Teaching of Psychology最新文献_第6页

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

Diversity Wanted! Utilizing Transdisciplinary Scholarship on Structural Inequality to Educate Psychology Graduate Students. 多样性的希望!利用结构不平等的跨学科奖学金培养心理学研究生。

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2023-04-01 DOI: 10.1177/00986283211061687

Jennifer M Gómez

{"title":"Diversity Wanted! Utilizing Transdisciplinary Scholarship on Structural Inequality to Educate Psychology Graduate Students.","authors":"Jennifer M Gómez","doi":"10.1177/00986283211061687","DOIUrl":"https://doi.org/10.1177/00986283211061687","url":null,"abstract":"Introduction: The scholarship of teaching and learning (SoTL) should promote diversity, equity, inclusion, and social justice for the next generation of psychologists.Statement of the problem: I worry that the SoTL propagates an exclusionary field that becomes increasingly irrelevant in our diverse society given that graduate curricula largely exclude scholarship on structural inequality.Literature review: I detail the process of graduate curricular changes in my current department, with a focus on my new required graduate course, Diversity, Systems, and Inequality. I utilize scholarship from law, sociology, philosophy, women and gender studies, education, and psychology.Teaching implications: I provide the structure and content of the course-including syllabi and lecture slides-as well as modes of assessment that promote inclusivity and critical thinking. I detail how current faculty can learn to incorporate the content of this work into their own teaching and scholarship through weekly journal clubs.Conclusion: SoTL outlets can publish transdisciplinary, inclusive course materials regarding structural inequality, thus mainstreaming and amplifying such work for the benefit of the field and our world.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10103806/pdf/nihms-1797943.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9323811","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

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

Initial Evidence for Shifting Race Essentialism Beliefs in the Classroom 种族本质主义信念在课堂上转变的初步证据

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-11-25 DOI: 10.1177/00986283221127384

Danielle M. Young, Leigh S. Wilton, Kristina Howansky

{"title":"Initial Evidence for Shifting Race Essentialism Beliefs in the Classroom","authors":"Danielle M. Young, Leigh S. Wilton, Kristina Howansky","doi":"10.1177/00986283221127384","DOIUrl":"https://doi.org/10.1177/00986283221127384","url":null,"abstract":"Background: Teaching students about race and racism is critical to and relevant in psychology classrooms. Objective: We explored whether direct instruction dismantling ideas that race is genetic affects students' race essentialist and other related beliefs. Method: Undergraduate students enrolled in four social psychology courses completed measures of race essentialism and other related beliefs before and after engaging in course-directed activities designed to reduce endorsement of biological essentialist beliefs about race. Results: After class activities, students reported lower levels of general racial essentialist beliefs and estimated that more progress is needed to reduce racial inequality. However, attitudes towards racially minoritized groups or perceived need for anti-racist actions did not shift, and colorblind ideology may have increased. Conclusion: These data provide evidence that essentialism shifts can be accomplished in the psychology classroom, but shifting related beliefs may require additional instruction. Teaching Implications: The class activities described in this research provide a way for instructors to introduce students to a new concept (race essentialism) and change students’ beliefs in the genetic underpinning of race.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43734924","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

Social Justice Pedagogy: Diversity, Equity, and Inclusion in the Teaching of Psychology 社会公正教育学：心理学教学中的多样性、公平性和包容性

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-11-14 DOI: 10.1177/00986283221130697

Jasmine A. Mena

引用次数: 1