Psychology Learning & Teaching最新文献

Supporting Prospective Teachers in Learning Psychology: A Digital Case Exploration Tool 支持未来教师学习心理学：数字案例探索工具

Psychology Learning & Teaching Pub Date : 2024-08-08 DOI: 10.1177/14757257241267327

Demian Scherer, Charlotte Diekmann, Stephan Dutke

引用次数: 0

Learning Relational Categories: Benefits of Blocking, Classification, and Subject-Specific Examples 学习关系类别：分块、分类和特定主题示例的好处

Psychology Learning & Teaching Pub Date : 2024-04-24 DOI: 10.1177/14757257241248155

Tim M. Steininger, Jörg Wittwer, Thamar Voss

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Comparing ChatGPT With Experts’ Responses to Scenarios that Assess Psychological Literacy 比较 ChatGPT 与专家对心理素养评估情景的反应

Psychology Learning & Teaching Pub Date : 2024-03-28 DOI: 10.1177/14757257241241592

M. A. Machin, Tanya M. Machin, Natalie Gasson

{"title":"Comparing ChatGPT With Experts’ Responses to Scenarios that Assess Psychological Literacy","authors":"M. A. Machin, Tanya M. Machin, Natalie Gasson","doi":"10.1177/14757257241241592","DOIUrl":"https://doi.org/10.1177/14757257241241592","url":null,"abstract":"Progress in understanding students’ development of psychological literacy is critical. However, generative AI represents an emerging threat to higher education which may dramatically impact on student learning and how this learning transfers to their practice. This research investigated whether ChatGPT responded in ways that demonstrated psychological literacy and whether it matched the responses of subject matter experts (SMEs) on a measure of psychological literacy. We tasked ChatGPT with providing responses to 13 psychology research methods scenarios as well as to rate each of the five response options that were already developed for each scenario by the research team. ChatGPT responded in ways that would typically be regarded as displaying a high level of psychological literacy. The response options which were previously rated by two groups of SMEs were then compared with ratings provided by ChatGPT. The Pearson's correlations were very high ( r's = .73 and .80, respectively), as were the Spearman's rhos (rho's = .81 and .82, respectively). Kendall's tau were also quite high (tau's = .67 and .68, respectively). We conclude that ChatGPT may generate responses that match SME psychological literacy in research methods, which could also generalise across multiple domains of psychological literacy.","PeriodicalId":345415,"journal":{"name":"Psychology Learning & Teaching","volume":"52 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140373192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Editorial PLAT 23(1) 2024 PLAT 编辑 23(1) 2024

Psychology Learning & Teaching Pub Date : 2024-03-01 DOI: 10.1177/14757257231225369

Birgit Spinath, Zoe Maj Sander

引用次数: 0

Fostering Psychological Literacy and Student Well-Being Through the First-Year Course Connecting and Working with Nature: A Case Study 通过一年级课程 "连接大自然并与之共事 "培养学生的心理素养和幸福感：案例研究

Psychology Learning & Teaching Pub Date : 2024-02-14 DOI: 10.1177/14757257241231840

Elissa Pearson, Amanda Richardson, Brianna Le Busque

{"title":"Fostering Psychological Literacy and Student Well-Being Through the First-Year Course Connecting and Working with Nature: A Case Study","authors":"Elissa Pearson, Amanda Richardson, Brianna Le Busque","doi":"10.1177/14757257241231840","DOIUrl":"https://doi.org/10.1177/14757257241231840","url":null,"abstract":"Within psychology education, there is a growing focus on undergraduate students’ psychological literacy; enabling students earlier in their psychological training to directly apply their learning to their lives and in addressing contemporary societal challenges. This growing focus was a key driver for the creation of the course “Connecting and Working with Nature”. This course is a fully online, first-year psychology course that explores the human–nature relationship and sought to grow students’ knowledge and skills relating to nature connectedness and well-being while simultaneously supporting the development of their psychological literacy. To evaluate the course in relation to fostering students’ psychological literacy across personal, professional and community domains, we utilised a range of data sources including surveys, work samples, and focus groups. The findings generated through our mixed methods analyses support that our students did indeed foster their psychological literacy and draw connections between the content and their own lives, across all three domains. Courses that explore the human–nature relationship are well suited to the early development of psychological literacy. This course provided learning experiences that were tangible for all students, while also being a “safer” domain within which to ask students to begin applying their newfound psychological knowledge and skills.","PeriodicalId":345415,"journal":{"name":"Psychology Learning & Teaching","volume":"168 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139836532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Fostering Psychological Literacy and Student Well-Being Through the First-Year Course Connecting and Working with Nature: A Case Study 通过一年级课程 "连接大自然并与之共事 "培养学生的心理素养和幸福感：案例研究

Psychology Learning & Teaching Pub Date : 2024-02-14 DOI: 10.1177/14757257241231840

Elissa Pearson, Amanda Richardson, Brianna Le Busque

{"title":"Fostering Psychological Literacy and Student Well-Being Through the First-Year Course Connecting and Working with Nature: A Case Study","authors":"Elissa Pearson, Amanda Richardson, Brianna Le Busque","doi":"10.1177/14757257241231840","DOIUrl":"https://doi.org/10.1177/14757257241231840","url":null,"abstract":"Within psychology education, there is a growing focus on undergraduate students’ psychological literacy; enabling students earlier in their psychological training to directly apply their learning to their lives and in addressing contemporary societal challenges. This growing focus was a key driver for the creation of the course “Connecting and Working with Nature”. This course is a fully online, first-year psychology course that explores the human–nature relationship and sought to grow students’ knowledge and skills relating to nature connectedness and well-being while simultaneously supporting the development of their psychological literacy. To evaluate the course in relation to fostering students’ psychological literacy across personal, professional and community domains, we utilised a range of data sources including surveys, work samples, and focus groups. The findings generated through our mixed methods analyses support that our students did indeed foster their psychological literacy and draw connections between the content and their own lives, across all three domains. Courses that explore the human–nature relationship are well suited to the early development of psychological literacy. This course provided learning experiences that were tangible for all students, while also being a “safer” domain within which to ask students to begin applying their newfound psychological knowledge and skills.","PeriodicalId":345415,"journal":{"name":"Psychology Learning & Teaching","volume":"77 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139776829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Better with Practice: Changes in Preservice Teachers’ Psychological Literacy by Counseling Pupils on Their Self-Regulated Learning 实践出真知：通过辅导学生自主学习改变职前教师的心理素养

Psychology Learning & Teaching Pub Date : 2024-02-02 DOI: 10.1177/14757257231219784

Dorothea Horn, Jennifer Paetsch, Barbara Drechsel

{"title":"Better with Practice: Changes in Preservice Teachers’ Psychological Literacy by Counseling Pupils on Their Self-Regulated Learning","authors":"Dorothea Horn, Jennifer Paetsch, Barbara Drechsel","doi":"10.1177/14757257231219784","DOIUrl":"https://doi.org/10.1177/14757257231219784","url":null,"abstract":"In a rapidly changing and challenging world, teachers as influential social agents can play an important and promising role to guide through but also bring about positive change to individuals and society as a whole. This potential stresses the importance of professionalization of teachers and the need for elaborate learning settings to equip (future) teachers as psychologically literate and reflective practitioners who systematically reflect and integrate practice and (psychological) theory. As part of the preservice teachers’ psychology curriculum, we implemented a theory–practice learning setting in their educational foundation studies that aims at fostering preservice teachers’ psychological literacy. Specifically, to reflect their own and other's behavior and to apply their psychological knowledge of learning and counseling principles into real-life counseling sessions. This study addresses the didactical concept of teaching psychology to non-psychology students and the results from its evaluation. In a quasi-experimental pre-posttest design with comparison group ( Nintervention = 46; Ncomparison = 102), we analyzed the effects of the seminar on the preservice teachers’ reflexivity, their beliefs about the theory–practice relationship and their agency. Results indicate that beliefs about the theory–practice relationship and the levels of reflection significantly increase through the practice task in the intervention group, but reflexivity and agency does not.","PeriodicalId":345415,"journal":{"name":"Psychology Learning & Teaching","volume":"39 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139869687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Better with Practice: Changes in Preservice Teachers’ Psychological Literacy by Counseling Pupils on Their Self-Regulated Learning 实践出真知：通过辅导学生自主学习改变职前教师的心理素养

Psychology Learning & Teaching Pub Date : 2024-02-02 DOI: 10.1177/14757257231219784

Dorothea Horn, Jennifer Paetsch, Barbara Drechsel

{"title":"Better with Practice: Changes in Preservice Teachers’ Psychological Literacy by Counseling Pupils on Their Self-Regulated Learning","authors":"Dorothea Horn, Jennifer Paetsch, Barbara Drechsel","doi":"10.1177/14757257231219784","DOIUrl":"https://doi.org/10.1177/14757257231219784","url":null,"abstract":"In a rapidly changing and challenging world, teachers as influential social agents can play an important and promising role to guide through but also bring about positive change to individuals and society as a whole. This potential stresses the importance of professionalization of teachers and the need for elaborate learning settings to equip (future) teachers as psychologically literate and reflective practitioners who systematically reflect and integrate practice and (psychological) theory. As part of the preservice teachers’ psychology curriculum, we implemented a theory–practice learning setting in their educational foundation studies that aims at fostering preservice teachers’ psychological literacy. Specifically, to reflect their own and other's behavior and to apply their psychological knowledge of learning and counseling principles into real-life counseling sessions. This study addresses the didactical concept of teaching psychology to non-psychology students and the results from its evaluation. In a quasi-experimental pre-posttest design with comparison group ( Nintervention = 46; Ncomparison = 102), we analyzed the effects of the seminar on the preservice teachers’ reflexivity, their beliefs about the theory–practice relationship and their agency. Results indicate that beliefs about the theory–practice relationship and the levels of reflection significantly increase through the practice task in the intervention group, but reflexivity and agency does not.","PeriodicalId":345415,"journal":{"name":"Psychology Learning & Teaching","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139809838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Qualitative Research Methods in the Living Lab: Reflecting upon a Learning and Teaching Approach for Promoting Psychological Literacy 生活实验室中的定性研究方法：反思促进心理素养的学习和教学方法

Psychology Learning & Teaching Pub Date : 2024-01-04 DOI: 10.1177/14757257231221005

Maria Fernandes‐Jesus, Lorna Hamilton, Catherine Heinemeyer, Jude Parks

{"title":"Qualitative Research Methods in the Living Lab: Reflecting upon a Learning and Teaching Approach for Promoting Psychological Literacy","authors":"Maria Fernandes‐Jesus, Lorna Hamilton, Catherine Heinemeyer, Jude Parks","doi":"10.1177/14757257231221005","DOIUrl":"https://doi.org/10.1177/14757257231221005","url":null,"abstract":"This report describes and reflects upon an approach to embedding psychological literacy within the core Research Methods curriculum in a small university in the United Kingdom. Psychology students were involved in the ‘Living Lab: Feeding the Campus’ project, an interdisciplinary network of students and staff aiming to find solutions for local issues of direct relevance to students’ lives. The Living Lab focused on understanding and improving the campus food system in the context of ecological justice. Undergraduate psychology students participated through the Qualitative Research Methods, a compulsory second-year module. Psychology students conducted interview studies related to food topics such as poverty, identities and culture, community gardens, waste, sustainable lifestyles, and activism. Students collected data on campus to examine food-related experiences within the university community. Findings are being used to inform changes in the university. In this report, we describe the first iteration of involving psychology students in the Living Lab. Our approach involved an authentic assessment, participation in events and fieldtrips and interdisciplinary collaboration. We combine insights from student feedback with staff reflections on its implementation and impact. Finally, we discuss the potential of using research methods modules as a way to facilitate psychological literacy.","PeriodicalId":345415,"journal":{"name":"Psychology Learning & Teaching","volume":"9 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139387527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Against All Odds: Students’ Interest in, and Perceived Value of, Research and Nonresearch Psychology Subjects 逆境：学生对研究性和非研究性心理学科目的兴趣和认知价值

Psychology Learning & Teaching Pub Date : 2023-12-28 DOI: 10.1177/14757257231222647

Benjamin L. Lloyd-Lewis, Dan J. Miller, Amanda E. Krause

{"title":"Against All Odds: Students’ Interest in, and Perceived Value of, Research and Nonresearch Psychology Subjects","authors":"Benjamin L. Lloyd-Lewis, Dan J. Miller, Amanda E. Krause","doi":"10.1177/14757257231222647","DOIUrl":"https://doi.org/10.1177/14757257231222647","url":null,"abstract":"Although research literacy is necessary for the competent delivery of psychological services, many psychology students hold negative attitudes toward research subjects. The current study explored undergraduate students’ perceptions of research subjects relative to nonresearch subjects. A sample of 249 Australian (45.4%) and Singaporean (54.6%) first-year university students ( Mage = 21.27, SDage = 5.14, females = 75.9%) indicated their interest in, and perceived value of, 32 psychology subjects (based on title and a short description). They also nominated their most/least interested and valued subject and provided a free-text explanation for their selections. Participants perceived research subjects as significantly less interesting and valuable relative to nonresearch subjects ( d values were indicative of a large difference for interest and a small-to-medium different for value). Cluster analysis indicated that research subjects are seen as distinct, forming their own cluster. This finding was supported by thematic analysis of participants’ open-ended responses. Students considered research subjects to be especially difficult, requiring skills they did not possess or enjoy using (e.g., mathematics), and lacking relevance to their future studies and intended careers. The findings suggest that research methods instructors should aim to emphasize the relevance of research to practice in high interest areas (e.g., psychopathology).","PeriodicalId":345415,"journal":{"name":"Psychology Learning & Teaching","volume":"81 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139151892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Psychology Learning &amp; Teaching最新文献

Psychology Learning & Teaching最新文献