, H., Häfner, I., Parrisius, C., Trautwein, U., & Nagengast, B. (2017). Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject. Contemporary Educational Psychology, 48, 67-84. |
| Pre_Values1 | a023f7c0-c719-484d-a2c7-d5a25dca2690 | utility for daily life | uv1_d1_1 | What I'm learning in this class will be relevant to my everyday life. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Gaspard, H., Häfner, I., Parrisius, C., Trautwein, U., & Nagengast, B. (2017). Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject. Contemporary Educational Psychology, 48, 67-84. |
| Pre_Values2 | 31270a3a-2f6f-4ee9-b3f9-7aecb2614255 | intrinsic value | iv1_1 | I think this class will be interesting. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Gaspard, H., Häfner, I., Parrisius, C., Trautwein, U., & Nagengast, B. (2017). Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject. Contemporary Educational Psychology, 48, 67-84. |
| Pre_Values2 | 87a2547a-30c3-4548-abfa-7eac083909ad | intrinsic value | iv2_1 | I will like this class. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Gaspard, H., Häfner, I., Parrisius, C., Trautwein, U., & Nagengast, B. (2017). Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject. Contemporary Educational Psychology, 48, 67-84. |
| Pre_Values2 | 9d7d4874-f57f-4a22-87b5-b432a6f687d2 | attainment value: personal importance | pi1_1 | This class is important to me personally. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Gaspard, H., Dicke, A.-L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (2014). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, Advance online publication. doi: 10.1037/edu0000003 |
| Pre_Values2 | f1107a55-34fb-4ae4-a146-2d30c9392b0f | attainment value: importance of achievement | ia1_1 | Performing well in this class is important to me. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Gaspard, H., Dicke, A.-L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (2014). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, Advance online publication. doi: 10.1037/edu0000003 |
| Pre_Concerns | e256a67e-2e68-4cae-9205-3de732d351a8 | math anxiety | anx_m_1 | In general, I tend to feel very anxious about mathematics. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pre_Concerns | 26aa47e4-9ea5-4d22-993a-6be36353c356 | course concerns | con_course | When I think about this course, I'm concerned that... (If you have no concerns you may simply write "none"). | Open ended | Gal, I., Ginsburg, L., & Schau, C. (1997). Monitoring attitudes and beliefs in statistics education. Gal, I. & Garfield, J. B. (editors). The Assessment Challenge in Statistics Education. IOS Press. Pages 37-51. |
| Pre_Cost | 9814b966-551c-4cd1-9596-9e3d594e95a7 | course cost | cost2_1 | I think I will have to give up too much to do well in this class. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Pre_Cost | course cost | cost3_1 | I think this course is going to be too stressful for me. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. | |
| Pre_Intent | 8a9e73d1-1ea7-45c2-9352-3a97b7085e9a | Future Interest Scale | f1_1 | I look forward to learning more about statistics. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Pre_Intent | 8e3f2f14-4672-42c1-9fec-6cf7ec0e1fe6 | Future Interest Scale | f2_1 | I want to take more statistics classes in the future. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Pre_Intent | a6b9a296-8398-4609-b40d-ae6a64b3c65b | Future Interest Scale | f3_1 | I want to have a job that involves statistics someday. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Pre_Belonging1 | f194286a-2ed9-496b-8ca0-523aff604f56 | college belonging | bco1_1 | I feel like this school is a good fit for me. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Tibbetts, Y., Priniski, S. J., Hecht, C. A., Borman, G. D., & Harackiewicz, J. M. (2018). Different institutions and different values: exploring first-generation student fit at 2-year colleges. Frontiers in psychology, 9, 502. |
| Pre_Belonging1 | bd3e2eaf-840f-42e8-8596-ec17155fe80e | belonging uncertainty | bun2_1 | Sometimes I feel that I belong at this school, and sometimes I feel that I don't belong at this school. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92, 82–96. http://dx.doi.org/10.1037/0022-3514.92.1.82 |
| Pre_Mindset | af722462-1f73-4301-add2-31a1052676cf | math mindset | ms1_1 | You can learn new things, but you can't really change your basic math ability. (reverse code) | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Psychology Press. |
| Pre_Mindset | 044ab961-f645-4943-8315-db2b19b13055 | math mindset | ms2_1 | My math ability is something about me that I can't change very much. (reverse code) | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Psychology Press. |
| Pre_Confidence | 5bc526c2-40a4-4cad-879f-f9d7f6b98725 | confidence in R | conf_1 | How confident are you in your R skills? | Not at all confident, Only a little confident, Somewhat confident, Mostly confident, Completely confident | |
| Pre_Attitudes | 906db5dc-f160-4c82-9174-5d9f93368ebe | course perceptions | mem_1 | I expect this course will require a lot of memorization. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pre_Programming | 0741b32c-7348-466f-99ab-d384fcb9da1d | programming sentiment | sent_pro_pre | In this course, you will use R (a programming language) to analyze data. How do you feel about this? | Strongly negative, Negative, Somewhat negative, Somewhat positive, Positive, Strongly positive | |
| Pre_Programming | bc4db1a7-3456-412e-8c23-4378ac40ca13 | statistics interest | interest | I think statistics and data science is interesting. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pre_StudBack1 | 9fb8633a-724b-41ed-adbb-d00509526e8f | gender identity | gender1 | What best describes your gender? | Male, Female, Non-binary, Prefer to self-describe | |
| Pre_StudBack1 | 1b975b2a-41f0-42b1-92aa-63c34a4be4c3 | gender identity | gender2 | If you indicated that you prefer to self-describe your gender, how do you describe yourself? | Open ended | |
| Pre_StudBack1 | dd146df1-3ca9-48d4-9a23-2569ab284caa | racial/ethnic background | race1 | Which of the following categories describe you? Select all that apply. | American Indian or Alaska Native; Asian or Asian Am.; Black or African Am.; Hispanic, Latino, or Spanish Origin; Middle Eastern or North African; Native Hawaiian or Pacific Islander; White; Prefer to self-describe my race, ethnicity, or national origin | |
| Pre_StudBack1 | 74a7d528-fc30-45cc-86e1-973f351e2ff0 | racial/ethnic background | race2 | If you prefer to self-describe your race, identity, or national origin, how do you describe yourself? | Open ended | |
| Pre_StudBack1 | 44d4288d-c191-49c5-a104-e585b791af71 | school year | year | What is your year in school? | Freshman, Sophomore, Junior, Senior, Other | |
| Pre_StudBack1 | 436b47ff-0321-489a-b755-7d024d204786 | age | age | What is your age, in years? | Open ended | |
| Pre_StudBack1 | 0df9ee48-96a0-47b1-94b8-31d5b573b7d1 | employment | employ | Approximately how many hours per week do you work at paid employment? | I don't currently have paid employment, 1-10 hours per week, 11-20 hours per week, 21-30 hours per week, 31-40 hours per week, 40+ hours per week | |
| Pre_StudBack2 | 1e1ee7ed-1478-4e3f-a536-c7da49da6c71 | cumulative GPA | gpa | What is your cumulative GPA at this school? | below 2.00, 2.00-2.49, 2.50-2.99, 3.00-3.49, 3.50-5.00, I don't have a GPA yet because I'm a new student | |
| Pre_StudBack2 | f62841de-2532-400c-884f-f78cd143b1bf | transportation | commute | Do you commute more than 30 minutes each way to attend this school | Yes, No | |
| Pre_StudBack2 | b411ed1e-4200-44fb-a285-a7af3be9e2c1 | language | eng_prof | Is English your most proficient language? | Yes, No | |
| Pre_StudBack2 | 932658ec-f1cf-4e1b-82eb-05263386779f | language | language | If you indicated that English is not your most proficient language, what is your primary language? | Open ended | |
| Pre_StudBack2 | 73cee708-fc5f-45bb-802d-e11ea431404f | parental education/ college generation status | edmom | To the best of your knowledge, what is the HIGHEST level of education earned by your mother? | I do not know/uncertain, Elementary or Middle School, Some High School, High School Graduate, Post High School Vocational Training, Some College, Associate's Degree, Bachelor's Degree, Post Graduate Degree (Master's, Doctorate, etc.) | |
| Pre_CollegeOnly | 2d7703f3-06da-4c40-a260-a1c1cb09e644 | educational status | ed_status | Which of the following describes you? | I am a community college student, I am a student at a four year university and transferred from a community college, I am at a four year university and began here as a freshman, None of the above | |
| Pre_CollegeOnly | 5ae18884-4518-4143-b400-b7973629b6d4 | HS location | hs_usa | Did you graduate high school in the U.S.? | Yes, No | |
| Pre_CollegeOnly | ba405d8a-def7-492e-b956-0f5a615045a3 | HS location | hs_country | If you did not graduate high school in the U.S., in what country did you graduate high school? | Open ended | |
| Pre_CollegeOnly | 7264eaea-2eeb-4b5a-a120-85c75b21038b | college major | major | What is your major? | Open ended | |
| Pre_CollegeOnly | 3e8df850-02ba-4956-bf49-103158081e7c | financial circumstances | financial | How would you describe your current financial circumstances, in general. | I cannot make ends meet., I am barely making it., I am breaking even., I have extra money after paying the bills., I do not have to worry about money. | |
| Pre_CollegeOnly | a4da43f0-4eca-4e18-887e-87fd4ab139ca | prior math experience | exp_ma1 | Which of the following courses have you successfully completed? (Check all that apply) | AP Calculus in high school, Calculus in college, AP Statistics in high school, A different statistics course (besides this one) in college | |
| Pre_CollegeOnly | 11ff4002-f334-4421-a64d-edb686a97056 | prior math experience | exp_ma2 | How well have you done in mathematics courses you have taken in the past? | Not at all well, Slightly well, Moderately well, Very well, Extremely well | |
| Pre_CollegeOnly | f5bb1b15-80a4-48fb-afd7-af97be6daa65 | prior programming experience | exp_pro | Have you had experience with computer programming before? | No; Not a formal course, but I have tried programming on my own; Yes, I have used computer programming in a non-programming course; Yes, I have taken a computer programming class. | |
| Pre_CollegeOnly | 68da1381-9bcb-4c39-9e4a-9c42f4162f74 | reason for attending college: independent, interdependent, help | 0=ra_ind1_1, 1=ra_ind2_1, 2=ra_ind3_1, 3=ra_ind4_1, 4=ra_inter1_1, 5=ra_inter2_1, 6=ra_help2_1, 7=ra_help2_1 | There are many reasons people attend college. Please read the following list of possible motivating factors. Then, arrange them in order with the most important factor to you appearing at the top of the list. | 0= Explore new interests, 1=Expand my understanding of the world, 2=Become an independent thinker, 3=Learn more about my interests, 4=Be a role model for people in my community, 5=Show that people with my background can do well, 6=Give back to my community, 7=Provide a better life for my own children | Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Priniski, S. J., & Hyde, J. S. (2016). Closing achievement gaps with a utility-value intervention: Disentangling race and social class. Journal of personality and social psychology, 111(5), 745.; Stephens, N. M., Fryberg, S. A., Markus, H. R., Johnson, C. S., & Covarrubias, R. (2012). Unseen disadvantage: how American universities' focus on independence undermines the academic performance of first-generation college students. Journal of personality and social psychology, 102(6), 1178 |
| chapter | page | lrn_activity_reference |
|---|---|---|
| Chapter 4 - Explaining Variation | 4.12 Quantifying the Data Generating Process | Mid1_Survey_0121 |
| item_id | lrn_question_reference | construct | variable name | prompt | response options | source/citation |
|---|---|---|---|---|---|---|
| Mid1_Expectancy | d90fce29-d813-43cb-b076-301fc1345b6a | course expectancy | exp1_2 | I am confident I can learn the material in this course | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Mid1_Expectancy | 4eba46ac-aa93-46c0-8c67-2569ce5cd35a | course expectancy | exp2_2 | I expect to do well in this class. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Mid1_Values1 | 9e880af9-a161-4321-af47-2d6bd938813b | general utility | uv1_2 | This class is useful. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Mid1_Values1 | 92039d19-9ab2-4ef3-8c8f-e4f9c3336554 | utility for the future | uv_f1_2 | What I'm learning in this class will be useful in the future. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Mid1_Values1 | f09a8596-ca2b-490d-8d2a-268589af71b5 | utility for job | uv_j1_2 | Good grades in this class will improve my job and career chances. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Gaspard, H., Häfner, I., Parrisius, C., Trautwein, U., & Nagengast, B. (2017). Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject. Contemporary Educational Psychology, 48, 67-84. |
| Mid1_Values1 | d6630f60-e352-42b9-a174-fc428f213636 | utility for daily life | uv1_d1_2 | What we learn in this class is relevant to my everyday life. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Gaspard, H., Häfner, I., Parrisius, C., Trautwein, U., & Nagengast, B. (2017). Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject. Contemporary Educational Psychology, 48, 67-84. |
| Mid1_Values2 | 61fdc7aa-8f32-44ac-8471-aeef9bcf154c | intrinsic value | iv1_2 | I think this class is interesting. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Gaspard, H., Häfner, I., Parrisius, C., Trautwein, U., & Nagengast, B. (2017). Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject. Contemporary Educational Psychology, 48, 67-84. |
| Mid1_Values2 | 21da7a86-1d34-4c12-9254-aba0ff52e029 | intrinsic value | iv2_2 | I like this class. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Gaspard, H., Häfner, I., Parrisius, C., Trautwein, U., & Nagengast, B. (2017). Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject. Contemporary Educational Psychology, 48, 67-84. |
| Mid1_Values2 | 24504f70-ad71-4314-b907-112dd4c13b38 | attainment value: personal importance | pi1_2 | This class is important to me personally. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Gaspard, H., Dicke, A.-L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (2014). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, Advance online publication. doi: 10.1037/edu0000003 |
| Mid1_Values2 | fb6a8c85-1bbe-43b2-b94d-eb2c798e09fc | attainment value: importance of achievement | ia1_2 | Performing well in this class is important to me. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Gaspard, H., Dicke, A.-L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (2014). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, Advance online publication. doi: 10.1037/edu0000003 |
| Mid1_Concerns | 2be238ef-a233-4c66-a5e2-b9ebbd30a852 | math anxiety | anx_m_2 | In general, I tend to feel very anxious about mathematics. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Mid1_Cost | 50ef95c0-4d79-4357-96b6-f9f6a4e38234 | course cost | cost2_2 | I have to give up too much to do well in this class. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Mid1_Cost | 898453d2-dd94-4359-8369-70775e95a8bb | course cost | cost3_2 | This course is too stressful for me. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Mid1_Intent | 2318dbe8-01de-4074-9feb-accafb5efc8b | Future Interest Scale | f1_2 | I look forward to learning more about statistics. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Mid1_Intent | 8e3655ff-8de3-418e-9dc8-635718809406 | Future Interest Scale | f2_2 | I want to take more statistics classes in the future. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Mid1_Intent | cc7dd58a-dd61-409f-815a-f6e2e7aa81f6 | Future Interest Scale | f3_2 | I want to have a job that involves statistics someday. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Mid1_Belonging1 | 16f1d81d-1666-4b6e-9e11-613b54648c99 | college belonging | bco1_2 | I feel like this school is a good fit for me. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Tibbetts, Y., Priniski, S. J., Hecht, C. A., Borman, G. D., & Harackiewicz, J. M. (2018). Different institutions and different values: exploring first-generation student fit at 2-year colleges. Frontiers in psychology, 9, 502. |
| Mid1_Belonging1 | 0d3fad39-a747-4e52-8636-e96fa5c04429 | belonging uncertainty | bun2_2 | Sometimes I feel that I belong at this school, and sometimes I feel that I don't belong at this school. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92, 82–96. http://dx.doi.org/10.1037/0022-3514.92.1.82 |
| Mid1_Instructor | 09e7b579-f8b7-4440-a715-66939c1e8afb | instructor value | tv1_1 | My instructor demonstrates how what we are learning is useful. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Patall, E. A., Dent, A. L., Oyer, M., & Wynn, S. R. (2013). Student autonomy and course value: The unique and cumulative roles of various teacher practices. Motivation and Emotion, 37(1), 14-32. |
| Mid1_Instructor | 1e12d639-ef0e-4ba1-8f48-9d3ca0925762 | instructor value | tv2_1 | My instructor explains how what we are learning may be important. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Patall, E. A., Dent, A. L., Oyer, M., & Wynn, S. R. (2013). Student autonomy and course value: The unique and cumulative roles of various teacher practices. Motivation and Emotion, 37(1), 14-32. |
| Mid1_Instructor | b964bb04-4841-4d4e-b1f2-606f358a10c1 | instructor mindset | im1_1 | My instructor seems to believe that students have a certain amount of intelligence, and they really can't do much to change it. (reverse code) | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Muenks, K., Canning, E. A., LaCosse, J., Green, D. J., Zirkel, S., Garcia, J. A., & Murphy, M. C. (2020). Does my professor think my ability can change? Students’ perceptions of their STEM professors’ mindset beliefs predict their psychological vulnerability, engagement, and performance in class. Journal of Experimental Psychology: General. |
| Mid1_Instructor | a89624b2-77dd-45b7-b8c4-b8683ad23fa0 | instructor mindset | im2_1 | My instructor seems to believe that students can learn new things, but they can't really change their basic intelligence.(reverse code) | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Muenks, K., Canning, E. A., LaCosse, J., Green, D. J., Zirkel, S., Garcia, J. A., & Murphy, M. C. (2020). Does my professor think my ability can change? Students’ perceptions of their STEM professors’ mindset beliefs predict their psychological vulnerability, engagement, and performance in class. Journal of Experimental Psychology: General. |
| Mid1_Mindset | 681e59d6-bd71-4036-aed3-a8357925c040 | math mindset | ms1_2 | You can learn new things, but you can't really change your basic math ability. (reverse code) | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Psychology Press. |
| Mid1_Mindset | df8ee686-c501-49c2-ba23-6fd29c354233 | math mindset | ms2_2 | My math ability is something about me that I can't change very much. (reverse code) | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Psychology Press. |
| Mid1_Confidence | fb3915eb-1a9f-4c15-b96e-d759abd22c9e | confidence in R | conf_1 | How confident are you in your R skills? | Not at all confident, Only a little confident, Somewhat confident, Mostly confident, Completely confident |
| chapter | page | lrn_activity_reference |
|---|---|---|
| Chapter 8 - Models with a Quantitative Explanatory Variable | 8.9 Limitations to Keep in Mind | Mid2_Survey_0121 |
| item_id | lrn_question_reference | construct | variable name | prompt | response options | source/citation |
|---|---|---|---|---|---|---|
| Mid2_Expectancy | 803f5b19-3fcd-4eca-9c0e-cde4b51e8837 | course expectancy | exp1_3 | I am confident I can learn the material in this course | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Mid2_Expectancy | 97616f26-1ee3-4f86-9285-67e2e315b13a | course expectancy | exp2_3 | I expect to do well in this class. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Mid2_Values1 | bb650d89-2b7b-425f-ac0c-aa89a3997d18 | general utility | uv1_2 | This class is useful. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Mid2_Values1 | 1b56c975-62d0-459b-8c8d-021754c1b066 | utility for the future | uv_f1_3 | What I'm learning in this class will be useful in the future. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Mid2_Values1 | c76439f7-4d52-425d-a6d8-8deef2089d28 | utility for job | uv_j1_3 | Good grades in this class will improve my job and career chances. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Gaspard, H., Häfner, I., Parrisius, C., Trautwein, U., & Nagengast, B. (2017). Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject. Contemporary Educational Psychology, 48, 67-84. |
| Mid2_Values1 | a593f7a8-37c1-43ec-b68f-61aa3ed89576 | utility for daily life | uv1_d1_3 | What we learn in this class is relevant to my everyday life. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Gaspard, H., Häfner, I., Parrisius, C., Trautwein, U., & Nagengast, B. (2017). Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject. Contemporary Educational Psychology, 48, 67-84. |
| Mid2_Values2 | ddcef5cf-e144-4fde-aea6-c3fd1595cd5a | intrinsic value | iv1_3 | I think this class is interesting. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Gaspard, H., Häfner, I., Parrisius, C., Trautwein, U., & Nagengast, B. (2017). Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject. Contemporary Educational Psychology, 48, 67-84. |
| Mid2_Values2 | 629490c9-9690-4b0d-9a7b-bbbdcc3ce867 | intrinsic value | iv2_3 | I like this class. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Gaspard, H., Häfner, I., Parrisius, C., Trautwein, U., & Nagengast, B. (2017). Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject. Contemporary Educational Psychology, 48, 67-84. |
| Mid2_Values2 | 6a0fb71a-e8d2-4aeb-8511-41fb8ee04953 | attainment value: personal importance | pi1_3 | This class is important to me personally. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Gaspard, H., Dicke, A.-L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (2014). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, Advance online publication. doi: 10.1037/edu0000003 |
| Mid2_Values2 | 7eb39a86-50e9-43e7-bde1-57f9a844f310 | attainment value: importance of achievement | ia1_3 | Performing well in this class is important to me. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Gaspard, H., Dicke, A.-L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (2014). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, Advance online publication. doi: 10.1037/edu0000003 |
| Mid2_Concerns | 4bfb9795-3663-4e46-ae84-5300bd25a251 | math anxiety | anx_m_3 | In general, I tend to feel very anxious about mathematics. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Mid2_Cost | 9e3baec3-6bca-42f6-b6ec-8112de900ce5 | course cost | cost2_3 | I have to give up too much to do well in this class. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Mid2_Cost | 42cb0246-fb4d-472d-aca9-d05dfb354587 | course cost | cost3_3 | This course is too stressful for me. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Mid2_Intent | 3859e281-47da-474a-b691-33d67dbc572a | Future Interest Scale | f1_3 | I look forward to learning more about statistics. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Mid2_Intent | 7b0f5cdc-d7db-49a6-9fdb-66f7fce08947 | Future Interest Scale | f2_3 | I want to take more statistics classes in the future. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Mid2_Intent | cba575b1-e15a-473e-a7cc-cf98e5a21d56 | Future Interest Scale | f3_3 | I want to have a job that involves statistics someday. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Mid2_Belonging1 | 6192b7c5-831d-4edc-826e-92f439088653 | college belonging | bco1_3 | I feel like this school is a good fit for me. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Tibbetts, Y., Priniski, S. J., Hecht, C. A., Borman, G. D., & Harackiewicz, J. M. (2018). Different institutions and different values: exploring first-generation student fit at 2-year colleges. Frontiers in psychology, 9, 502. |
| Mid2_Belonging1 | 0f5ea344-f5b1-40bc-9852-148b55a77039 | belonging uncertainty | bun2_3 | Sometimes I feel that I belong at this school, and sometimes I feel that I don't belong at this school. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92, 82–96. http://dx.doi.org/10.1037/0022-3514.92.1.82 |
| Mid2_Instructor | 2e425896-e750-4152-9d39-81f61dbb27df | instructor value | tv1_2 | My instructor demonstrates how what we are learning is useful. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Patall, E. A., Dent, A. L., Oyer, M., & Wynn, S. R. (2013). Student autonomy and course value: The unique and cumulative roles of various teacher practices. Motivation and Emotion, 37(1), 14-32. |
| Mid2_Instructor | 8a4e45e2-86e3-448a-bd00-f1f1d2fca890 | instructor value | tv2_2 | My instructor explains how what we are learning may be important. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Patall, E. A., Dent, A. L., Oyer, M., & Wynn, S. R. (2013). Student autonomy and course value: The unique and cumulative roles of various teacher practices. Motivation and Emotion, 37(1), 14-32. |
| Mid2_Instructor | instructor mindset | im1_2 | My instructor seems to believe that students have a certain amount of intelligence, and they really can't do much to change it. (reverse code) | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Muenks, K., Canning, E. A., LaCosse, J., Green, D. J., Zirkel, S., Garcia, J. A., & Murphy, M. C. (2020). Does my professor think my ability can change? Students’ perceptions of their STEM professors’ mindset beliefs predict their psychological vulnerability, engagement, and performance in class. Journal of Experimental Psychology: General. | |
| Mid2_Instructor | instructor mindset | im2_2 | My instructor seems to believe that students can learn new things, but they can't really change their basic intelligence.(reverse code) | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Muenks, K., Canning, E. A., LaCosse, J., Green, D. J., Zirkel, S., Garcia, J. A., & Murphy, M. C. (2020). Does my professor think my ability can change? Students’ perceptions of their STEM professors’ mindset beliefs predict their psychological vulnerability, engagement, and performance in class. Journal of Experimental Psychology: General. | |
| Mid2_Mindset | 8c924545-60d4-4aee-9173-372a8a307f74 | math mindset | ms1_3 | You can learn new things, but you can't really change your basic math ability. (reverse code) | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Psychology Press. |
| Mid2_Mindset | 0eb2130a-5219-4861-bfb6-0edd0d37f2e6 | math mindset | ms2_3 | My math ability is something about me that I can't change very much. (reverse code) | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Psychology Press. |
| Mid2_Confidence | b19cca82-9bd9-4f01-9748-b01a97eb54a6 | confidence in R | conf_1 | How confident are you in your R skills? | Not at all confident, Only a little confident, Somewhat confident, Mostly confident, Completely confident |
| chapter | page | lrn_activity_reference |
|---|---|---|
| Finishing Up (Don't Skip This Part!) | End of Course Survey (REQUIRED) | Post_Survey_0121 |
item_id |
lrn_question_reference |
construct |
variable name | prompt |
response options | source/citation |
|---|---|---|---|---|---|---|
| Post_Expectancy | 33987937-6f73-487e-a752-2f8019689559 | course expectancy | exp1_4 | I am confident i can learn the material in this course. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Post_Expectancy | cba09647-28a4-473f-a22c-953bf5858aaf | course expectancy | exp2_4 | I expect to do well in this class. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Post_Values1 | 3583784c-9a24-43c5-9277-8086698674c6 | general utility | uv1_4 | This class is useful. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Post_Values1 | ea539040-13a5-49bf-a35b-fee26530a8cb | utility for the future | uv_f1_4 | What I'm learning in this class will be useful in the future. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Post_Values1 | 43c5410d-c22c-459b-a991-daede2991ca7 | utility for job | uv_j1_4 | Good grades in this class will improve my job and career chances. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Gaspard, H., Häfner, I., Parrisius, C., Trautwein, U., & Nagengast, B. (2017). Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject. Contemporary Educational Psychology, 48, 67-84. |
| Post_Values1 | 9f34a2fe-3912-4edc-a5f0-4024de7eb95a | utility for daily life | uv1_d1_4 | What we learn in this class is relevant to my everyday life. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Gaspard, H., Häfner, I., Parrisius, C., Trautwein, U., & Nagengast, B. (2017). Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject. Contemporary Educational Psychology, 48, 67-84. |
| Post_Values2 | aca3f900-e665-4438-9968-31861c6f7f25 | intrinsic value | iv1_4 | I think this class is interesting. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Gaspard, H., Häfner, I., Parrisius, C., Trautwein, U., & Nagengast, B. (2017). Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject. Contemporary Educational Psychology, 48, 67-84. |
| Post_Values2 | ef7e1b70-47fa-4177-9381-1e8a340a3d9f | intrinsic value | iv2_4 | I like this class. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Gaspard, H., Häfner, I., Parrisius, C., Trautwein, U., & Nagengast, B. (2017). Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject. Contemporary Educational Psychology, 48, 67-84. |
| Post_Values2 | dce81620-f7de-437d-83fb-38128b2c6ac3 | attainment value: personal importance | pi1_4 | This class is important to me personally. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Gaspard, H., Dicke, A.-L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (2014). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, Advance online publication. doi: 10.1037/edu0000003 |
| Post_Values2 | c26c6c05-fbb2-45c7-b943-17493df3ecbd | attainment value: importance of achievement | ia1_4 | Performing well in this class is important to me. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Gaspard, H., Dicke, A.-L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (2014). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, Advance online publication. doi: 10.1037/edu0000003 |
| Post_Concerns | 463c72c5-98e8-48e3-aa80-ea549637eec8 | math anxiety | anx_m_4 | In general, I tend to feel very anxious about mathematics. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Post_Concerns | be8cab35-7cc2-409b-a56c-de276b051661 | course obstacles | obst_4 | What, if anything, made it hard to succeed in this class? | open-ended | |
| Post_Cost | e2460ac6-1f09-4484-9b5d-5af7787daa2a | course cost | cost2_4 | I have to give up too much to do well in this class. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Post_Cost | 79c9f908-9697-4233-9c5a-13bdc6d2dc4d | course cost | cost3_4 | This course is too stressful for me. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Post_Intent | f917c3a3-8547-4138-80dc-fb512aa36e00 | Future Interest Scale | f1_4 | I look forward to learning more about statistics. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Post_Intent | 0132c8d1-08ce-463d-8090-0c9df8e695aa | Future Interest Scale | f2_4 | I want to take more statistics classes in the future. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Post_Intent | 2b9223a0-e6fc-41ef-84c7-b349c024c1a6 | Future Interest Scale | f3_4 | I want to have a job that involves statistics someday. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816. |
| Post_Belonging1 | d53f64fa-5b02-4e13-aa4a-2983897f9dbc | college belonging | bco1_4 | I feel like this school is a good fit for me. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Tibbetts, Y., Priniski, S. J., Hecht, C. A., Borman, G. D., & Harackiewicz, J. M. (2018). Different institutions and different values: exploring first-generation student fit at 2-year colleges. Frontiers in psychology, 9, 502. |
| Post_Belonging1 | d738fdcc-253e-4de2-b5b8-b160930355a5 | belonging uncertainty | bun1_4 | When something bad happens, I feel that maybe I don't belong at this school. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92, 82–96. http://dx.doi.org/10.1037/0022-3514.92.1.82 |
| Post_Belonging1 | dd9125cf-2cb5-46bb-8f9c-d1028fb4b002 | belonging uncertainty | bun2_4 | Sometimes I feel that I belong at this school, and sometimes I feel that I don't belong at this school. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92, 82–96. http://dx.doi.org/10.1037/0022-3514.92.1.82 |
| Post_Belonging2 | 1c512644-afc4-4454-80f6-3e4dba25fe2b | class belonging | bcl1_4 | I matter as a student in this class. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Post_Belonging2 | 5b7f8cdb-5a51-4207-a72e-d94261aec048 | class belonging | bcl2_4 | I belong in this class. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Post_Instructor | c4f96534-042e-4f3f-a653-a2f0ce62dae5 | instructor mindset | im1_4 | My instructor seems to believe that students have a certain amount of intelligence, and they really can't do much to change it. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Muenks, K., Canning, E. A., LaCosse, J., Green, D. J., Zirkel, S., Garcia, J. A., & Murphy, M. C. (2020). Does my professor think my ability can change? Students’ perceptions of their STEM professors’ mindset beliefs predict their psychological vulnerability, engagement, and performance in class. Journal of Experimental Psychology: General. |
| Post_Instructor | 5cf1fb3d-de17-4877-99c1-7c8abef4d624 | instructor mindset | im2_4 | My instructor seems to believe that students can learn new things, but they can't really change their basic intelligence (reverse code) | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Muenks, K., Canning, E. A., LaCosse, J., Green, D. J., Zirkel, S., Garcia, J. A., & Murphy, M. C. (2020). Does my professor think my ability can change? Students’ perceptions of their STEM professors’ mindset beliefs predict their psychological vulnerability, engagement, and performance in class. Journal of Experimental Psychology: General. |
| Post_Mindset | 5a34a9ee-5a36-4fdb-a613-5623d5a34638 | math mindset | ms1_4 | You can learn new things, but you can't really change your basic math ability (reverse code) | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Psychology Press. |
| Post_Mindset | b20a2494-e3f9-4e58-8ed4-b421afecbb6c | math mindset | ms2_4 | My math ability is something about me that I can't change very much (reverse code) | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Psychology Press. |
| Post_Confidence | 03b8224a-03c3-4d24-8317-8dad466e520c | confidence in R | conf_4 | How confident are you in your R skills? | Not at all confident, Only a little confident,Somewhat confident, Mostly confident, Completely confident | |
| Post_Attitudes | 460b6da5-03bb-4f75-a4fa-5005950e8b3c | course perceptions | mem_4 | This course required a lot of memorization. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Post_Attitudes | 0455864e-9196-40b3-a49b-6b7c21d9f6a4 | course perceptions | chal_4 | This course was challenging. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Post_Attitudes | e0b71bf7-1b7d-4cec-a9f9-f7fd0bce9adc | course perceptions | learn_4 | I learned a lot from this course. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Post_Attitudes | 2100aeeb-01b6-4d87-96f8-925d8ca7b683 | course perceptions | prep_4 | I had the math preparation needed to succeed in this course. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Post_Attitudes | 3e96273d-7f1f-4ce1-ae4a-d06dd7ccc5a3 | course perceptions | underst_4 | This course required deep thinking and understanding of concepts. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Post_Attitudes | 9a588c52-2000-4b12-9195-488a674b2321 | course recommendation | rec_4 | I think other instructors should use this book for teaching statistics. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Post_Attitudes | 056f41aa-94f2-4ffe-8220-829c03341869 | course advice | adv_4 | What advice would you give to future students who want to do well in this course? | open-ended | |
| Post_Programming | 0f4919ec-1655-43ae-a6c8-153524d4f4bb | programming sentiment | sent_pro_4 | In this course, you used R (a programming language) to analyze data. How do you feel about this now? | Strongly negative, Negative, Somewhat negative, Somewhat positive, Positive, Strongly positive | |
| Post_Programming | 4fa868f1-040e-491d-8d18-aab1061c854c | statistics interest | si_4 | I think statistics and data science is interesting | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Post_Course | 36e491ed-3296-4ad7-be21-bd8656343746 | R exercises | feat_r | How important were each of the following in helping you learn the content of this course? R coding exercises | Not at all important, Slightly important, Moderately important, Very important, Extremely important | |
| Post_Course | 551625cd-f59c-403f-b434-0b0c3fe5755f | peers | feat_peers | How important were each of the following in helping you learn the content of this course? Time studying with other students | Not at all important, Slightly important, Moderately important, Very important, Extremely important | |
| Post_Course | a1bcdb00-538e-4b83-8580-160dc9fd265c | class | feat_class | How important were each of the following in helping you learn the content of this course? Time spent in class | Not at all important, Slightly important, Moderately important, Very important, Extremely important | |
| Post_Course | 45460411-49c6-44fa-8065-6c4348796263 | textbook | feat_book | How important were each of the following in helping you learn the content of this course? The online textbook | Not at all important, Slightly important, Moderately important, Very important, Extremely important |
| chapter | page | lrn_activity_reference |
|---|---|---|
| Chapter 2- Understanding Data | 2.0 Starting with a Bunch of Numbers | Pulse2 |
| Chapter 3- Examining Distributions | 3.0 The Concept of Distribution | Pulse3 |
| Chapter 4- Explaining Variation | 4.0 Welcome to Explaining Variation | Pulse4 |
| Chapter 5- A Simple Model | 5.0 What is a Model, and Why Would We Want One? | Pulse5 |
| Chapter 6- Quantifying Error | 6.0 Quantifying Total Error Around a Model | Pulse6 |
| Chapter 7- Adding an Explanatory Variable to the Model | 7.0 Explaining Variation | Pulse7 |
| Chapter 8- Models with a Quantitative Explanatory Variable | 8.0 Groups versus Quantitative Explanatory Variables | Pulse8 |
| Chapter 9- Distributions of Estimates | 9.0 The Concept of Variation in Estimates | Pulse9 |
| Chapter 10- Confidence Intervals and Their Uses | 10.0 Confidence Intervals: Estimating the Error in an Estimate | Pulse10 |
| Chapter 11- Model Comparison with the F Ratio | 11.0 The Tipping Experiment Revisited | Pulse11 |
| Chapter 12- What You Have Learned | 12.0 What You Have Learned About Exploring Variation | Pulse12 |
item_id |
lrn_question_reference |
construct |
variable name | prompt |
response options | source/citation |
|---|---|---|---|---|---|---|
| Pulse2 | 32c4d4b6-c33a-4837-a227-ba3b3f2c8431 | expectancy | exp_pulse2 | I am confident in what I have learned so far in this course. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse2 | 20a10bd5-57f6-4318-9943-04260a14c636 | general utility value | uv_pulse2 | I think what I have learned so far in this course is useful. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse2 | da414f53-f0aa-422b-90d5-e097df35d96a | intrinsic value | iv_pulse2 | I think this class is interesting. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse2 | acae364f-5b63-40f6-8d81-67bc5da2e891 | course cost | cost_pulse2 | I am unable to put in the time needed to do well in this course. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse3 | 29edddf5-ebc0-4bcf-adba-330f9cf309ca | expectancy | exp_pulse3 | I am confident in what I have learned so far in this course. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse3 | e5bbb0fb-7066-4734-8f41-0ce93f5b298e | general utility value | uv_pulse3 | I think what I have learned so far in this course is useful. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse3 | 4d3fa90f-95b7-412a-8fd9-67c8db5790d0 | intrinsic value | iv_pulse3 | I think this class is interesting. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse3 | e69494ff-0fa3-4602-8f67-4fe65b980e71 | course cost | cost_pulse3 | I am unable to put in the time needed to do well in this course. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse4 | 707aa355-64fe-4044-bcb3-542a30cbb966 | expectancy | exp_pulse4 | I am confident in what I have learned so far in this course. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse4 | c2cc391d-a35a-4b76-86ca-54359ebfee7d | general utility value | uv_pulse4 | I think what I have learned so far in this course is useful. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse4 | f50c18c1-bc64-4409-b17d-e4c931e0267c | intrinsic value | iv_pulse4 | I think this class is interesting. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse4 | b4f966fb-8f5b-4e17-a11b-81998fd5dddc | course cost | cost_pulse4 | I am unable to put in the time needed to do well in this course. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse5 | 082f4120-4302-481d-9d0d-e33ba3c4fc63 | expectancy | exp_pulse5 | I am confident in what I have learned so far in this course. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse5 | 882a9f34-39c8-489c-9244-642f5c4e6ed2 | general utility value | uv_pulse5 | I think what I have learned so far in this course is useful. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse5 | dcf66282-ba52-4916-81fa-2881fab0bf8c | intrinsic value | iv_pulse5 | I think this class is interesting. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse5 | c5f04fae-8ffa-4e3e-a0e5-ddbdc13a428e | course cost | cost_pulse5 | I am unable to put in the time needed to do well in this course. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse6 | 823dc61d-19a9-4b34-b279-831bb1c8b173 | expectancy | exp_pulse6 | I am confident in what I have learned so far in this course. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse6 | e2b67631-0e67-48ee-a281-ddb6b5fab745 | general utility value | uv_pulse6 | I think what I have learned so far in this course is useful. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse6 | d9ceeed2-acf5-4335-8023-1debd01dacd7 | intrinsic value | iv_pulse6 | I think this class is interesting. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse6 | 91e62a7a-9f69-4073-9154-c5fa5eafa334 | course cost | cost_pulse6 | I am unable to put in the time needed to do well in this course. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse7 | 9b51a01e-d395-455c-b2ec-da960b558fd8 | expectancy | exp_pulse7 | I am confident in what I have learned so far in this course. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse7 | f6a69d6a-ce8f-49fd-ad92-24c16673b91b | general utility value | uv_pulse7 | I think what I have learned so far in this course is useful. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse7 | b841ee7b-93a6-449b-8bc7-4b7ee6dd3c07 | intrinsic value | iv_pulse7 | I think this class is interesting. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse7 | 3382c707-994b-4749-8bb6-e7686c38a4ba | course cost | cost_pulse7 | I am unable to put in the time needed to do well in this course. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse8 | e8d7cea2-5be0-414b-a554-58e1cbb93d84 | expectancy | exp_pulse8 | I am confident in what I have learned so far in this course. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse8 | 64de798f-a23a-4987-adab-9e6b6d6037d6 | general utility value | uv_pulse8 | I think what I have learned so far in this course is useful. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse8 | aae0cd2e-83c1-416f-aa3f-0a68f2008ec8 | intrinsic value | iv_pulse8 | I think this class is interesting. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse8 | 9914c39b-7e05-42e8-9f48-b12753ef4183 | course cost | cost_pulse8 | I am unable to put in the time needed to do well in this course. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse9 | 7361f3f0-3077-400f-bd48-d19496b02566 | expectancy | exp_pulse9 | I am confident in what I have learned so far in this course. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse9 | 573ac054-e7d8-4f33-bbfc-7990a6c368ef | general utility value | uv_pulse9 | I think what I have learned so far in this course is useful. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse9 | 43f01bbf-c60d-4314-8d82-1d94dbff5f51 | intrinsic value | iv_pulse9 | I think this class is interesting. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse9 | 5871d1da-cbca-4aa7-9cb5-e57be066c6c9 | course cost | cost_pulse9 | I am unable to put in the time needed to do well in this course. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse10 | 5b614cb9-5d51-4287-af44-2fcb0fb4e493 | expectancy | exp_pulse10 | I am confident in what I have learned so far in this course. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse10 | 8e6d42cf-6966-4d72-9cc2-e68cab752ef9 | general utility value | uv_pulse10 | I think what I have learned so far in this course is useful. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse10 | 8bd30aff-7050-424e-8fb7-c0f6619adcd7 | intrinsic value | iv_pulse10 | I think this class is interesting. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse10 | 9e51b655-530c-434c-b0e0-46ba42597fa2 | course cost | cost_pulse10 | I am unable to put in the time needed to do well in this course. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse11 | 83415629-d508-4867-a37c-d5315b6a0c88 | expectancy | exp_pulse11 | I am confident in what I have learned so far in this course. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse11 | 2cb5d404-bd99-49bf-b7c4-2c39cb4e0b63 | general utility value | uv_pulse11 | I think what I have learned so far in this course is useful. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse11 | c1733454-e77b-4318-94b1-dc54bafb236d | intrinsic value | iv_pulse11 | I think this class is interesting. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse11 | c3aacb51-f4d2-45a0-a79a-f190d05fb4b8 | course cost | cost_pulse11 | I am unable to put in the time needed to do well in this course. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse12 | 9af3159a-93e8-4517-869a-c36eb9e4826f | expectancy | exp_pulse12 | I am confident in what I have learned so far in this course. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse12 | 65742716-ad89-46a3-b20c-3ae2924538f9 | general utility value | uv_pulse12 | I think what I have learned so far in this course is useful. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse12 | ddcadbb2-528c-423d-858c-bbcdfc72873e | intrinsic value | iv_pulse12 | I think this class is interesting. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree | |
| Pulse12 | 5609cf56-c18e-480a-a9d1-d1aacc451115 | course cost | cost_pulse12 | I am unable to put in the time needed to do well in this course. | Strongly disagree, Disagree, Slightly disagree, Slightly agree, Agree, Strongly agree |
CourseKata is a project of the UCLA Psychology Department’s Teaching and Learning Lab. It is supported in part by a grant from the Chan Zuckerberg Initiative DAF, an advised fund of Silicon Valley Community Foundation.