Unfortunately, I am not officially affiliated with this scale and do not use it extensively in my work. Whatever is in the video is what I have, but you can use links in the video description to learn more from the developers of the scale.

I don't have the norms data, so I just look at relative high and low scores for myself.

I forgot that I was that petty! 🤣🤣

Hi! I got the PDF from the website for the lab that created the TEIQUE. I think this is the one I used: www.psychometriclab.com/adminsdata/files/TEIQue%20interpretations.pdf

Hi Ritu, it is not my scale and I do not have additional information. You can find more information at centerofinquiry.org/uncategorized/ryff-scales-of-psychological-well-being/

Hi! I have other videos where I talk about Methods and Results. You can find them in this playlist: kzbin.info/aero/PLiO0BVSvXwiqTZyBqLTNT4KHXFvKoX-Ci

Hello. This is probably too late to be helpful, but I don't know enough about the situation to have advice beyond "take screenshots and email your professor." There are many small settings that affect what you see. Your professor may only allow one submission, or they may have the wrong settings on. When a student tells me something isn't working, I almost always need screenshots of what they're seeing to understand how to address it.

Sent!

I am not formally affiliated with the scale. I found the scale and scoring information at psychometriclab.com/. It looks like the website may have been updated since I made this video, but I think the basic steps are still the same.

I see your logic, but I wouldn't recommend focusing on the topic sentences while writing. The danger is that you would be trying to paraphrase one sentence into another, which is difficult to do well. It is much easier to read a paragraph, pick out some key words, set the paper aside, and then write the summary in your words. Another way to paraphrase well is to pick out specific details that are relevant to the points you want to make, which may be different from the author's main points.

Great question! My guideline is to not use gendered language when you mean people in general, and to not use "people in general" language when you are talking about a specific group. For example, it's fine to focus on men or women for your paper, but be clear that you're focusing on men or women. When you make assumptions about a population, you leave out the hidden parts of that population (and there are always people who are hidden, including nonbinary/gender nonconforming individuals). For example, you might write on sexual assault and say, "When a person experiences sexual assault, she..." What's wrong there? You've invalidated all men who have experienced sexual assault because you're implying that all people who experience sexual assault are women. If you do want to focus on women, be clear that you are intentionally choosing that part of the population: "When a woman experiences sexual assault, she..." At some point in your paper, you would include 1-2 sentences (or more, if relevant) explaining why you chose to focus on that group. You would also tailor your paper title to reflect your focus on the group (e.g., "Attachment Styles and Relationship Trust Among Women Survivors of Sexual Assault"). Does that all make sense?

To be honest, I'm very puzzled with the plagiarism training many students come in with. I created my plagiarism quiz in part because so many students seemed genuinely shocked to get feedback that they were plagiarizing. In particular, many students don't understand the difference between a quote and a paraphrase. Specifically, they don't realize that they need quotation marks (not just a citation) for a quote, and they don't realize that they need a citation at all when they paraphrase. I got this response so many times that I actually contacted our Writing Center director to check whether other writing styles do things differently! I focus on educating everyone about plagiarism at the beginning because I have high standards on final papers (i.e., if I find word-for-word plagiarism, I *will* report it to the university), but I hate reporting students who genuinely didn't know better. Now I can say "You submitted this explanation of plagiarism at the beginning of the semester, so if you still did not know, that is academic negligence on your part." Also, I am on a two-semester no-plagiarism-reports streak, so my approach seems to be working!

I’m glad you find it helpful! Partly it’s my way of giving a schedule without having to update a million dates each semester. 😂 But there’s not a lot of time to develop your own organizational style for this course, so I try to offer more support. I also have a lot more assignments than most professors, so I try to model good organization for students. Glad it’s helpful! (Now go make ones for your other classes!)

I’m glad you find it helpful! Partly it’s my way of giving a schedule without having to update a million dates each semester. 😂 But there’s not a lot of time to develop your own organizational style for this course, so I try to offer more support. I also have a lot more assignments than most professors, so I try to model good organization for students. Glad it’s helpful! (Now go make ones for your other classes!)

I’m glad you find it helpful! Partly it’s my way of giving a schedule without having to update a million dates each semester. 😂 But there’s not a lot of time to develop your own organizational style for this course, so I try to offer more support. I also have a lot more assignments than most professors, so I try to model good organization for students. Glad it’s helpful! (Now go make ones for your other classes!)

I'm glad you find it helpful! It makes for a crazy long video, so thanks for sitting through it!

That's possible. My BlackBoard system makes "one submission" the default. I almost always change to unlimited in case students upload the wrong file, etc., but not all instructors do (and I sometimes miss that setting accidentally). Make sure that you're going back to the original assignment. When I try to go through the gradebook ("My Grades"), it only shows me submissions with no opportunity to resubmit.

@@SaraTedrickParikhCU Oh I see. Thank you anyhow 😄

Thanks!

Sorry for the late reply! I'm not very familiar with this measure, so I just made my best guess. It seems like each score is the average of your answers for that area (some answers may be reverse scored). I interpreted it as 4 being "neutral," so when I talk about my own low scores, they are technically neutral. I focus a lot on how the scores relate to each other, so whether I am relatively high or low compared to my own scores. This relative approach lets me focus on strengths and weaknesses. You might look to see if the scale creators have published guidelines for high and low. You could also look for published norms (meaning what other people typically score) to see if you are higher or lower than most people on a particular test.

Can you help us to our research :( were so broke we can't afford to buy the system :(