Jordan R. Wagge

This dataset results from a multi-lab replication of Diener et al. (2010) organized by the Collaborative Replication and Education Project (CREP). This project aimed to understand the relationships between different types of needs (basic needs, psychological needs, standard of living, etc.), people’s positive and negative feelings, and life evaluations. This dataset includes data collected across each site contributing to the study. It includes predictor variables associated with participants’ mood and current financial comfort. It also includes demographic data like education, gender, marital status, residential area and income. The data are stored in a. csv file to be used for additional analysis, as an educational tool, and further interdisciplinary collaboration.

The credibility revolution in psychology and related sciences contributed to the adoption of large-scale research initiatives known as Big Team Science (BTS). BTS has made significant advances in addressing issues of replication, statistical power, and diversity through the use of larger samples and more representative cross-cultural data. However, while these collaborations hold great potential, they also introduce unique challenges related to their scale. Drawing on experiences from successful BTS projects, we identified and outlined key strategies for overcoming diversity, volunteering, and capacity challenges. We emphasize the need for clear role definitions, structured and preregistered workflows, centralized project management, and transparent decision documenting to prevent common pitfalls. Ultimately, we call for reflection on the strengths and limitations of BTS to enhance the quality, generalizability, and impact of research across disciplines. This work complements existing BTS guides by offering experientially-grounded, discipline-specific strategies and addressing underexplored logistical, ethical, and epistemological challenges in large-scale collaborations.

Improving the generalizability of psychology findings to a culture requires sampling participants in that culture. Yet psychology studies rarely sample from Africa even though Africa represents 17% of the global population. Although Africans can leverage the credibility-revolution initiatives to increase rigor and global representation, capacity building might speed the spread of these initiatives. In this study, we investigated an African-wide replication study to test whether Rottman and Young’s “mere-trace” hypothesis of moral reasoning (that people are more sensitive to the dosage of harm-based transgressions than purity transgressions) extends to several African communities. We used a training method developed by the Collaborative Replication and Education Project to train 23 African collaborators. During this process, we conducted a paradigmatic replication of Rottman and Young’s test of the mere-trace hypothesis in 12 contributing African sites from Burkina Faso, Kenya, Morocco, Nigeria, and Tanzania that sampled 783 participants after exclusions. Consistent with the original claim using U.S. samples, our African participants judged severe harm transgressions as more wrong than less severe ones but were not as sensitive to severity for purity transgressions (Domain × Dose: b = −4.63; p < .01). Moreover, the effect of dosage was smaller than reported among the U.S. sample, and our African participants rated all transgression scenarios more wrong than the U.S. sample. Resource constraints limited our sample to five African countries and to Africans dwelling in urban communities. Moral psychology should transcend the moral issues prioritized in the original study to include those considered important in African societies.

Theoretical frameworks suggest that romantic relationship satisfaction may influence sexual communication self-efficacy, which involves the confidence to discuss personal sexual health goals and plays a key role in HIV prevention among partnered adolescent males who have sex with males (MSM). The current study examined romantic relationship satisfaction as a correlate of sexual communication self-efficacy in a sample of partnered adolescent MSM. Participants (n = 50) completed self-report measures including romantic relationship satisfaction and sexual communication self-efficacy. Domains of sexual communication self-efficacy included: sexual history, contraception, condom negotiation, negative sexual messages, and positive sexual messages. Multivariable linear regression models were conducted to examine study aims. Relationship satisfaction was positively associated with self-efficacy in communicating about sexual history, contraception, and negative and positive sexual messages, with effect sizes ranging from moderate to large. These findings shed light on pathways often assumed in HIV intervention programs, emphasizing how romantic relationships are associated with adolescents' confidence in discussing sexual health with partners. Interventions aiming to improve sexual communication may be more effective if they include content on enhancing romantic relationship satisfaction.

The present study presents the results of a collaborative registered replication of Griskevicius et al. (2010, Experiment 1). As part of the Collaborative Replication and Education Project, 24 student groups from six countries (N = 3,774) investigated whether pro-environmental behavior can be promoted by priming status motives (desires for social status and prestige). This large, multi-site replication showed no evidence to support the hypothesis that hypothetical pro-environmental behavior can be stimulated by having participants read a story designed to prime status motives. We performed several exploratory analyses to investigate whether extension variables (i.e., equating “green” choices with prosocial behavior, political beliefs, sampling methods, location, duration of data collection, and gender) moderated the hypothesized effect of status motives on pro-environmental choices, but these analyses produced null results. One limitation of the study is that most data collection sites did not include a manipulation check, and the one site that did found a much weaker effect (d = 0.32) than the extremely large effect originally reported (d = 3.69). As a result, it remains unclear whether the null result reflects a failure of this specific priming method or a challenge to the underlying theory.

According to the justified true belief (JTB) account of knowledge, people can truly know something only if they have a belief that is both justified and true (i.e., knowledge is JTB). This account was challenged by Gettier, who argued that JTB does not explain knowledge attributions in certain situations, later called “Gettier-type cases,” wherein protagonists are justified in believing something to be true, but their belief was correct only because of luck. Laypeople may not attribute knowledge to protagonists with justified but only luckily true beliefs. Although some research has found evidence for these so-called Gettier intuitions, Turri et al. found no evidence that participants attributed knowledge in a counterfeit-object Gettier-type case differently than in a matched case of JTB. In a large-scale, cross-cultural conceptual replication of Turri and colleagues’ Experiment 1 ( N = 4,724) using a within-participants design and three vignettes across 19 geopolitical regions, we did find evidence for Gettier intuitions; participants were 1.86 times more likely to attribute knowledge to protagonists in standard cases of JTB than to protagonists in Gettier-type cases. These results suggest that Gettier intuitions may be detectable across different scenarios and cultural contexts. However, the size of the Gettier intuition effect did vary by vignette, and the Turri et al. vignette produced the smallest effect, which was similar in size to that observed in the original study. Differences across vignettes suggest that epistemic intuitions may also depend on contextual factors unrelated to the criteria of knowledge, such as the characteristics of the protagonist being evaluated.

This large, international dataset contains survey responses from N = 12,570 students from 100 universities in 35 countries, collected in 21 languages. We measured anxieties (statistics, mathematics, test, trait, social interaction, performance, creativity, intolerance of uncertainty, and fear of negative evaluation), self-efficacy, persistence, and the cognitive reflection test, and collected demographics, previous mathematics grades, self-reported and official statistics grades, and statistics module details. Data reuse potential is broad, including testing links between anxieties and statistics/mathematics education factors, and examining instruments’ psychometric properties across different languages and contexts. Data and metadata are stored on the Open Science Framework website [https://osf.io/mhg94/].