Teaching of Psychology最新文献_第3页

Availability and Perceived Importance of High-Impact Practices for Psychology Graduate Program Admission 心理学研究生项目招生中高影响力实践的可用性和认知重要性

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2024-03-01 DOI: 10.1177/00986283241235667

Dana Kotter-Grühn, Daniel Grühn

{"title":"Availability and Perceived Importance of High-Impact Practices for Psychology Graduate Program Admission","authors":"Dana Kotter-Grühn, Daniel Grühn","doi":"10.1177/00986283241235667","DOIUrl":"https://doi.org/10.1177/00986283241235667","url":null,"abstract":"Background: Participation in high-impact practices (HIPs) is related to student success and development. Less is known about whether HIPs can increase students’ chances of getting into graduate school in psychology. High-impact practice participation might be one strategy for students to stand out in the competitive graduate school admission process. Objective: We examined (a) the perceived availability of HIPs and (b) the perceived role that HIP participation plays in psychology graduate program admission success. Method: A total of 81 U.S. psychology professors who are involved in graduate program admission decisions rated the availability, importance, and influence of HIPs and non-HIPs (e.g., GPA) on psychology graduate program admission success. Results: Many HIPs are widely available. Of all HIPs, only undergraduate research was rated as very important and strongly increases admission chances. Participation in honors, writing-intensive courses, and applied experiences slightly increased admission chances. Conclusion: Research continues to be the most beneficial HIP when applying to graduate programs in psychology. Non-HIPs (e.g., grades, letters of recommendation) are more important in graduate program admission than most HIPs. Teaching Implications: Students, academic advisors, and faculty mentors can use the results of this study to align students’ HIP participation with postgraduation goals.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":"15 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140019013","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

Teaching Constructive Replications in the Behavioral and Social Sciences Using Quantitative Data 利用定量数据在行为和社会科学领域开展建设性复制教学

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2023-12-20 DOI: 10.1177/00986283231219503

Gerrit Bauer, Nate Breznau, Johanna Gereke, Jan H. Höffler, Nicole Janz, R. Rahal, Joachim K. Rennstich, Hannah Soiné

{"title":"Teaching Constructive Replications in the Behavioral and Social Sciences Using Quantitative Data","authors":"Gerrit Bauer, Nate Breznau, Johanna Gereke, Jan H. Höffler, Nicole Janz, R. Rahal, Joachim K. Rennstich, Hannah Soiné","doi":"10.1177/00986283231219503","DOIUrl":"https://doi.org/10.1177/00986283231219503","url":null,"abstract":"The replication crisis in the behavioral and social sciences spawned a credibility revolution, calling for new open science research practices that ensure greater transparency, including preregistrations, open data and code, and open access. Replications of published research are an important element in this revolution as part of the self-correcting process of scientific knowledge production; however, the teaching value of replications is still underutilized thus far. Pedagogical knowledge points to the value of replication as critical to the scientific method of test and retest. Psychology has already begun mass efforts to reproduce previous experiments. Yet, we have very few examples of how analytical and reanalysis replications, after the data come in, contribute to the reproducibility crisis and can be integrated into undergraduate and graduate courses. Replications with quantitative data can be a pedagogical tool for improving student research method skills and introducing them to best research practices via learning-by-doing. This article aims to start filling this gap by offering guidance to instructors in designing and teaching replications for students at various levels and disciplines in the social and behavioral sciences, including a supplementary teaching companion.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":"53 5","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138955389","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 Testing Effect in the Lecture Hall: Does it Transfer to Content Studied but Not Practiced? 课堂测试效应：它是否会转移到已学习但未练习的内容上？

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2023-12-14 DOI: 10.1177/00986283231218943

Julia Glaser, Tobias Richter

{"title":"The Testing Effect in the Lecture Hall: Does it Transfer to Content Studied but Not Practiced?","authors":"Julia Glaser, Tobias Richter","doi":"10.1177/00986283231218943","DOIUrl":"https://doi.org/10.1177/00986283231218943","url":null,"abstract":"Practice tests have been shown to be an effective means to foster long-term retention in higher education, at least compared to restudying (i.e., the testing effect). The present study replicated and extended prior research by examining whether and to what extent the positive effects of testing on long-term retention in a typical psychology lecture transfer to content presented only during initial learning (and not practiced). Using a within-subjects design, we alternated post-lecture multiple-choice practice tests and restudying opportunities in two psychology classes ( N = 67). One week after the final lecture session of a cycle of six weekly lecture sessions, retention of learning content was assessed by comparing performance on questions referring to content practiced via testing, encountered via restudying, or unreviewed. We found a testing effect for practiced content, whereas no transfer effect occurred for untested content from the same lecture sessions. These results show that the testing effect is a powerful learning tool, but also suggest a possible boundary condition pertaining only to explicitly tested content. Practice testing should be integrated regularly in higher education courses to foster long-term retention for a final test. However, educators should take care that important content is fully covered in practice tests.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":"19 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138972324","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

Reviewer Acknowledgement 审稿人致谢

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2023-12-12 DOI: 10.1177/00494755231214881

引用次数: 0

Improving Information Literacy in Introductory Psychology Through Short, Adaptive Interventions 通过短期适应性干预提高心理学入门课程的信息素养

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2023-12-03 DOI: 10.1177/00986283231217507

Holly Cross, Alison Downey, Abbie Thompson

{"title":"Improving Information Literacy in Introductory Psychology Through Short, Adaptive Interventions","authors":"Holly Cross, Alison Downey, Abbie Thompson","doi":"10.1177/00986283231217507","DOIUrl":"https://doi.org/10.1177/00986283231217507","url":null,"abstract":"The American Psychological Association has identified information literacy as a crucial component to undergraduate education. One major barrier to comprehensive information literacy instruction has been a lack of guidance integrating this into survey courses, particularly with reduced pedagogical resources available. This research evaluates the effectiveness of a scaffolded information literacy curriculum that may be integrated into psychology courses. Students in introductory psychology courses were taught with either an information literacy curriculum or the typical science-focused curriculum. Information literacy knowledge was evaluated using a multiple-choice test. Students who received the specialized curriculum demonstrated significant improvements on an objective information literacy test by the end of the course, while students in the control group did not. Evidence suggests that this easily adaptable information literacy curriculum is effective in meeting psychology information literacy goals, more so than the traditional science-focused curriculum taught in introductory psychology classes. Instructors and faculty should be encouraged to utilize this adaptive curriculum, available on Open Science Framework, as a way of improving information literacy. Other implications, including feasibility and content, are discussed.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":"55 8","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138605131","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 Prevalence of Destigmatization of Mental Health in Undergraduate Psychopathology Courses 大学生精神病理学课程中心理健康去污名化的普遍程度

4区心理学

Teaching of Psychology Pub Date : 2023-11-13 DOI: 10.1177/00986283231212939

Jeremy R. Becker, Dana Stiles, Madeline J. Bruce

{"title":"The Prevalence of Destigmatization of Mental Health in Undergraduate Psychopathology Courses","authors":"Jeremy R. Becker, Dana Stiles, Madeline J. Bruce","doi":"10.1177/00986283231212939","DOIUrl":"https://doi.org/10.1177/00986283231212939","url":null,"abstract":"Objective This study examines psychopathology class syllabi to assess if instructors are explicitly referencing destigmatization in their courses. Method We surveyed N = 31 instructors about their opinions on psychopathology classes being an avenue for redressing mental health stigma and qualitatively analyzed N = 29 syllabi to identify these explicit goals. Results Instructors generally believe these courses should redress stigma, that destigmatization should be a main course objective, and that they personally facilitate these discussions in their class. However, only 17% of syllabi had direct references to reducing stigma in their learning outcomes or course description. Conclusion Principles of undergraduate education implore instructors to thoughtfully integrate diversity, equity, and inclusion into their courses, including sensitive discussion of mental health and illness. We discuss possible reasons for the discrepancy between instructors’ voiced objectives and what is listed in their syllabi and offer ideas to make redressing stigma a more salient goal. Teaching Implications Given the themes of psychopathology courses, these instructors are in a unique position to redress stigma regarding mental health. To make an instructor's goal of destigmatization salient, we implore them to list such goals in their syllabi, which our research found was not common.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":"129 27","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136351833","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

Using Debriefing as a Tool to Enhance the Educational Value of Undergraduate Research Participation 以汇报为工具提升大学生科研参与的教育价值

4区心理学

Teaching of Psychology Pub Date : 2023-11-07 DOI: 10.1177/00986283231211535

Maureen K. Flynn, Michael J. Bordieri

引用次数: 0

Integrating Critical Content into an Undergraduate Research Methods Course to Support Student Learning Outcomes 将关键内容整合到本科研究方法课程中，以支持学生的学习成果

4区心理学

Teaching of Psychology Pub Date : 2023-10-11 DOI: 10.1177/00986283231206487

Christine Calderon, Jarrod C. Hines

{"title":"Integrating Critical Content into an Undergraduate Research Methods Course to Support Student Learning Outcomes","authors":"Christine Calderon, Jarrod C. Hines","doi":"10.1177/00986283231206487","DOIUrl":"https://doi.org/10.1177/00986283231206487","url":null,"abstract":"Background Undergraduate students have reported low utility for research. Drawing from the literature about motivation and culturally relevant and responsive education, we framed psychological research methods as a social justice tool to enhance learners’ understanding of racial inequality and valuing of course content. Objective Two instructors infused critical methods content throughout their undergraduate psychological research methods courses to increase students’ perceptions of systemic racism in research, multicultural perspective taking, and motivation toward the course. Method Undergraduate students’ attitudes were measured at the beginning and end of the semester using an anonymous online survey. The critical research methods content was integrated throughout the semester. Results Effect sizes provided marginal support for increased awareness of systemic racism in research and multicultural perspective-taking. Results also indicated that students who more strongly perceived research as a social justice strategy reported greater valuing of research, and those who perceived higher value reported greater intentions to pursue research in the future. Conclusion Results provide proof of concept for critical methods content in facilitating undergraduate students’ critical awareness and engagement with psychological research methods. Teaching Implications Teachers can utilize critical content to support students’ critical engagement and goal setting within their learning contexts.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136209258","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

Do Psychology Students Believe Mental Health Myths more than Medical Students? A Response from the United Arab Emirates 心理学学生比医学院学生更相信心理健康神话吗?阿拉伯联合酋长国的回应

4区心理学

Teaching of Psychology Pub Date : 2023-09-24 DOI: 10.1177/00986283231202717

Gabriel Andrade, Dalia Bedewy, Eid G. Abo Hamza

{"title":"Do Psychology Students Believe Mental Health Myths more than Medical Students? A Response from the United Arab Emirates","authors":"Gabriel Andrade, Dalia Bedewy, Eid G. Abo Hamza","doi":"10.1177/00986283231202717","DOIUrl":"https://doi.org/10.1177/00986283231202717","url":null,"abstract":"Background Previous work has been done on assessing how much psychology students believe myths, as compared to the general population. This study focuses on the mental health myths discussed in the book 50 Great Myths of Popular Psychology. Objective This study seeks to investigate if Medicinae Baccalaureus, Baccalaureus Chirurgiae (MBBS, Bachelor of Medicine, Bachelor of Surgery) students are more likely than psychology students to accept mental health myths. Methods One hundred and two MBBS students and 209 psychology students at a university in the United Arab Emirates (UAE) were compared in their level of adherence to mental health myths. The measure was based on Lilienfeld et al.'s list of myths focused on mental health, and the comparison was done with a Mann-Whitney test. Results Psychology students came out with greater levels of acceptance of mental health myths. In both groups, the most believed myth pertained to Post Traumatic Stress Disorder. Conclusion In the UAE, students from both MBBS and psychology programs are prone to accepting mental health myths. The lower adherence to mental health myths amongst MBBS students may be due to stricter admissions policies. Teaching implications In the UAE, both MBBS and psychology programs must target efforts in expanding the critical thinking abilities of students, to dispel mental health myths.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135925561","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

Obituary for Michael Wertheimer Michael Wertheimer的讣告

4区心理学

Teaching of Psychology Pub Date : 2023-09-14 DOI: 10.1177/00986283231200238

William Douglas Woody

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