Teaching of Psychology最新文献_第4页

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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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

引用次数: 0

Integrating Diversity into Psychology Statistics Courses: Advice, Reflections, and Special Considerations 将多样性融入心理统计课程:建议、反思和特殊考虑

4区心理学

Teaching of Psychology Pub Date : 2023-09-12 DOI: 10.1177/00986283231199461

Ruth V. Walker, Hannah Osborn, Julie Madden, Kristen Jennings Black

引用次数: 0

How do Students and Faculty Consider Numerical Ratings and Comments About Daily Quizzing when Interpreting Student Evaluations of Teaching? 在解释学生对教学的评价时，学生和教师如何考虑数字评分和对日常测验的评论?

4区心理学

Teaching of Psychology Pub Date : 2023-09-11 DOI: 10.1177/00986283231199454

Michelle L. Rivers, Addison L. Babineau, Katherine P. Neely, Sarah K. Tauber

{"title":"How do Students and Faculty Consider Numerical Ratings and Comments About Daily Quizzing when Interpreting Student Evaluations of Teaching?","authors":"Michelle L. Rivers, Addison L. Babineau, Katherine P. Neely, Sarah K. Tauber","doi":"10.1177/00986283231199454","DOIUrl":"https://doi.org/10.1177/00986283231199454","url":null,"abstract":"Background: Student evaluations of teaching (SETs) are used to assess faculty performance, but prior research has identified sources of bias in the completion and interpretation of SETs. Objective: We investigated how SET ratings and comments about quizzes are interpreted by faculty and undergraduates. Method: Participants made judgments about teaching effectiveness after reviewing a fictional professor's SETs. SETs varied in whether the professor was rated lower or higher than the departmental average using quantitative measures, and whether qualitative comments about the professor mentioned daily quizzes. Results: In Experiment 1, more positive evaluations were provided for SETs with higher ratings, whereas comments about quizzing minimally influenced evaluations; this pattern was similar for student and faculty responses. In Experiment 2, qualitative comments were presented in isolation. Student participants provided more positive evaluations for some measures of teaching effectiveness when regular quizzing was mentioned in student comments. Conclusion: Quantitative SET ratings may overshadow qualitative comments about effective teaching practices yet qualitative ratings presented alone reveal some association between quizzing and evaluations of teaching. Teaching Implications: SET interpretation should focus on effective pedagogy such as quizzing, which can aid student learning. We found no evidence that comments about quizzing lowered perceptions of teaching effectiveness.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135981390","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

Infusion of Climate Change Topics in Introductory Psychology Textbooks: A Content Analysis 心理学入门教材中气候变化主题的注入:内容分析

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2023-08-07 DOI: 10.1177/00986283231191775

A. Hadd, J. Nolan, Christopher Holland

{"title":"Infusion of Climate Change Topics in Introductory Psychology Textbooks: A Content Analysis","authors":"A. Hadd, J. Nolan, Christopher Holland","doi":"10.1177/00986283231191775","DOIUrl":"https://doi.org/10.1177/00986283231191775","url":null,"abstract":"Background: Mitigating and adapting to climate change are areas where psychology has promising applications. Recent task forces have recommended several approaches for psychologists to address climate change—including teaching about the intersection of psychology and climate change. Objective: The current study analyzes climate change topics in 36 commonly used introductory psychology textbooks. Method: We identified introductory psychology textbooks from three recent studies and procured electronic copies of each. Using a summative content analysis approach, we developed a list of keywords and analyzed each textbook's climate change mentions in terms of quantity, location, and content. Results: Most introductory psychology textbooks included at least one climate change mention, with substantial variability across textbooks. Climate change was often mentioned in the introduction, as well as social psychology and judgment or thinking chapters. Examples of climate change topics by chapter are provided. Conclusions: Most introductory psychology textbooks included at least some climate change discussion, but textbooks differed substantially in how (and how much) they incorporated climate change topics. Teaching Implications: We offer recommendations to instructors on textbooks with relatively high climate change content as well as textbook publishers and authors for additional ways to infuse climate change topics in future textbooks.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44550263","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