Teaching of Psychology最新文献_第5页

Active Student Responding and Student Perceptions: A Replication and Extension 学生主动回应与学生感知:复制与延伸

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2023-07-30 DOI: 10.1177/00986283231191110

A. C. Keim, Adriane M. F. Sanders, Thaddeus B. Rada-Bayne, David R. Earnest

{"title":"Active Student Responding and Student Perceptions: A Replication and Extension","authors":"A. C. Keim, Adriane M. F. Sanders, Thaddeus B. Rada-Bayne, David R. Earnest","doi":"10.1177/00986283231191110","DOIUrl":"https://doi.org/10.1177/00986283231191110","url":null,"abstract":"Background: This study examined students’ perceptions of and engagement with active student responding (ASR) techniques as they relate to student performance. Objective: We replicate Zayac et al.'s study on ASR methods and expand on it by using an upper-level psychology course at multiple institutions and additional measures of engagement. Method: The current study used a within-subjects, counter-balanced design, with data collected from 103 students at four universities. Results: Though no differences in exam scores across ASR conditions were observed, there were differences in student perceptions and engagement. ASR techniques providing increased anonymity resulted in greater student perceptions and engagement than control conditions. Additionally, extraverted students reported greater cognitive and emotional engagement with nonanonymous ASR techniques. Conclusion: Findings support some positive impacts of ASR techniques, especially for those that allow for increased student anonymity. Implications for Teaching: Instructors should be selective and critical about adopting ASR techniques in the classroom, as anonymous ones may allow for increased student engagement and accommodations for some but have the potential for distraction or disengagement for others.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45838837","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

Community-Engaged Pedagogy in the Psychology Classroom: Shelter Dogs go to College 心理学课堂上的社区参与教育：收容所的狗上大学

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2023-07-28 DOI: 10.1177/00986283231191748

S. Flaisher-Grinberg

{"title":"Community-Engaged Pedagogy in the Psychology Classroom: Shelter Dogs go to College","authors":"S. Flaisher-Grinberg","doi":"10.1177/00986283231191748","DOIUrl":"https://doi.org/10.1177/00986283231191748","url":null,"abstract":"Community-engaged pedagogy has the potential to benefit both students and the community. The purpose of this project was to design a new undergraduate psychology course according to recommended community-engaged practices and to explore learning outcomes associated with it. The Canine Learning and Behavior (CLB) course, taught by faculty and community co-educators, offered undergraduate psychology students the opportunity to train shelter dogs and write shelter-specific grant applications. Learning outcomes were assessed via course grades and self-evaluation questions for students enrolled in the CLB ( n = 21) and in a comparably challenging Sensation and Perception (SnP, n = 47) course, taught within the same semesters by the same faculty instructor. In comparison to participation in the SnP course, participation in the CLB course was associated with higher content comprehension, confidence in and familiarity with relevant skills (i.e., dog training and grant writing), as well as awareness of and sense of responsibility to the needs of the community. The employment of community-engaged pedagogy can benefit various stakeholders, including students, the community, and in this specific case, shelter dogs. This proof-of-concept study may encourage psychology educators to integrate community-engaged pedagogy into their curriculum.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42477559","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 Cognitive/Behavioral Neuroscience Through a DEI Lens DEI视角下的认知/行为神经科学教学

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2023-07-10 DOI: 10.1177/00986283231183936

Jamie K. Opper

{"title":"Teaching Cognitive/Behavioral Neuroscience Through a DEI Lens","authors":"Jamie K. Opper","doi":"10.1177/00986283231183936","DOIUrl":"https://doi.org/10.1177/00986283231183936","url":null,"abstract":"As higher education continues to prioritize diversity, equity, and inclusion (DEI), cognitive/behavioral neuroscience and other physiologically based psychology courses may face challenges incorporating DEI issues into the curriculum relative to other subfields of psychology. Instructors of these courses may believe that their discipline is more objective than other psychology subfields, or may simply be unsure where to insert discussion of DEI issues into their course material. There is a substantial evidence regarding both the fallacy of total scientific objectivity and how structural inequalities can impact brain structure and function in historically marginalized populations. I discuss where and how in the neuroscience curriculum instructors can implement relevant discussion of DEI issues, as well as provide practical suggestions for how to increase belongingness for historically marginalized students, including open educational resource lecture slides and a critical-thinking assignment. Excluding DEI content from neuroscience courses harms our students and perpetuates the myth of total scientific objectivity, so it is imperative that faculty include DEI discussions in neuroscience-based courses.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45802541","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

Paying Attention in Class: Using In-Class Quizzes to Incentivize Student Attention 课堂注意力：利用课堂测验激发学生注意力

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2023-07-04 DOI: 10.1177/00986283231185136

J. Nevid, Casey E. Armata

{"title":"Paying Attention in Class: Using In-Class Quizzes to Incentivize Student Attention","authors":"J. Nevid, Casey E. Armata","doi":"10.1177/00986283231185136","DOIUrl":"https://doi.org/10.1177/00986283231185136","url":null,"abstract":"Methods are needed to incentivize student attention to class material. The purpose of this study was to examine the effects of in-class quizzing to incentivize student attention to class material to boost exam performance. A randomized, alternating treatments design embedded in an introductory psychology class compared learning benefits of two types of quiz-based engagement activities, mastery quizzes, and concepts checks, as compared to a no-engagement activity control. Students performed significantly better on exam content linked to classes with quiz-based engagement activities. Learning benefits of engagement activities extended across levels of cognitive complexity indexed to Bloom levels, although were stronger for low-level items. The effects of engagement activities were also stronger for content directly discussed in class. There were no significant differences in learning outcomes between the two engagement activities. Students performed better on exam content linked to class sessions with quiz-based engagement activities that incentivized attention to class material compared to those that did not. Using in-class quizzes as attentional cues offers instructors a means of incentivizing student attention to class material with minimal disruption of class time and lecture flow, while also improving exam scores.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47449248","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

Impact of COVID-19 Campus Closure on Undergraduates. 新冠肺炎校园关闭对大学生的影响

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2023-07-01 DOI: 10.1177/00986283211043924

Olufunmilayo Telli, Lindsey Mountcastle, Brianna L Jehl, Angel Munoz-Osorio, Lynnda M Dahlquist, Ashani Jayasekera, Aryn Dougherty, Raquel Castillo, Kollin Miner

{"title":"Impact of COVID-19 Campus Closure on Undergraduates.","authors":"Olufunmilayo Telli, Lindsey Mountcastle, Brianna L Jehl, Angel Munoz-Osorio, Lynnda M Dahlquist, Ashani Jayasekera, Aryn Dougherty, Raquel Castillo, Kollin Miner","doi":"10.1177/00986283211043924","DOIUrl":"https://doi.org/10.1177/00986283211043924","url":null,"abstract":"Background: The COVID-19 pandemic resulted in an abrupt transition from in-person to online learning in Spring 2020.Objective: The purpose of this study was to identify the impact of the transition on undergraduates during the period following the campus closure.Method: 131 psychology undergraduate students completed an online survey of how the COVID-19 closure had impacted their academics, online learning environment, and traumatic stress symptoms (using the Posttraumatic Stress Disorder Checklist for the DSM-5).Results: Most participants reported increased academic difficulty compared to before closure. Approximately 30% reported elevated traumatic stress symptoms. Greater traumatic stress was associated with greater difficulty completing assignments, more limited access to the internet and quiet places to study, and greater sibling-care responsibilities.Conclusions: The acute transition to online instruction posed academic and emotional challenges to many students, especially those from environments with competing demands or less access to academic supports. Follow-up evaluation is needed to determine whether these difficulties have persisted in subsequent semesters of online instruction.Teaching implication: Instructors should anticipate the emotional and academic needs of students who are relatively unfamiliar with online instruction and consider ways to minimize negative environmental impacts and increase access to mental health resources.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10261954/pdf/10.1177_00986283211043924.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10351476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Eliminating ANOVA Hand Calculations Predicts Improved Mastery in an Undergraduate Statistics Course 消除方差分析手工计算预测本科统计学课程掌握能力的提高

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2023-06-27 DOI: 10.1177/00986283231183959

Angela G. Pirlott, Jarrod C. Hines

引用次数: 0

“I Hope You Know I’m Proud of You”: Reflections on the Postcard to My Graduating Self Project “我希望你知道我为你骄傲”——关于毕业自我项目明信片的思考

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2023-06-26 DOI: 10.1177/00986283231184418

Madeleine Pownall

{"title":"“I Hope You Know I’m Proud of You”: Reflections on the Postcard to My Graduating Self Project","authors":"Madeleine Pownall","doi":"10.1177/00986283231184418","DOIUrl":"https://doi.org/10.1177/00986283231184418","url":null,"abstract":"Student transition to university can be a challenging time. Research suggests that providing space for student reflection and goal setting may facilitate this period of transition. I describe the Postcard to my Graduating Self Project, in which psychology students were invited to write postcards to their future selves. In the postcards, students were encouraged to reflect upon their goals and plans for their psychology degree. I ran the Postcard Project as part of an induction program of a BSc Psychology undergraduate cohort. One hundred and sixty-six undergraduate psychology students completed postcards. In my reading of the postcards and experiences of running the session, students appeared to use the postcard project as (1) a motivational tool, which prompted thinking about future goals, (2) a reflective device, which encouraged reflecting upon previous experiences, (3) and a social experience, which brought students together in unique ways. Facilitating students’ writing postcards to their future self may foster social connections and provide educators with richer insights into the student experience. I provide tips for conducting this project in other institutions and encourage educators to consider using the Postcard to my Graduating Self Project.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41328717","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

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