1. The Emerging Adulthood Measured at Multiple Institutions As a Set of Classroom Tools
Jon Grahe, Caitlin Faas, Scott Hall, Matthew Schmolesky, Holly Chalk, Leslie D. Cramblet Alvarez
Pacific Lutheran University, Mt. St. Mary’s University, Ball State University, Georgia Gwinnett College, McDaniel College, Adams State University
Background and Purpose
Pedagogical Materials and Uses
EAMMi2 Teaching Data Set
Most psychology majors are required to complete research methods and capstone courses as part of their degree requirements (Perlmann & McCaan, 2005). Recently there have been calls to increase the meaningfulness of the associated course research projects by coordinating students across many institutions to all employ the same research protocol (Grahe, et al. 2012; Grahe, 2017). The Emerging Adulthood Measured at Multiple Institutions 2: The Next Generation (EAMMi2; project is a response to that call and partially replicated a simlar project conducted in 2004 (Reifman & Grahe, 2016).
Emerging Adulthood (EA) researchers proposed additional items for a survey that included standard EA measures (Markers of Adulthood Items; the IDEA-8) and U.S. presidential election questions yielding a survey took approximately 30 minutes to complete. Contributors included EA researchers and instructors incorporating the project into courses. Contributors who collected data from more than 80 participants earned the privilege to access the data after initial cleaning (January 10th, 2017) and could submit a preregistered report manuscript to a special Issue in the Emerging Adulthood journal. Partially funded by an APS Teaching Fund grant, this project is intended to advance science while simultaneously benefitting the education of psychology students.
This poster describes project outcomes and highlights ways that instructors could use this in various classes.
Statistics Courses: Examples with Authentic data; Warts and All.
Enough Variables for individual or groups of students work independent
Basic to Advance Statistics Exercises
Methods Courses: Scaffolded Assignments for Intro Courses
Work from Past Project (practice measurement development)
Work toward the Future (EAMMi2 continued or EAMMi3)
Advanced Methods/Capstone: Past and Future
Students can answer old or new questions using existing data
Further Opportunities --Psi Chi’s NICE (
Beyond Statistics and Methods: Other Courses and Opportunities can use the project with known variables that are appealing to students to allow them to explore their own questions or following practices examples. Current contributors found developed examples in each of the following:
Marriage and Family Therapy
Lifespan Development
Health Psychology
Development: Data Cleaning is Recorded -
Origin: Randomly selected 50 % respondents
Sample Characteristics: NTotal = 1519
Sex: Men = 386, Women= 1107, Other = 26, Education: 1401 in college or attended college, 26 did not
Age: 1041 reporting
(Min=18, P25 = 19, Mdn = 20, P75 = 22 Max = 61)
Data Set: 314 Variables including:
individual scale items and compiled constructs.
Variable Types:
Nominal, Ordinal, Interval, Ratio
Open Ended
Teaching Activities
EAMMi2 Pedagogical Advisors develop activities using EAMMi2 Teaching Demonstration Submission Template 1
Activities Developed
Discussion
Course
Topic
Level
Type of Activity
Statistics
Multiple Regression
Advanced
Homework
Regressions w/interaction
Research Methods
Data Collection Worksheet
Introductory
Homework/in-class
Capstone/advanced Research methods
Research Process Start-Finish
Semester-based
Stats/Research Methods
Sampling Strategies
In-class
Health Psych
Basic Research Activities
EAMMi2 provides accessible project for students to access existing data or use survey to generate new data.
Large data set with many types of variables for basic to advanced learning
Opportunities for Collaboration
EAMMi2: Teaching Exercises and Manual Development 
EAMMi3: The International Edition 
Method
Participants. Contributors from 33 locations; Nstarted = 4091, Ncleandata = 3153, Sex (774 men; 2296 women; 53 other); Age (between 18-61, M = , SD = 4.805), Income (N = 3106; Median = 40-59,999), Residency (2727 US Residents; 392 non-US Residents).
Materials. The EAMMi2 planning committee reviewed proposals of measures to add to the survey. After pilot testing, the survey included over 200 items for 18 scales and demographics. The complete survey can be reviewed at the EAMMi2 project page (
Procedure. After receiving local IRB approval, contributors received a location specific survey so that recruitment numbers could be tracked. Each EAMMi2 contributor provided a description of recruiting methods which ranged between in-lab data collection, random sampling of social media contacts, and s to students at the host institution ( Participants completed a Qualtrics survey requiring approximately 30 minutes of their time.
EAMMi2 Scales
EAMMi2 Contributors Locations
Contact Information
Jon Grahe
For more information, please visit:
Stem Questionnaire
Added Scale Items
Markers of Adulthood (MOA; Items Derived from Arnett, 1997, 2001importance, 20; achieve 20)
Belonging (Leary, Kelly, Cottrell, and Schreindorfer, 2013; 10 items)
IDEA-8 (Baggio, Iglesias, Studer, & Gmel, 2014; 8 items)
Self-efficacy (Generalized Self-efficacy; Schwarzer & Jerusalem, 1995; 10 items)
Subjective Well Being (Diener, 2000; 6 items)
Perceived Social Support (11)
Mindfulness (Brown & Ryan, 2003; 15 items)
Social Media Use (adapted from Yang and Brown, 2013, 2015; 11 items)
Political Affiliation (party identification, political ideology; 2)
American Dream (importance of achieving, ability to achieve; 2 items)
Open Ended Presidential Preference
Interpersonal Transgressions (adapted from McCullough, Emmons, Kilpatrick, & Mooney, 2003; 12 items)
Demographics (service, income, residency)
Narcissistic Personality Inventory-13 (NPI-13; Gentile et al., 2013; 13 items)
Demographics (edu, sex, ethnicity, siblings)
Interpersonal Exploitiveness Scale (Brunell et al., 2013; 3 items)
Age (added November, 2016) 
Disability Identity (Personal Opinions Questionnaire, POQ; Bolton & Brookings, 1998; 15 items)
Patient Health Questionnaire ( Kroenke, et al., 2010; 13 items)
Perceived Stress Questionnaire (Cohen, Kamarch, & Mermelstein, 1983; 10 items)
Marriage Opinions (9 items)
Acknowledgements and Funding
The EAMMi2 was partially supported by an APS Teaching Fund Grant and a Pacific Lutheran University Regency Award to Jon Grahe. Please visit for additional funding support.
The EAMMi2 included researchers from 33 institutions in the US, England, Greece, and the Caribbean (see map). This research was not possible without their contribution.