Psychology Learning & Teaching最新文献_第2页

Is There a Main Effect? Improving Data Literacy Using Practice Examples and Peer Collaboration 有主要影响吗？利用实践范例和同伴合作提高数据素养

Psychology Learning & Teaching Pub Date : 2023-12-19 DOI: 10.1177/14757257231220057

Victoria L. Cross, Megan N. Imundo, Courtney M. Clark, Melissa Paquette-Smith

{"title":"Is There a Main Effect? Improving Data Literacy Using Practice Examples and Peer Collaboration","authors":"Victoria L. Cross, Megan N. Imundo, Courtney M. Clark, Melissa Paquette-Smith","doi":"10.1177/14757257231220057","DOIUrl":"https://doi.org/10.1177/14757257231220057","url":null,"abstract":"Learning to interpret visual representations of data is an important step towards becoming an informed consumer of research. The current study assesses the effectiveness of two versions of a scaffolded online module in improving students’ ability to identify main effects and interactions in 2 × 2 factorial designs. Across two experiments ( N = 313), we compared exam performance between sections of a lower-division conceptual statistics course that completed the module (in addition to other course activities) to a section that did not complete the module ( n = 91). The first iteration of the module (used in Experiment 1, n = 96) was completed once individually and once with peers and did not enhance students’ individual performance on conceptually-related exam questions. However, performance on the module was low, indicating that students may have needed more support to benefit from this experience. In Experiment 2 ( n = 126), we made three empirically-driven changes to better scaffold student learning: we added a worked example, offered a greater variety of examples, and instructed students to complete the whole activity with peers. Under these conditions, performance increased on related exam questions. We conclude that this freely available module is a promising intervention to strengthen students’ ability to understand factorial designs.","PeriodicalId":345415,"journal":{"name":"Psychology Learning & Teaching","volume":" 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138961287","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

Making Psychological Literacy an Integral Part of the Psychology Bachelor Curriculum: Exploring Teacher Experiences and Student Views 让心理素养成为心理学本科课程的组成部分：探索教师的经验和学生的观点

Psychology Learning & Teaching Pub Date : 2023-11-28 DOI: 10.1177/14757257231216709

N. Tick, Dominique N. J. Rijkelijkhuizen, Maarten J. van der Smagt

{"title":"Making Psychological Literacy an Integral Part of the Psychology Bachelor Curriculum: Exploring Teacher Experiences and Student Views","authors":"N. Tick, Dominique N. J. Rijkelijkhuizen, Maarten J. van der Smagt","doi":"10.1177/14757257231216709","DOIUrl":"https://doi.org/10.1177/14757257231216709","url":null,"abstract":"To promote psychological literacy (PL) in our bachelor psychology teaching, over recent years we have implemented various modifications to our curriculum at the Utrecht University psychology bachelor program, with a focus on the societal application of psychology knowledge. To support psychology programs around the world in integrating PL in their curriculum, knowledge about experiences may offer valuable suggestions for future initiatives. We therefore aim to share our experiences in implementing PL-related courses in our curriculum. We systematically explored teachers’ and students’ views and experiences, using course evaluations and questionnaires. Results showed that both teachers and students value PL as a learning objective for psychology teaching. However, they were often unaware of these learning objectives (students) or felt not enough attention was being paid to them (teachers). Teachers encountered several obstacles while integrating PL in their teaching, relating to aspects such as a lack of an explicit focus on these objectives, and felt ability. Teachers offer valuable suggestions related to being explicit about definition and goals, implementing learning trajectories, and training teachers. We discuss the main practical considerations and highlight issues of motivation and assessment that may guide future research in this area.","PeriodicalId":345415,"journal":{"name":"Psychology Learning & Teaching","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139225464","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

An Exploration of the Awareness and Attitudes of Psychology Students Regarding Their Psychological Literacy for Working in the Cybersecurity Industry 探究心理学专业学生对从事网络安全行业的心理素养的认识和态度

Psychology Learning & Teaching Pub Date : 2023-11-17 DOI: 10.1177/14757257231214612

Jacqui Taylor, Monica Whitty

{"title":"An Exploration of the Awareness and Attitudes of Psychology Students Regarding Their Psychological Literacy for Working in the Cybersecurity Industry","authors":"Jacqui Taylor, Monica Whitty","doi":"10.1177/14757257231214612","DOIUrl":"https://doi.org/10.1177/14757257231214612","url":null,"abstract":"We propose that psychology graduates are uniquely placed to work in the cybersecurity industry due to their understanding of human behavior and the possession of skills needed to address cybersecurity issues. However, there are challenges in attracting psychology graduates to the cybersecurity industry as they may not be fully aware of how skills developed in a psychology degree can be applied to a cybersecurity career. This small-scale evaluation explored psychology students' understanding of what working in cybersecurity entailed and what psychology skills and knowledge (their psychological literacies) they thought were needed for working in psychology and cybersecurity roles. Undergraduate psychology students ( N = 66) answered two open-ended questions about skills needed to work in cybersecurity and then judged the importance of nine psychological literacy items for working in cybersecurity and psychology. A content analysis revealed that students recognized not just the technical aspects of cybersecurity work but also aspects relating to human behavior. Seven of the nine psychological literacy items were perceived as significantly more important for working in psychology than cybersecurity. This study is the first to link psychological literacy to working in cybersecurity. The implications of the results are discussed in terms of supporting students to recognize their psychological literacies for cybersecurity careers and suggestions are made for awareness-raising initiatives.","PeriodicalId":345415,"journal":{"name":"Psychology Learning & Teaching","volume":"33 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139265122","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

The Psychometric Quality of Objective Structured Clinical Examinations Within Psychology Programs: A Systematic Review 心理学专业中客观结构化临床检查的心理测量质量:系统回顾

Psychology Learning & Teaching Pub Date : 2023-09-08 DOI: 10.1177/14757257231196707

Azaan Vhora, Ryan L. Davies, Kylie Rice

{"title":"The Psychometric Quality of Objective Structured Clinical Examinations Within Psychology Programs: A Systematic Review","authors":"Azaan Vhora, Ryan L. Davies, Kylie Rice","doi":"10.1177/14757257231196707","DOIUrl":"https://doi.org/10.1177/14757257231196707","url":null,"abstract":"Background: Objective Structured Clinical Examinations (OSCEs) are a simulation-based assessment tool used extensively in medical education for evaluating clinical competence. OSCEs are widely regarded as more valid, reliable, and valuable compared to traditional assessment measures, and are now emerging within professional psychology training programs. While there is a lack of findings related to the quality of OSCEs in published psychology literature, psychometric properties can be inferred by investigating implementation. Accordingly, the current review assessed implementation of OSCEs within psychology programs against a set of Quality Assurance Guidelines (QAGs). Methods: A systematic review was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) recommendations. Electronic databases including ProQuest Psychology, PsycArticles, Psychology and Behavioural Sciences Collection, PsycInfo and key indexing databases such as Scopus, ProQuest, and Web of Science were used to identify relevant articles. Twelve full-text articles met all inclusion criteria and were included in the review. Results: There was considerable heterogeneity in the quality of studies and reporting of OSCE data. Implementation of OSCEs against QAGs revealed overall adherence to be “Fair.” Conclusion: The current review consolidated what is known on psychometric quality of OSCEs within psychology programs. A further need for quantitative evidence on psychometric soundness of OSCEs within psychology training is highlighted. Furthermore, it is recommended that future training programs implement and report OSCEs in accordance with standardized guidelines.","PeriodicalId":345415,"journal":{"name":"Psychology Learning & Teaching","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131605965","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

Are Scientific Memes Motivating and Does Public Sharing Affect Motivation? 科学模因是否具有激励作用，公众分享是否影响激励作用?

Psychology Learning & Teaching Pub Date : 2023-09-03 DOI: 10.1177/14757257231197359

Virginia Clinton-Lisell, Alison E. Kelly

{"title":"Are Scientific Memes Motivating and Does Public Sharing Affect Motivation?","authors":"Virginia Clinton-Lisell, Alison E. Kelly","doi":"10.1177/14757257231197359","DOIUrl":"https://doi.org/10.1177/14757257231197359","url":null,"abstract":"In recent years, renewable assignments, or student creations that have value outside of a course, have received considerable attention. However, there is little theoretically grounded inquiry into students’ motivation for renewable assignments such as scientific memes. Moreover, it is unknown how public sharing of renewable assignments affects students’ perceived value and learning from coursework. In addition, public sharing could logically affect students’ pride and anxiety related to the renewable assignment, but this lacks empirical testing. The purpose of this study was to determine the effects of public sharing of renewable assignments on students’ perceived value, learning, pride, and anxiety relevant to the assignment. Across five courses, students ( N = 102) were randomly assigned to have their scientific memes publicly shared or only shared within the course. Overall, scientific memes were generally considered as high in inherent interest and enjoyableness, moderate in usefulness, and low in levels of anxiety and emotional cost. Students whose scientific memes were publicly shared reported higher levels of perceived learning. There were no reliable differences in perceived value, pride, or anxiety due to public sharing. Overall, instructors may use these findings to inform the use of renewable assignments such as scientific memes in their courses.","PeriodicalId":345415,"journal":{"name":"Psychology Learning & Teaching","volume":"179 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128535359","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

Skills and Competencies Gained From a Psychology Bachelor's Degree: European Graduates’ Perspectives 从心理学学士学位获得的技能和能力:欧洲毕业生的视角

Psychology Learning & Teaching Pub Date : 2023-07-25 DOI: 10.1177/14757257231187532

I. Papageorgi, Nicola Falzon, L. Sokolová, I. Stuchlíková, S. Salvatore, Morag Williamson, Juliet L Foster, Nina Pavlin-Bernardić, M. Beara, H. Bakker, S. Dutke

{"title":"Skills and Competencies Gained From a Psychology Bachelor's Degree: European Graduates’ Perspectives","authors":"I. Papageorgi, Nicola Falzon, L. Sokolová, I. Stuchlíková, S. Salvatore, Morag Williamson, Juliet L Foster, Nina Pavlin-Bernardić, M. Beara, H. Bakker, S. Dutke","doi":"10.1177/14757257231187532","DOIUrl":"https://doi.org/10.1177/14757257231187532","url":null,"abstract":"Results from a survey conducted by the European Federation of Psychologists’ Associations Board of Educational Affairs are reported. A total of 227 psychology graduates from across Europe responded to an online survey. Participants were presented with a set of psychology subject-specific competencies and a set of general competencies and asked to rate the extent to which (a) their Bachelor studies supported the development of these competencies and (b) these competencies were relevant for employment as well as to comment on the value of a Psychology Bachelor degree. Findings suggest that an education in psychology develops psychological skills, but also graduates with more general competencies. Overall, psychological competencies appear to develop to a high level through the Bachelor in Psychology, with the exception of specific practical skills. On the contrary, general competencies appear to not develop to an adequate degree. Practical skills focusing on the administration of psychological tools, psychometric instruments and specialist software, as well as general competencies relating to computer literacy skills, communication skills and team-working skills should be further developed to prepare graduates adequately for employment. The study highlights the value of an education in psychology particularly for those individuals who do not wish to enter the applied psychology professions or academia.","PeriodicalId":345415,"journal":{"name":"Psychology Learning & Teaching","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128545714","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

Assessing the Accuracy of Students’ Metacognitive Awareness of Psychology Concepts 评价学生心理概念元认知意识的准确性

Psychology Learning & Teaching Pub Date : 2023-06-19 DOI: 10.1177/14757257231182301

Kit W. Cho

{"title":"Assessing the Accuracy of Students’ Metacognitive Awareness of Psychology Concepts","authors":"Kit W. Cho","doi":"10.1177/14757257231182301","DOIUrl":"https://doi.org/10.1177/14757257231182301","url":null,"abstract":"The present study explored the accuracy of participants’ (N = 317) metacognitive awareness (self-reported difficulty and confidence) of psychology concepts and the moderating effects of their psychology background (academic major, number of psychology courses completed, and overall psychology course grades). Participants first rated the difficulty of and their confidence in their knowledge of concepts from seven different subareas of psychology. They then completed a multiple-choice assessment testing their knowledge of the concepts they had previously rated. The results showed that both participants’ metacognitive awareness and experience in psychology predicted their accuracy on the assessment. A more extensive background in psychology was associated with a stronger relationship between metacognitive awareness and accuracy. A hierarchical multiple regression analysis revealed that metacognitive awareness contributed unique variance in predicting accuracy after accounting for students' psychology background. A parallel mediation analysis investigated the relationship between psychology background and metacognitive awareness on accuracy. This analysis revealed that confidence mediated the relationship between participants’ psychology background and their performance on the assessment. The results of the present study demonstrate that participants’ metacognitive awareness of psychology concepts increases with increasing psychological knowledge and experience. These findings suggest that psychology instructors should adjust their instructional and assessment strategies according to their students’ experience and knowledge levels and that more experienced psychology students should rely more on their metacognitive judgments to self-regulate their learning.","PeriodicalId":345415,"journal":{"name":"Psychology Learning & Teaching","volume":"2013 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128132027","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