Teaching of Psychology最新文献_第9页

2022 Society for Teaching of Psychology Awards and Recognition Recipients 2022年心理学教学学会奖和表彰获得者

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-06-20 DOI: 10.1177/00986283221106685

J. Kraybill, Seungyeon Lee, F. Jia, Leslie Berntsen

引用次数: 0

Testing the Effects of a Utility Value Intervention in an Online Research Methods Course: A Conceptual Replication of Hulleman et al. (2017, Study 2) 在线研究方法课程中效用价值干预的效果检验:Hulleman et al.(2017，研究2)的概念复制

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-06-10 DOI: 10.1177/00986283221101850

Paul C. Price, Kiana Crisosto, Anthony Carvalho, Constance J. Jones, Meaghan McCready, Amber Shaver, Andrea N. Wiemann

{"title":"Testing the Effects of a Utility Value Intervention in an Online Research Methods Course: A Conceptual Replication of Hulleman et al. (2017, Study 2)","authors":"Paul C. Price, Kiana Crisosto, Anthony Carvalho, Constance J. Jones, Meaghan McCready, Amber Shaver, Andrea N. Wiemann","doi":"10.1177/00986283221101850","DOIUrl":"https://doi.org/10.1177/00986283221101850","url":null,"abstract":"<h2>Background</h2><p>Utility-value (UV) classroom interventions typically involve students completing assignments that involve writing about the usefulness of the course material. They are widely recommended and have received some empirical support.</p><h2>Objective</h2><p>This study tested the effectiveness of a UV intervention in an online research methods course. It was a conceptual replication of a study by Hulleman et al. (2017, Study 2).</p><h2>Method</h2><p>Students (<i>N</i> = 264) were randomly assigned to complete three assignments that required them to write about the usefulness of course material or three assignments that required them to summarize course material. The groups were compared in terms of their scores on a research methods knowledge test, their final papers, their final exams, and their final point totals, along with measures of the interestingness and usefulness of the course material.</p><h2>Results</h2><p>There were no differences between conditions on any of the outcome variables.</p><h2>Conclusion</h2><p>The UV intervention was ineffective. Further research is needed to establish the conditions under which such interventions are and are not effective.</p><h2>Teaching Implications</h2><p>UV interventions do not necessarily improve student performance. Instructors who use them should consider doing so in a way that allows for an assessment of their effect in their local context.</p>","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539936","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

Earlier Start Time for an Undergraduate Introductory Psychology Course is Associated with Worse Academic and Sleep-Related Outcomes 大学生心理学入门课程开始时间越早，学习成绩和睡眠相关成绩越差

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-06-05 DOI: 10.1177/00986283221103473

Susan J. Wenze, Thalia K. Charles

{"title":"Earlier Start Time for an Undergraduate Introductory Psychology Course is Associated with Worse Academic and Sleep-Related Outcomes","authors":"Susan J. Wenze, Thalia K. Charles","doi":"10.1177/00986283221103473","DOIUrl":"https://doi.org/10.1177/00986283221103473","url":null,"abstract":"Few studies have examined the effects of later class start times in college, even though developmentally driven sleep phase changes persist into the mid-20s. We hypothesized that sleepiness would be higher in an 8 a.m. versus 10 a.m. section of Introductory Psychology, and grades, engagement, enjoyment, attendance, assignment completion, ease of waking and staying awake, and student evaluations of teaching (SETs) would be lower. Eighty-two students enrolled in an 8 a.m. ( n = 39) or 10 a.m. ( n = 43) section of Introductory Psychology reported their GPA and completed the Stanford Sleepiness Scale, Likert-scale items from the College’s SET form, and other questions. Students in the 8 a.m. section reported lower GPA, class grade, and assignments completed; more sleepiness; and a harder time waking up and staying awake for class. Several findings held when controlling for GPA. Results extend previous research and suggest the importance of offering later classes in college. Limitations include a small sample size, quasi-experimental design, and use of self-report data. Future researchers should test whether findings replicate with other kinds of classes and in other subjects. To maximize student success and well-being, later courses should be offered at the college level whenever feasible.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47982138","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 Psychology Learning Community for Transfer Majors: Its Impact on Student Performance and Perceptions During the Covid-19 Pandemic 转学专业心理学学习社区：新冠肺炎疫情期间对学生学习成绩和认知的影响

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-06-01 DOI: 10.1177/00986283221098694

Kim Buch, Elaine O'Reilly

{"title":"A Psychology Learning Community for Transfer Majors: Its Impact on Student Performance and Perceptions During the Covid-19 Pandemic","authors":"Kim Buch, Elaine O'Reilly","doi":"10.1177/00986283221098694","DOIUrl":"https://doi.org/10.1177/00986283221098694","url":null,"abstract":"Transfer students are a growing population of undergraduate psychology majors who are academically at-risk but often underserved by 4-year institutions. We describe a transfer learning community (TLC) for entering psychology transfer students and report its impact on participants social and academic integration and success. A mixed-method design was used to compare academic success metrics (archival measures of first-semester grade point average and probation rates) of participants with entering transfer majors not participating in the learning community. A participant survey was also created and used to measure student perceptions of the TLC, as well as perceived challenges of transferring during the Covid-19 pandemic and how the TLC helped to mitigate them. During its first year, the TLC served 72 entering transfer majors across two cohorts. Participants significantly out-performed non-participant psychology transfer majors on first-semester grade point average and were significantly less likely to be placed on academic probation after their first semester than non-participant transfer majors. The widely-reported benefits of learning communities for first-year psychology students are adaptable to the more at-risk population of transfer students. Technology-enabled teaching tools can be used to build virtual community in hybrid and synchronous online learning environments.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45267015","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 Difficult Dialogues on Social Justice Attitudes During a Multicultural Psychology Course 多元文化心理学课程中困难对话对社会公正态度的影响

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-06-01 DOI: 10.1177/00986283221104057

E. Hicks, María de la Caridad Alvarez, Melanie M. Domenech Rodríguez

{"title":"Impact of Difficult Dialogues on Social Justice Attitudes During a Multicultural Psychology Course","authors":"E. Hicks, María de la Caridad Alvarez, Melanie M. Domenech Rodríguez","doi":"10.1177/00986283221104057","DOIUrl":"https://doi.org/10.1177/00986283221104057","url":null,"abstract":"Background Previous research shows that Multicultural Psychology courses can produce significant improvements in students’ cultural competence-related attitudes in in-person and online courses. Objective We evaluated the impact of adding a skills-focused group assignment (i.e., Difficult Dialogues) to an online asynchronous Multicultural Psychology course. Method Undergraduate students filled out a battery of self-report measures at the beginning and end of the course. Of the 192 total students, 107 were in course sections which completed a Difficult Dialogue (DD) group project, and 85 were in the teaching as usual (TAU) section. Results Students in DD groups had significantly greater pre-to post-increases on social justice behavioral intentions and perceived behavioral control compared to TAU. There were no statistical differences between-groups on measures of other cultural competence constructs, though there were statistically significant within-group improvements on all outcome measures. Conclusion Results suggest that the DD project had a particular impact on improving social justice behavioral intentions and perceived behavioral control. Teaching Implications These shifts underscore the importance of including opportunities for students to learn and practice specific skills in Multicultural Psychology courses, and that online courses can effectively provide these opportunities.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45336192","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: 3

A Personal Journey of Studying Positive Psychology: Reflections of Undergraduate Students in the United Arab Emirates 积极心理学的个人学习之旅:阿联酋大学生的思考

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-06-01 DOI: 10.1177/00986283221106689

A. Shrivastava, Humna Azhar, L. Hyland

{"title":"A Personal Journey of Studying Positive Psychology: Reflections of Undergraduate Students in the United Arab Emirates","authors":"A. Shrivastava, Humna Azhar, L. Hyland","doi":"10.1177/00986283221106689","DOIUrl":"https://doi.org/10.1177/00986283221106689","url":null,"abstract":"An increasing number of undergraduate positive psychology courses offer students a holistic view of the broader discipline of psychology. Even short-term participation in positive psychology activities as part of a taught course may improve psychological well-being and lower stress. However, there is a dearth of qualitative evidence on how students experience this learning process. This study aimed to explore UAE-based undergraduate students’ reflections on their experiences of an elective positive psychology course and their participation in various positive psychology interventions (PPIs). This qualitative study explored 21 UAE-based undergraduate students’ reflections on taking a semester-long positive psychology course, in which they participated in PPIs. The rich data from semi-structured interviews were analyzed using reflexive thematic analysis. Three main themes emerged, namely rethinking positive psychology, changes in perspective on happiness and search for positivity, and enhanced relationships. The study suggests that positive psychology may reach past the time and space of the taught course and have at least a short-term positive impact on students' mental and social lives. Findings from this study imply the potential of positive psychology in higher education and point towards further integration of such courses in undergraduate programs in the UAE and beyond.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48274261","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

Comparing Undergraduate Student Participation in Online Discussion Boards Hosted on Reddit and Canvas 大学生参与Reddit和Canvas在线讨论板的比较

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-05-30 DOI: 10.1177/00986283211056074

Andrew S. Neff, Jenny Mischel, Evan Yang

{"title":"Comparing Undergraduate Student Participation in Online Discussion Boards Hosted on Reddit and Canvas","authors":"Andrew S. Neff, Jenny Mischel, Evan Yang","doi":"10.1177/00986283211056074","DOIUrl":"https://doi.org/10.1177/00986283211056074","url":null,"abstract":"Background Instructors often try to promote student engagement with discussion boards in learning management systems (LMS) like Canvas. Although convenient, alternatives like the social media platform Reddit may be more effective. Method A non-randomized controlled trial compared the use of Canvas and Reddit in two sections of two undergraduate psychology courses (N = 77). Engagement was measured as the number and word-count of posts and responses and complemented with self-reported data. Results There was no difference between platforms in total number of posts or replies. In one course, the average word count per post was higher in Reddit than Canvas (r = .44). However, in the other course, the average word count per post (r = .47) and per reply (r = .39) was significantly lower in Reddit. Neither course observed a significant difference in students’ perceived value of the discussion board. Conclusion This study provided no consistent evidence that Reddit supports student engagement relative to Canvas, and combined with additional survey data, it is possible that hosting the discussion board on Reddit may even be detrimental. Teaching Implications Given the issues we identified with moving discussion boards to Reddit, and the benefits of using Canvas, we recommend using a traditional LMS like Canvas.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47288446","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

Construction of a Research Requirement Participant Pool Using Open-Source Software 利用开源软件构建研究需求参与者池

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-05-29 DOI: 10.1177/00986283221088788

Jon Westfall, Evan M. Hill

{"title":"Construction of a Research Requirement Participant Pool Using Open-Source Software","authors":"Jon Westfall, Evan M. Hill","doi":"10.1177/00986283221088788","DOIUrl":"https://doi.org/10.1177/00986283221088788","url":null,"abstract":"Recruiting undergraduate students to participate in research has long been an established practice within psychology. Although this data source has weaknesses, this involvement in the research process has considerable pedagogical value in teaching students research methodology. Most common software packages used to manage participant pools tend to be expensive, to the extent that it prohibits access for small institutions and departments. Highlighting the problem, we cite research related to using undergraduates as participants, pedagogical value of these experiences, and current trends in software distribution. We then provide evidence of successful implementation of open-source software (OSS) in educational settings, and conclude with OSS options capable of addressing the problem of access. By providing students research experiences, both as a researcher and as a participant, we enhance their understanding of this process. Secondary to this, we can foster within them a skill set that is valuable to disciplines outside of academia. The implementation of an OSS system to manage research participants provides a cost-effective means to expand the learning and research opportunities of available to students.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44190611","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

Reframing Psychological Research Methods Courses as Tools for Social Justice Education 重新建构心理学研究方法课程作为社会正义教育的工具

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-05-29 DOI: 10.1177/00986283221097404

C. Etengoff

{"title":"Reframing Psychological Research Methods Courses as Tools for Social Justice Education","authors":"C. Etengoff","doi":"10.1177/00986283221097404","DOIUrl":"https://doi.org/10.1177/00986283221097404","url":null,"abstract":"Introduction APA’s 2017 Multicultural Guidelines ask teachers to integrate diversity, equity, and inclusion (DEI) across the psychology curriculum. Statement of the Problem However, there are few resources outlining best practices for DEI instruction outside of diversity/multicultural courses. Moreover, instructors for skill-based courses such as Psychological Research Methods may view DEI as beyond their scope. Literature Review Building on the agentive pedagogical theories of Freire, Kegan and Stetsenko, I aim to outline the importance of integrating DEI into research methods courses and identify seven accessible ways in which to do so. Teaching Implications Teachers will find a comprehensive review of the theory and research related to seven DEI teaching practices: (1) Diverse Representation/Visibility, (2) Modeling Inclusive Language/Practices, (3) Addressing Social Issues and Inequities, (4) Broadening the Applied Topical Scope, (5) Meaning-Making, (6) Teaching from a Strengths-Based Perspective, and (7) Promoting Students’ Agency. Conclusion Diversity, equity, and inclusion research methods courses can provide students with a clear model of inclusive practices, opportunities to develop sociorelational skills, and the tools to agentively contribute to social justice research.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64895855","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: 4

Using Party Games to Help Students Understand Models of Psycholinguistics 利用派对游戏帮助学生理解心理语言学模型

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2022-05-05 DOI: 10.1177/00986283221097616

L. Santelmann

{"title":"Using Party Games to Help Students Understand Models of Psycholinguistics","authors":"L. Santelmann","doi":"10.1177/00986283221097616","DOIUrl":"https://doi.org/10.1177/00986283221097616","url":null,"abstract":"Psycholinguistics presents a challenge to teaching and learning because of the many abstract models in the field. Language-related games provide a vehicle for students to ground and demonstrate their understanding of these models. Models in psycholinguistics are challenging to teach and learn because they represent mental phenomena that have no physical counterpart. Research on the teaching of models in other fields demonstrates that students have difficulty with models even when they represent physical phenomena. Little research has examined the teaching of cognitive models such as those in psycholinguistics. This article demonstrates how using party games and board games is an active-learning approach that helps students ground their understanding of models in a concrete experience of producing and understanding language. Students learn through analyzing and reflecting on game play. Using games helps make abstract models concrete and is a motivating tool. Written assignments using games clearly demonstrate students’ understanding of models. Many popular party/board games have a language focus. These can easily be incorporated into existing courses to promote understanding of models in the field.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44473158","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