Teaching of Psychology最新文献_第5页

A Condensed Positive Psychology Course Improves Students’ Subjective Well-Being and Academic Achievement 积极心理学简练课程提高学生主观幸福感和学业成绩

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2023-06-09 DOI: 10.1177/00986283231179913

Kit W. Cho, S. Frizzell

{"title":"A Condensed Positive Psychology Course Improves Students’ Subjective Well-Being and Academic Achievement","authors":"Kit W. Cho, S. Frizzell","doi":"10.1177/00986283231179913","DOIUrl":"https://doi.org/10.1177/00986283231179913","url":null,"abstract":"Completing positive psychology-related activities can increase subjective and objective well-being. The present study investigated whether completing a condensed positive psychology course increases students’ subjective well-being and academic achievement relative to those who completed other condensed psychology courses. One hundred and eighty-one students completed a condensed 4-week to 5-week asynchronous, fully online, positive psychology, cognitive psychology, or statistics course. All students completed three questionnaires assessing their subjective well-being (life satisfaction, happiness, and stress level) at two time points: precompletion and postcompletion of the course. Participants were also asked to indicate how often they shared the information they learned in the course with their close others, and their course grade was analyzed. Students who completed the positive psychology course reported higher levels of life satisfaction, lower levels of stress, and had a higher course grade compared to students completing the other psychology courses. Students who completed positive psychology indicated that they were more likely to share what they had been learning with their close others than those who completed the other courses. Among the positive psychology activities, participants indicated that they were most likely to continue performing random acts of kindness. Completing a positive psychology course benefits both the individual and the community at large. The results support the use of a positive psychology course to improve students’ well-being and academic achievement.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48279645","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

Connecting Introductory Psychology to Climate Change Can Empower Students 将入门心理学与气候变化联系起来可以增强学生的能力

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2023-06-01 DOI: 10.1177/00986283231177949

Gregg Sparkman, L. Hackel, J. Crosby, J. Gross, B. Hard

{"title":"Connecting Introductory Psychology to Climate Change Can Empower Students","authors":"Gregg Sparkman, L. Hackel, J. Crosby, J. Gross, B. Hard","doi":"10.1177/00986283231177949","DOIUrl":"https://doi.org/10.1177/00986283231177949","url":null,"abstract":"Introductory psychology courses provide a unique opportunity to educate students in ways that can inform how they will address major issues of the day. Objective: We tested whether an integrative, last-day-of-class activity in which students applied pertinent psychological theories to climate change would empower students to address this issue. Method: Across multiple introductory psychology courses, pre- and post-course assessments (Study 1) and a comparison to a control classroom condition (Study 2) were used to evaluate changes in students’ climate change efficacy beliefs and intentions to act. Results: Students who experienced the activity were more likely to (1) believe their actions could make a difference in mitigating climate change and influence others to follow suit, (2) show increased intentions to adopt sustainable behaviors and take political action to address climate change, and (3) see psychology as relevant to solving societal issues like climate change. Having students connect psychology to solving climate change led students to feel more empowered to address this global challenge. Teaching implications: This classroom activity could readily be scaled up to thousands of introductory psychology courses around the world every year, connecting psychology to a major issue of our time and potentially mobilizing students to action.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41873554","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

Time Allocation and Satisfaction Among Tenured Psychology Faculty at Public, Regional Universities 公立地区大学终身制心理学教师的时间分配与满意度

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2023-05-30 DOI: 10.1177/00986283231178242

Kathleen Fuegen, Gregory T. Hatchett

{"title":"Time Allocation and Satisfaction Among Tenured Psychology Faculty at Public, Regional Universities","authors":"Kathleen Fuegen, Gregory T. Hatchett","doi":"10.1177/00986283231178242","DOIUrl":"https://doi.org/10.1177/00986283231178242","url":null,"abstract":"Research on the experiences of tenured faculty employed at teaching-intensive institutions is lacking. We gathered data regarding how tenured psychology faculty allocate time. We identify variables that predict time allocation and report associations between time allocation and job satisfaction. We surveyed 386 tenured psychology professors at regional, public universities in the United States. We measured (1) the percentage of time respondents typically allocated and would prefer to allocate to four activities: teaching, research, service, and administration, and (2) job satisfaction and intentions to seek another position. Time typically allocated to teaching, research, service, and administrative activities was unrelated to job satisfaction. Time allocated to research was associated with intentions to seek another position. Associate professors allocated more time to teaching than did full professors. The discrepancy between typical and preferred time allocation was associated with occupational dissatisfaction. In contrast to previous studies, we found that allocating a large percentage of work time to teaching activities did not predict lower job satisfaction. Tenured psychology faculty allocated time to teaching activities in ways consistent with their preferences.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45174992","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

Busting Myths to Increase Critical Thinking in Psychology Majors 破除神话提高心理学专业学生的批判性思维

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2023-04-06 DOI: 10.1177/00986283231166954

Jennifer S. Blessing

{"title":"Busting Myths to Increase Critical Thinking in Psychology Majors","authors":"Jennifer S. Blessing","doi":"10.1177/00986283231166954","DOIUrl":"https://doi.org/10.1177/00986283231166954","url":null,"abstract":"Background: Increasing students’ ability to think critically allows them to engage more fully with psychology material. Objective: The current study used a critical thinking assignment called PsychBusters to examine critical thinking and interest in psychology in two sections of introductory psychology designated for first-year psychology majors. Method: The experimental section completed two PsychBusters presentations including a poster presentation. The control course section also completed poster presentations but did not do the PsychBusters assignment. For both sections, critical thinking skills and levels of interest in psychology were measured at the start and end of the semester. Results: Students in both sections maintained a high interest in psychology across the semester. The section that worked on the PsychBusters misconception assignment had similar critical thinking skills as the control at the start of the semester but had higher scores at the posttest. Conclusion: Assignments that direct students to focus on critical thinking may not improve one's interest in psychology. However, class assignments that hone critical thinking skills should be integrated into psychology courses with the aim of improving students’ reasoning. Teaching Implications: The development of critical thinking skills in psychology majors should start early in the curriculum.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47395013","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

Cueing Engagement: Applying the Trickle-Down Engagement Model to Instructors’ in-Class Behaviors 提示参与：滴流式参与模型在教师课堂行为中的应用

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2023-01-24 DOI: 10.1177/00986283221148459

D. Saucier, Tucker L. Jones, Stuart S. Miller, Ashley A. Schiffer, Haley D. Mills, Noah D. Renken

{"title":"Cueing Engagement: Applying the Trickle-Down Engagement Model to Instructors’ in-Class Behaviors","authors":"D. Saucier, Tucker L. Jones, Stuart S. Miller, Ashley A. Schiffer, Haley D. Mills, Noah D. Renken","doi":"10.1177/00986283221148459","DOIUrl":"https://doi.org/10.1177/00986283221148459","url":null,"abstract":"The Trickle-Down Engagement Model posits that instructor engagement promotes student engagement which, in turn, has positive implications for student learning. Our goal was to provide evidence-based practical recommendations for instructors to communicate their engagement with course material to students, activating the trickle-down process. In two experiments, we used recorded mock lectures in which we manipulated instructor movement within the classroom (Study 1) and enthusiastic statements that cued instructor engagement (Study 2). In both studies, we measured student learning and assessed perceptions of the instructor's engagement, their own engagement, and the presented material. Engaged cue statements successfully communicated instructor engagement but physical movement did not. Consistent with the Trickle-Down Engagement Model and our hypotheses, perceptions of instructors’ engagement positively related to participants’ own engagement, which was also positively related to better learning outcomes. When instructors verbally communicate their engagement with course material, students are more engaged and demonstrate better learning. Channeling explicit, positive instructor engagement has numerous benefits, including enhanced student learning and educational experiences.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47210872","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

An Experiential Helping Skills Course for Undergraduates: The Helping Relationship 大学生体验式帮助技巧课程:帮助关系

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-12-21 DOI: 10.1177/00986283221138821

Aaron R. Estrada, Robin Lewis, Kendra N. Williams

{"title":"An Experiential Helping Skills Course for Undergraduates: The Helping Relationship","authors":"Aaron R. Estrada, Robin Lewis, Kendra N. Williams","doi":"10.1177/00986283221138821","DOIUrl":"https://doi.org/10.1177/00986283221138821","url":null,"abstract":"Introduction: An innovative undergraduate helping skills course where students learn, practice, and apply a problem management model with a peer volunteer on a non-clinical issue across three supervised helping meetings is presented. Statement of the Problem: Undergraduate helping skill courses are typically offered as in-class role-plays. This course goes beyond role-plays and provides an authentic helping experience with an out-of-class peer volunteer. Literature Review: Literature supports an argument for deeper learning by extending the typical process of role-play-based helping skill learning to the application of skills to support a peer with a genuine issue. Teaching Implications: Lecture, in-class skills practice, and supervision with the instructor facilitates student capacity to work with a non-classmate peer volunteer. Instructors closely oversee student work in and outside of class to provide an ethical, structured, non-professional helping experience. Conclusion: We highlight here the constructivist and mastery underpinning of an undergraduate helping skills course. Along with instructor feedback, student learning and growth are facilitated by students’ own reflections of the helping process with their peer volunteers. Student helpers describe the course as impactful. Course resources are available in open materials.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43974299","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

Experimental Evaluation of Implicit Bias Education in the College Classroom 大学课堂内隐偏见教育的实验评价

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-12-20 DOI: 10.1177/00986283221142016

C. B. Hawkins, Alexis Z. Camp, M. Schunke

{"title":"Experimental Evaluation of Implicit Bias Education in the College Classroom","authors":"C. B. Hawkins, Alexis Z. Camp, M. Schunke","doi":"10.1177/00986283221142016","DOIUrl":"https://doi.org/10.1177/00986283221142016","url":null,"abstract":"Background: One common method of teaching students about diversity, equity, and inclusion is educating them about implicit bias—stereotypes and prejudices that are relatively automatic or unconscious. Research reveals positive impacts of implicit bias education but is limited to organizations and social psychology classrooms. Objective: The purpose of this study was to: (1) create a brief online education about implicit bias that could be adapted broadly in college classrooms and (2) test whether the education intervention improved learning, motivational, and behavioral intention outcomes. Method: We randomly assigned professors of a first-year seminar to instruct their students ( N = 498) to complete a survey containing our dependent measures before or after receiving a bias education intervention, which included completing an Implicit Association Test. Results: The bias education intervention increased objective and subjective knowledge of bias and multicultural competence, awareness of one's own bias, and behavioral intentions to reduce bias. Conclusion: These results suggest that a brief online bias education may be one effective tool in helping to create an inclusive campus environment. Teaching Implications: The publicly available bias education intervention provided here can be used broadly as one component of education around diversity, equity, and inclusion on college campuses.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49655925","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

Student Preferences of Virtual and Live Learning Laboratory Experiences 学生对虚拟和现场学习实验室体验的偏好

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-12-19 DOI: 10.1177/00986283221143781

A. Kelling, Nicholas J. Kelling

{"title":"Student Preferences of Virtual and Live Learning Laboratory Experiences","authors":"A. Kelling, Nicholas J. Kelling","doi":"10.1177/00986283221143781","DOIUrl":"https://doi.org/10.1177/00986283221143781","url":null,"abstract":"Background: Given the increased emphasis on active learning in psychology, it is important to use data to enhance these experiences. In learning courses, both live animals and virtual training laboratories have been found to enhance learning, but less research has examined student preferences. Generally, live rats are preferred, but students may resist these experiences. Additionally, both laboratory types have drawbacks. Objective: This study examined student preferences for learning laboratory experiences. Method: The current study surveyed students to understand preferences between laboratory experiences and within a virtual program. Specifically, students were asked preference for species and between realistic and cartoon versions. Results: Participants preferred live animals, but the difficulties of working with live animals may require the use of virtual laboratory programs. For those programs, students preferred realistic dogs. Additionally, based on these preferences a pilot program was designed and tested in a class. The students supported the inclusion of the program for similar classes and provided feedback for improvement. Conclusions: Live animal laboratories are worthwhile when feasible, but well-designed virtual programs can be beneficial for engaging and impactful learning experiences. Teaching Implications: Instructors should consider using live or virtual animal laboratories for psychology of learning courses.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47011885","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

Leaks in the Workforce Pipeline: Understanding Barriers to Pursuing Mental Health Careers among Undergraduate Psychology Students 劳动力管道的泄漏：心理学本科生寻求心理健康职业的障碍

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-12-18 DOI: 10.1177/00986283221141370

Nicholas D. Mian, Joan H. Glutting

{"title":"Leaks in the Workforce Pipeline: Understanding Barriers to Pursuing Mental Health Careers among Undergraduate Psychology Students","authors":"Nicholas D. Mian, Joan H. Glutting","doi":"10.1177/00986283221141370","DOIUrl":"https://doi.org/10.1177/00986283221141370","url":null,"abstract":"Mental health workforce capacity has faced significant challenges which have only been exacerbated by COVID-19. Undergraduate students provide a robust entry point of a workforce pipeline, but many do not end up in mental health careers despite high levels of interest in this area. The purpose of this study was to identify career barriers and related factors that might explain why few students enter the mental health workforce. We surveyed undergraduate psychology majors ( N = 230) from a large university about their career interests, career perceptions, vocational identity, perceived barriers, and post-graduation plans. About half of participants were interested in a mental health career but endorsed high levels of barriers, most of which are financial. Vocational identity predicted plans to attend graduate school after controlling for covariates. Despite strong interest in mental health careers, students perceive significant barriers, and only those with the strongest identification with this career are likely to overcome these barriers. Teaching Implications: Psychology faculty can help to address gaps in career knowledge and better support students being well-versed in regional issues and career-related information, such as loan repayment programs.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44526303","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

Students in Team-Based Learning Classes Report Greater Perceived Social Support 团队学习班的学生报告称，他们获得了更大的社会支持

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-11-28 DOI: 10.1177/00986283221136865

Laura Madson, Michael C. Hout, Sarah C. Wheat, Marlena R. Fraune

引用次数: 0