Teaching of Psychology最新文献_第10页

Getting Psyched About Memes in the Psychology Classroom 在心理学课堂上对表情包感到兴奋

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-05-04 DOI: 10.1177/00986283221085908

Lisa M. Kath, G. Schmidt, Sayeedul Islam, William P. Jimenez, Jessica L. Hartnett

引用次数: 1

The Association Between Targeted Instruction for Difficult Concepts and Performance on a Cumulative Final Exam in Introduction to Psychology 心理学导论难点概念定向教学与期末累积成绩的关系

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-05-03 DOI: 10.1177/00986283221081225

M. J. Williamson, Jonah Garbin

{"title":"The Association Between Targeted Instruction for Difficult Concepts and Performance on a Cumulative Final Exam in Introduction to Psychology","authors":"M. J. Williamson, Jonah Garbin","doi":"10.1177/00986283221081225","DOIUrl":"https://doi.org/10.1177/00986283221081225","url":null,"abstract":"Research suggests improved retention for difficult concepts when courses incorporate retrieval practice with immediate feedback. This study assessed the utility of targeted feedback during learning on final exam performance for Introduction to Psychology’s difficult concepts. Students in Introduction to Psychology ( N = 648) used either an interactive control e-textbook ( n = 369) or a treatment interactive e-textbook ( n =279) with difficult concept remediation. Three raters identified 28 out of 77 questions on a cumulative final exam as targeting those difficult concepts. Chi-square differences for those items were calculated. We hypothesized that the students who received the additional support during the learning process would perform better on these questions on the final exam. Students in the treatment condition scored higher on 13 out of the 28 questions, with small to moderate effect sizes. The results indicate that targeted feedback and remediation in texts may lead to improved accuracy for traditionally difficult concepts in Introduction to Psychology. Textbooks targeting difficult concepts with feedback and remediation may improve student learning in a course. Instructors with less time and resources to provide differential instruction may benefit from materials that can provide this to their students.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46135891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Representation, Belongingness, and Rumination in Underrepresented Psychology Students 代表性不足的心理学学生的表征、归属感和反刍

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-04-27 DOI: 10.1177/00986283221095115

Hannah R. Snidman, Lindsay Rice, Kade Sparger

{"title":"Representation, Belongingness, and Rumination in Underrepresented Psychology Students","authors":"Hannah R. Snidman, Lindsay Rice, Kade Sparger","doi":"10.1177/00986283221095115","DOIUrl":"https://doi.org/10.1177/00986283221095115","url":null,"abstract":"<h2>Background</h2><p>Research examining STEM fields has identified barriers for traditionally marginalized groups pursuing these fields including a lack of representation and adequate role models.</p><h2>Objective</h2><p>Grounded with Minority Stress Theory (MST), the current study examines if a lack of inclusivity in typical course materials could create minority stress for two distinct marginalized student groups: racial and ethnic minority students (REM), and gender and sexual minority students (GSM).</p><h2>Method</h2><p>Students were presented several questionnaires to understand their perceived representation of similar others in typical course materials, along with measures examining typical stress responses including feelings of belonging and rumination.</p><h2>Results</h2><p>Results indicate that traditionally marginalized groups perceive less representation in course materials, feel less belonging and comfort in academic spaces, and suffer from more rumination.</p><h2>Conclusion</h2><p>As demonstrated in this study, underrepresented minority (URM) students experience a disadvantage in education in terms of feelings of belonging and representation, which can lead to increased rumination.</p><h2>Teaching Implications</h2><p>In STEM fields, course materials need to include more representation for URM students to reduce the stress that can result from this lack of exemplars.</p>","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learning in the Time of COVID: Undergraduate Experiences of a Mid-Semester Transition to Virtual Learning due to the COVID-19 Pandemic 《COVID-19时代的学习:由于COVID-19大流行，本科生在学期中期向虚拟学习过渡的经历》

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-04-20 DOI: 10.1177/00986283221082987

Morgan Reid, Sarah M. Ghose, Ashley R. MacPherson, S. Sabet, Claire Williams, Natalie D Dautovich

{"title":"Learning in the Time of COVID: Undergraduate Experiences of a Mid-Semester Transition to Virtual Learning due to the COVID-19 Pandemic","authors":"Morgan Reid, Sarah M. Ghose, Ashley R. MacPherson, S. Sabet, Claire Williams, Natalie D Dautovich","doi":"10.1177/00986283221082987","DOIUrl":"https://doi.org/10.1177/00986283221082987","url":null,"abstract":"The COVID-19 pandemic caused an unprecedented mid-semester transition to virtual learning. Instructors and students had to adapt to new ways of delivering and receiving course material. The present investigation examined whether course format and sense of belongingness were associated with learning satisfaction during the COVID-19 pandemic, as well as racial/ethnic or gender identity differences in academic experiences during this time. The current study also explored student perceptions of instructor support, changes in workload, and changes in learning. Undergraduate students ( N = 157) responded to quantitative and qualitative items regarding their academic experiences during the first semester of the pandemic in an online survey. Blended courses were associated with poorer outcomes than solely synchronous and asynchronous courses. There were no racial differences in academic experiences; however, women had more positive academic experiences than men. Greater academic and campus belongingness predicted better academic experiences. Students perceived clear, frequent instructor communication as vital to their success. Students’ experiences with virtual learning varied depending on instructor and student factors. Instructors can improve their students’ experiences with virtual learning by providing frequent, clear communication, resources on effective study and time management skills, and a sense of community.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42680091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Using Indirect Service-Learning to Promote Evidence-Based Digital Mental Health Tools on College Campuses 利用间接服务学习在大学校园推广基于证据的数字心理健康工具

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-04-19 DOI: 10.1177/00986283221084005

Sarah B. Stanger, Sarah Lucas

{"title":"Using Indirect Service-Learning to Promote Evidence-Based Digital Mental Health Tools on College Campuses","authors":"Sarah B. Stanger, Sarah Lucas","doi":"10.1177/00986283221084005","DOIUrl":"https://doi.org/10.1177/00986283221084005","url":null,"abstract":"College students have increasing mental health needs; however, there has not been a related increase in services available. Mental health apps offer an avenue to support access to student mental healthcare. This study incorporated an indirect service-learning project involving evaluating and recommending mental health apps to the college counseling center into an undergraduate clinical psychology course in order to (1) increase student self-efficacy and depth of learning, and (2) increase evidence-based mental health app usage on a college campus. The project was implemented during an online, synchronous 3-week course and 15 students participated in the study. Student self-report of self-efficacy was measured pre- and post-course and quantitative and qualitative reflections on the project were gathered post-course. Student self-efficacy increased from pre- to post-course. Additionally, students reported that the project met pedagogical objectives by engaging students, aligning with course content, and addressing APA learning goals. The project holds promise as a means to improve student self-efficacy and enhance clinical psychology learning, while simultaneously disseminating evidence-based digital mental tools on college campuses. App evaluation as indirect service-learning could be implemented in many applied psychology courses across multiple of course formats and lengths.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42806093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Emphasizing Transferable Skills in Undergraduate Cognitive Psychology is Associated With Higher Grades 大学生认知心理学重视迁移技能与高年级的关系

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-04-11 DOI: 10.1177/00986283221083867

Leonie M Miller, Simone Favelle

{"title":"Emphasizing Transferable Skills in Undergraduate Cognitive Psychology is Associated With Higher Grades","authors":"Leonie M Miller, Simone Favelle","doi":"10.1177/00986283221083867","DOIUrl":"https://doi.org/10.1177/00986283221083867","url":null,"abstract":"Cognitive psychology is challenging for both teachers and learners due to the abstract and complex nature of mental processes and variation in student motivation. To test the effectiveness of an approach that seeks to motivate students to engage and successfully complete a cognitive psychology course by highlighting transferrable skills. A cognitive psychology course was redesigned to emphasize the transferability of skills. It involved providing students with scaffolded assessments, just-in-time learning, and drawing explicit connections between knowledge, skill development, and real-world applications. Comparison of student performance before and after course modifications showed a significant increase in learning outcomes, especially for students at the lower end of the performance spectrum. A program of scaffolded assessment with just-in-time skills reinforcement and explicit discussion of the broader application of those skills is an effective approach to teaching cognitive psychology. This program produced a reliable improvement in learning outcomes in a course with a high level of theoretical and abstract content. The improvement was most noticeable in lower achieving students; however, all students benefit from a better developed transferable skill base and an awareness that can be used to articulate skills to potential employers.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46792980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cognitive Calisthenics: Pre-lecture Cognitive Exercise Boosts Learning 认知健美操:课前认知锻炼促进学习

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-04-11 DOI: 10.1177/00986283221084907

Holly A. White, Lauren E. Highfill, Lily C. Johnston, Aravinda Kalimi

{"title":"Cognitive Calisthenics: Pre-lecture Cognitive Exercise Boosts Learning","authors":"Holly A. White, Lauren E. Highfill, Lily C. Johnston, Aravinda Kalimi","doi":"10.1177/00986283221084907","DOIUrl":"https://doi.org/10.1177/00986283221084907","url":null,"abstract":"Attentiveness during class is critical for learning. Teachers have strategies to promote active engagement and active learning, yet little control over students’ baseline level of alertness and focus upon arriving to class. To evaluate the effect of pre-lecture cognitive exercise on attention and learning in lectures. In Experiment 1, college students ( n = 28) in Introductory Psychology participated in a brief battery of complex cancellation tasks prior to a subset of lectures. Effectiveness measures included course exams and post-study student surveys. Experiment 2 replicated the first in a subsequent class ( n = 35) with the same instructor and the addition of post-lecture quizzes. In both experiments, students performed higher on exam content from post-exercise lectures relative to control lectures. No effect was observed on post-lecture quizzes. On post-study surveys, students reported improved attentiveness to lecture after cognitive calisthenics. Pre-lecture cognitive activity appears to benefit student attention and learning in lectures. With so many students arriving to class either distracted or sleepy, the inclusion of a brief pre-lecture cognitive exercise program may be an engaging and effective method for optimizing student attentiveness and learning in lecture-based courses.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47367623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“I was Born to do This”: Faculty Experiences Teaching Graduate-Level Diversity Courses “我生来就是这样做的”：教授研究生水平多样性课程的教师经验

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-04-11 DOI: 10.1177/00986283211066943

M. Morgan, P. Marin

引用次数: 2

The Teaching and Learning Function of Personal Stories: Correlational and Experimental Evidence 个人故事的教学功能：相关证据和实验证据

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-03-28 DOI: 10.1177/00986283221081008

N. Alea, Michael J. Osfeld

{"title":"The Teaching and Learning Function of Personal Stories: Correlational and Experimental Evidence","authors":"N. Alea, Michael J. Osfeld","doi":"10.1177/00986283221081008","DOIUrl":"https://doi.org/10.1177/00986283221081008","url":null,"abstract":"The teaching and learning and autobiographical memory literatures both suggest that personal stories can serve a teaching and learning function. Study 1 explored students’ perceptions about whether an instructor’s personal stories to enhance learning were mediated by how much the stories were liked and created a positive learning environment. Study 2 explored whether the learner’s cognitive processing style moderated the teaching and learning function of personal stories. Study 1 was correlational and conducted as an end-of-quarter course survey. Study 2 manipulated whether a pre-recorded lecture included or not an instructor’s personal stories. Students perceived that the instructor’s personal stories helped them to learn course material better via a more positive learning environment (Study 1). This teaching and learning function was not found in the experiment but cognitive style was a moderator (Study 2) Due to the mixed results, the boundaries for when instructor’s personal stories will and will not serve a teaching and learning function needs further exploration. Instructors should share personal stories with students because students like them and it enhances the classroom environment. However, the efficacy of stories for learning needs further exploration and may depend on the learner.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42507806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Impact of Service-Learning at an HSI on Attitudes Toward Individuals Experiencing Homelessness HSI服务学习对无家可归者态度的影响

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-03-27 DOI: 10.1177/00986283211055474

Travis S. Crone

{"title":"The Impact of Service-Learning at an HSI on Attitudes Toward Individuals Experiencing Homelessness","authors":"Travis S. Crone","doi":"10.1177/00986283211055474","DOIUrl":"https://doi.org/10.1177/00986283211055474","url":null,"abstract":"Background Service-learning is a powerful tool to promote attitudinal change; however, most findings center the experience of white, middle-class, continuing-generation students and do not reflect the shifting demographics of higher education. Little is known about the impact of service-learning at Hispanic-Serving Institutions (HSIs) on attitudes toward others, and even less is known based on studies experimentally manipulating the presence of service-learning. Objective This study investigated how a service-learning project conducted at an HSI impacted changes in attitudes toward those experiencing homelessness. Method Sixty-three students taking Social Psychology either participated in a course with a service-learning project or one that did not. Attitudes related to those experiencing homelessness and the self were assessed over time. Results Students that participated in service-learning saw increased positive attitudes toward those experiencing homelessness over time compared to those that did not participate in service-learning. Conclusion Service-learning seems to have helped foster positive attitudes toward those experiencing homelessness for students at an HSI. Teaching Implications The current study hopes to encourage wider use and study of service-learning by highlighting positive impacts service-learning may have on students. Service-learning may have profound effects on students, and these effects need to be studied at a variety of institutions.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49395101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0