Psychology Question

Overview

Scale Development Project – Part 2

Psychological Measurement F25

Creating a Data Dictionary and Setting up the Scale on Qualtrics

Due: October19, 2025

Instructions:

Note that you should review any TA feedback available from Part 1 of this project to refine the items you include moving forward. If the TAs have indicated that some of your group’s items should be rewritten, reworked, or replaced, you should do this before preparing your participant-ready version of your scale in Qualtrics and your data dictionary. You should be including all 20-25 items in this phase of the project.

TOPIC- Introducing Cannabis-Related Academic Self-Perception (CRASP): Development and Validation of the Cannabis-Influenced Academic Performance Perception (CIAPP) Measure in Undergraduate Students

Demographic(19+)

.( We are measuring - Introducing Cannabis-Related Academic Self-Perception (CRASP): Development and Validation of the Cannabis-Influenced Academic Performance Perception (CIAPP) Measure in Undergraduate Students – it is an novel psychological construct)

Step 1 – Create a Data Dictionary.(prepare in the ms excel and wordboth)

A data dictionary is a very useful tool that helps researchers keep their scale items organized (it is also very useful when setting up a questionnaire in Qualtrics and during data analysis). You can read more about data dictionaries here: https://cghlewis.com/blog/data_dictionary/

The data dictionary you create for your draft scale must have at least four columns: Variable Name, Label, Code, Description, and Notes.

In the Variable Name column, you will list the name of each of your items. You should apply the naming convention outlined in the Workshop 2 guide.

In the Label column, you will enter the exact wording of each item, as participants will see it.

In the Code column, you will enter the numeric response options for each item (e.g., if you have a 7-point Likert scale this would be 1, 2, 3, 4, 5, 6, 7, and whatever code(s) you have selected for a “prefer not to answer” or “not sure” or “does not apply” option- e.g., 9999).

In the Description column, you will enter the text that corresponds to each response option in your response scale (e.g., “strongly disagree” for 1, “disagree” for 2, etc.).

In the Notes column, you will note any information that should be included for future use of this scale, as needed (e.g., noting items that should be reverse- coded before analysis).

Step 2 – Create a Participant Ready version of your Scale in Qualtrics(create in word) Following the instructions from the appropriate Workshop guide, you should work with your group to create a single Qualtrics version of your scale. Whoever creates the initial project in Qualtrics should add their group members as collaborators so that all group members can work together to ensure the scale is truly participant- ready before submission

A participant-ready version of your scale must include:

The name of your scale (the project in Qualtrics should have the same name).

Participant instructions with key terms or unusual terms defined.

Each item correctly named, as you laid out in your data dictionary.

The correct response scale, with all response options coded correctly to correspond with what is laid out in your data dictionary.

NB: You are preparing your scale, not a research study, so items that collect additional participant data (e.g., age, gender, relationship status) should not be included in your Qualtrics survey.

When your Qualtrics survey is finished, add our TA as collaborators. This step is essential – if you don’t correctly add the TA and instructor as collaborators ahead of the submission deadline, you will receive a grade of 0 for this portion of the project.

Step 3 – Submit your Documents to Dropbox

As a group, you will upload a copy of the data dictionary (formatted as an excel spreadsheet, and a word docx) and a word copy of the Qualtrics survey to the correct dropbox before the submission deadline.

To export a copy of your Qualtrics project, select Tools, scroll down to

Import/Export and select Export survey to Word.

Please contact support services at the library if you are having trouble navigating Qualtrics. But we will also do a tour of Qualtrics in class and Workshop 7 will provide additional guidance.

I AM ATTACHING THE DOCX OF PART 1 AN FEEBACK GIUVEN BY MAM

PART -1

Overall Feedback THIS HAS TO BE FOLOWED DEEPLY AN PRORELY WHEN MAKING THE PART-2 (first you have to correct the corrections told-

1) Introduction / Construct Definition You motivate the need for a perception-focused scale with relevant sources and the subjective–objective gap. Two things would make it better: cite (briefly) any existing perception-type measures (if any) and state exactly how CRASP improves on them (construct coverage, context specificity, or interpretability), per the Part 1 instructions to explain why a new scale is warranted. Or, if a review has highlighted that no work has been done in this space, then. Citing a review would be a good substitute. 2) Items 22 items target many promised domains (attention, memory, motivation, attendance, planning, confidence). However, a few items may be outside your construct (e.g., peers’ use and campus climate) or mix outcomes with coping/compensation (e.g., counsellor help-seeking), limiting the focus on the self-perceived impact of one’s own use. Item scope and single-idea discipline matter. Peers/campus climate: “I think that the use of cannabis by peers has negative effects on the general academic atmosphere.” (Not self-perceptions of academic impact.) Counsellor help-seeking: “I would consult an academic counselor …” (Help-seeking intention ≠ perceived impact; can be an external validity criterion later.) Double-barreled: “With the help of cannabis, I can reduce anxiety during the test and perform better.” (Two outcomes.) “I do not think my grades are influenced by my cannabis use. (R)” → “My cannabis use affects my course grades. (R)” “I will have study time scheduled around the periods when I am not using cannabis.” → “I schedule study sessions for times I am not using cannabis.” “I understand that I spend more time on homework when I consume cannabis.” → “I spend more time on homework when I have used cannabis.” You currently mix agreement-type perceptions (“helps me relax to study”) with behavioural frequency (“I skip classes due to cannabis”). Consider keeping items attitudinal or perception-focused. The literature warns that negatively phrased (“not…”) items can lead to comprehension errors and may create method factors. Prefer positively phrased, negatively oriented content (e.g., “Cannabis reduces my focus”) over “I do not…”. Keep wording clear. Given the multiple domains, your scale can be broken down into proposed subfactors. A 5-point agree/disagree scale is appropriate; adding “Prefer not to answer” is sensible for sensitivity. 3) Instructions for Participants & Scoring Clear and friendly. Two gaps: add a timeframe (e.g., “past 30 days/term”) and define “cannabis” (smoked/vaped/edibles) to standardize responding. Also clarify what non-users should do (screen out vs. answer hypothetically). Reverse-keying is specified correctly (6 − response). Missing-data rules are mixed (both “>4 items missing = missing” and “prorate if <10% missing … otherwise impute”). Choose one simple, reproducible rule. Also consider mean scores (0–4 or 1–5) for interpretability. Given the potential subdomains, you could compute scores for each of those domains, in addition to computing a total score. PART 1 FFEDBack ahs to used to do the part -2very important.