Teaching of Psychology最新文献_第7页

In-Egg-Quality: Teaching Perpetuation of Wealth Inequity Across the Lifespan Through a Hands-On Activity 鸡蛋质量：通过实践活动教授终身财富不平等

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-11-13 DOI: 10.1177/00986283221120641

A. Governale

{"title":"In-Egg-Quality: Teaching Perpetuation of Wealth Inequity Across the Lifespan Through a Hands-On Activity","authors":"A. Governale","doi":"10.1177/00986283221120641","DOIUrl":"https://doi.org/10.1177/00986283221120641","url":null,"abstract":"Poverty is a central concept in many fields of psychology, yet poorly designed activities regarding wealth inequality may backfire or cause students to become defensive. Many students hold misperceptions about class mobility and lack an understanding of how systemic barriers perpetuate poverty across the lifespan. The activity described demonstrates how access to resources is often not sufficient to reduce wealth inequality over time. Wealth inequity in America has worsened since the 1970s. Subjective perceptions of income are often predictive of well-being above and beyond objective measures. Students’ misperceptions of social class mobility may be changed through activities that elucidate privilege and oppression across different groups. The activity included opportunities for hands-on learning as well as critical reflection in small groups and with the larger class. Students reported the activity was engaging, emotional, and connected to real-life contexts. Activities that ask students to confront their misperceptions about class mobility and personal understanding of privilege and oppression in a non-threatening way may facilitate greater understanding and empathy towards low-income groups.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49136414","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

Relationships Among Study Guide Format, Academic Motivation, Self-Efficacy, and Student Grades 学习指南格式、学习动机、自我效能感与学生成绩的关系

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-11-08 DOI: 10.1177/00986283221134594

Christina Shane-Simpson, Emma Desens, Allisyn Kleutsch, Rita Obeid

引用次数: 0

Multimedia Characteristics, Student Relationships, and Teaching Behaviors Predict Perceptions of an Inclusive Classroom Across Course Delivery Format 多媒体特征、学生关系和教学行为预测了跨课程交付形式的包容性课堂的感知

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-11-07 DOI: 10.1177/00986283221117621

C. Shane-Simpson, R. Obeid, Manna Prescher

{"title":"Multimedia Characteristics, Student Relationships, and Teaching Behaviors Predict Perceptions of an Inclusive Classroom Across Course Delivery Format","authors":"C. Shane-Simpson, R. Obeid, Manna Prescher","doi":"10.1177/00986283221117621","DOIUrl":"https://doi.org/10.1177/00986283221117621","url":null,"abstract":"Background: Student perceptions of inclusion have been predicted by rapport, and belongingness in face-to-face courses, although these relationships have not been studied across course delivery formats. Objective: This study clarified relationships among course multimedia characteristics, student–professor rapport, instructor and student presence, classroom climate, quality of teaching behaviors, and perceptions of an inclusive classroom in varied course delivery formats. Method: A total of 479 students from two universities completed an online survey assessing their course delivery format, multimedia characteristics, rapport, instructor and student presence, classroom climate, teaching behaviors, and perceptions of an inclusive classroom. Results: Students’ perceptions of inclusion were predicted by course multimedia characteristics (e.g., videos), student–professor rapport, instructor presence, course structure, course clarity, student connectedness, and the quality of teaching behaviors. Conclusion: Inclusive classrooms reflect a myriad of instructor-, student-, and classroom-level characteristics and behaviors. However, the predictive value of these characteristics can change based on the course delivery format. Teaching Implications: Faculty professional development opportunities for inclusive pedagogy should include skill development for course design (multimedia characteristics, structure), professor–student rapport-building and classroom community building, and high-quality teaching behaviors that align with specific course delivery formats.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47066553","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

Diversity, Equity, Inclusion, and Internationalization: Past, Present, and Future of STP 多元、公平、包容与国际化:STP的过去、现在与未来

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-11-07 DOI: 10.1177/00986283221126424

Kelley Haynes-Mendez, Susan A. Nolan, L. Littleford, L. Woolf

{"title":"Diversity, Equity, Inclusion, and Internationalization: Past, Present, and Future of STP","authors":"Kelley Haynes-Mendez, Susan A. Nolan, L. Littleford, L. Woolf","doi":"10.1177/00986283221126424","DOIUrl":"https://doi.org/10.1177/00986283221126424","url":null,"abstract":"Introduction: As an organization with a 75-year history of supporting the teaching of psychology, the Society for the Teaching of Psychology (STP), which also operates as Division 2 of the American Psychological Association, has a significant influence on psychology learning and teaching. Statement of the Problem: In this article, four former STP Vice Presidents for Diversity and International Relations explore STP’s history through the lenses of diversity, equity/social justice, inclusion, and international relations. Literature Review: The paper explores the relevant history of STP and incorporates scholarship of teaching and learning literature through an international and social justice lens. Teaching Implications: The authors discussed ways to support BIPOC and underrepresented instructors of psychology. Conclusion: STP and teachers of psychology play a pivotal role in changing the cultural, structural, and institutional processes representing ongoing barriers to diversity, equity, and inclusion, and social justice within the organization and the teaching of psychology. Instructors of psychology are well positioned to promote systemic and structural changes and advocate for social justice for Black, Indigenous, and People of Color (BIPOC) and other underrepresented teachers of psychology.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46029910","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

The Promise of Labor-Based Grading Contracts for the Teaching of Psychology and Neuroscience 基于劳动的分级合同对心理学和神经科学教学的承诺

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-11-07 DOI: 10.1177/00986283221119783

Jasmine A. Mena, J. R. Stevenson

引用次数: 0

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-11-07 DOI: 10.1177/00986283221129193

E. Varea, Ileana Enesco, Silvia Guerrero, P. Barrios

{"title":"Myths of Popular Psychology Among University Students and Teachers: Does Training in Psychology Reduce Belief in Myths?","authors":"E. Varea, Ileana Enesco, Silvia Guerrero, P. Barrios","doi":"10.1177/00986283221129193","DOIUrl":"https://doi.org/10.1177/00986283221129193","url":null,"abstract":"The study of myths in psychology has conceptual and educational relevance: How to adapt the teaching of psychology to confront myths with grounded knowledge? A first step is to know which myths prevail and its relation to training in psychology. To explore myth's prevalence among Spanish first-year university students of Social (SS) and Engineering Sciences (ES) (Study 1), and among different levels of expertise in psychology (Study 2). Questionnaire including 21 myths. Study 1: 175 first-year SS and ES undergraduates. Study 2: 102 lay, semi-experts and experts in psychology. Lower prevalence of myths among Spanish students than in other countries (approx. 37% vs. 60%), with SS students performing better than ES students. Experts performed significantly better (14% myths endorsed) than lay students (33%), but not than semi-experts (19%). The lower prevalence of myths compared to other countries may be due to methodological and sociocultural aspects. University training in psychology helps to better identify myths but does not eradicate them. Need to reflect on the little progress beyond a medium level of expertise. Teachers and students must identify their own myths and work on them in classroom, promoting critical thinking.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41971351","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

Does “Psychological Literacy” Feature in Non-Psychology Degrees? A Cross-Discipline Study of Student Perceptions “心理素养”是非心理学学位的特色吗?学生认知的跨学科研究

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-11-04 DOI: 10.1177/00986283221130298

Madeleine Pownall, Chloe Thompson, P. Blundell-Birtill, Samantha J. Newell, Richard Harris

{"title":"Does “Psychological Literacy” Feature in Non-Psychology Degrees? A Cross-Discipline Study of Student Perceptions","authors":"Madeleine Pownall, Chloe Thompson, P. Blundell-Birtill, Samantha J. Newell, Richard Harris","doi":"10.1177/00986283221130298","DOIUrl":"https://doi.org/10.1177/00986283221130298","url":null,"abstract":"Background: Psychological literacy is a set of attributes, which refer broadly to how students apply their subject-specific psychology knowledge to solving problems. However, the extent to which psychological literacy skills are unique to psychology as a discipline is unknown. Objective: We assessed whether students perceive psychological literacy attributes to be prominent in disciplines outside of psychology. Method: We recruited undergraduate students from Psychology, non-Psychology STEM subjects, and Humanities subjects ( N = 296) and asked them to identify the extent to which they perceive psychological literacy attributes to be prominent in their degrees. Results: Psychology students reported significantly higher perceived prominence of psychological literacy attributes in their degree, compared with Humanities and non-Psychology STEM students, in all but two of the psychological literacy attributes. Conclusion: These findings suggest that psychological literacy mostly represents attributes unique to psychology students, but some of these attributes are also developed within other disciplines. The facets of psychological literacy unique to psychology relate to knowledge of behavior, research skills, ethics, and socio-cultural issues. Teaching implications: This suggests that psychology students graduate with some subject specific attributes, which may make them uniquely advantaged in a competitive work context and affirms that psychology degrees do hold unique value.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41659491","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

Speed-Interviewing for Classroom Group Formation: How a Clever Twist on the Classic “Speed-Dating” Tradition Enhances Small Group Coursework 课堂小组形成的快速面试：如何巧妙地扭转经典的“快速约会”传统，增强小组教学

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-11-04 DOI: 10.1177/00986283221134034

Lisa W. Sublett, Amanda M. Johnston, C. Walther, Christal Seahorn, Georgina L. Moreno, Latoya Brownlee

引用次数: 0

Improving Undergraduate Psychology Students’ Understanding of the Graduate School Application Process 提高心理学本科生对研究生院申请过程的理解

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-11-04 DOI: 10.1177/00986283221126089

Brent Lang, Melanie R. Lemanski, R. Heron, Kara S. Williams

{"title":"Improving Undergraduate Psychology Students’ Understanding of the Graduate School Application Process","authors":"Brent Lang, Melanie R. Lemanski, R. Heron, Kara S. Williams","doi":"10.1177/00986283221126089","DOIUrl":"https://doi.org/10.1177/00986283221126089","url":null,"abstract":"More students with a bachelor’s degree in psychology are seeking graduate studies, though many lack knowledge about the admission process. We created a brief educational presentation to increase student knowledge of the application process, positive outcome expectations for obtaining a master’s degree in psychology, and intention to apply. We recruited N = 55 undergraduate psychology majors at a public university in Texas. We randomly assigned participants to either a 52-min written or video version of the educational presentation. Repeated measures analysis of variance revealed that participants increased their positive outcome expectations for a master’s degree in psychology and increased their perceived knowledge of the application process. Our qualitative content analysis revealed improvements in participants’ objective knowledge of what to include in a curriculum vitae and personal statement, who to ask for a letter of recommendation, and what resources exist for funding graduate school. Professors could consider using evidence-based, brief educational presentations in mentoring undergraduate students on career goals including graduate study in psychology. Additional training may be required to help educational professionals to incorporate evidence-based career planning during key stages of students’ undergraduate psychology study.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42762243","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

Writing for STP: A Presidential Surprise 为STP撰稿:总统的惊喜

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-11-01 DOI: 10.1177/00986283221125707

Diane L. Finley

引用次数: 0